Pub Date : 2017-01-02DOI: 10.1080/19407882.2017.1280055
KerryAnn O’Meara, J. Fink, Damani K. White-Lewis
Outside offers, defined as comparable offers of employment at another organization, are means by which faculty determine their relative market worth and increase their salary at their home institution. Despite the career advantages associated with outside offers, little is known about the groups of faculty most likely to receive them. For example, given unexplained pay differences between men and women faculty at research universities, it is important to understand whether there are gender differences in who receives outside offers. This study used survey data from (n = 784) faculty respondents at a large, public university and exploratory logistic regression to examine the relationship between receiving outside offers and gender, partner status and having dependents, rank, and time in rank. Key findings suggested that rank was associated with outside offers, with those in higher ranks more likely to receive outside offers. Men were more likely to receive outside offers than women. We draw implications from this exploratory study for future research and for constructing retention policies that do not unintentionally disadvantage certain subsets of faculty.
{"title":"Who’s Looking? Examining the Role of Gender and Rank in Faculty Outside Offers","authors":"KerryAnn O’Meara, J. Fink, Damani K. White-Lewis","doi":"10.1080/19407882.2017.1280055","DOIUrl":"https://doi.org/10.1080/19407882.2017.1280055","url":null,"abstract":"Outside offers, defined as comparable offers of employment at another organization, are means by which faculty determine their relative market worth and increase their salary at their home institution. Despite the career advantages associated with outside offers, little is known about the groups of faculty most likely to receive them. For example, given unexplained pay differences between men and women faculty at research universities, it is important to understand whether there are gender differences in who receives outside offers. This study used survey data from (n = 784) faculty respondents at a large, public university and exploratory logistic regression to examine the relationship between receiving outside offers and gender, partner status and having dependents, rank, and time in rank. Key findings suggested that rank was associated with outside offers, with those in higher ranks more likely to receive outside offers. Men were more likely to receive outside offers than women. We draw implications from this exploratory study for future research and for constructing retention policies that do not unintentionally disadvantage certain subsets of faculty.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126141820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1213643
Lingling Luo, Chunfang Zhou, Song Zhang
This article aims to study both similarities and differences in female students’ creativity between Mainland China and Taiwan. As two main aspects influencing creativity, playfulness and humor are especially focused on in this comparative study. Empirical data were collected from 831 students in Mainland China and 703 students in Taiwan. Based on data analysis, we find common characteristics, gender differences, and regional differences in the creativity of female postgraduate students. The female students in both regions are less confident in their abilities in scientific research and innovative behavior than males. The female students in Mainland China are less confident in playfulness, humor, and creative life experience than their counterparts. The female students in Taiwan are more masculine than their counterparts in Mainland China.
{"title":"Gender and Regional Differences in Creativity: A Comparative Study on Playfulness and Humor in Postgraduate Students Between Mainland China and Taiwan","authors":"Lingling Luo, Chunfang Zhou, Song Zhang","doi":"10.1080/19407882.2016.1213643","DOIUrl":"https://doi.org/10.1080/19407882.2016.1213643","url":null,"abstract":"This article aims to study both similarities and differences in female students’ creativity between Mainland China and Taiwan. As two main aspects influencing creativity, playfulness and humor are especially focused on in this comparative study. Empirical data were collected from 831 students in Mainland China and 703 students in Taiwan. Based on data analysis, we find common characteristics, gender differences, and regional differences in the creativity of female postgraduate students. The female students in both regions are less confident in their abilities in scientific research and innovative behavior than males. The female students in Mainland China are less confident in playfulness, humor, and creative life experience than their counterparts. The female students in Taiwan are more masculine than their counterparts in Mainland China.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122069965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1214603
Kate Winter
I had the pleasure of reviewing Feminist Evaluation and Research: Theory and Practice (Brisolara, Seigart, & SenGupta, 2014) between attending the 8th European Conference on Gender Equality in Higher Education and the 11th Biennial Meeting of the European Evaluation Society. Both meetings included frequent references to many aspects of the volume. This was not only because the contributing authors are all recognized experts in the field but also because they clearly position their contributions within the rich literature of the fields of feminist theory, evaluation, and research. While the word “feminist” may result in knee-jerk reactions of either support or opposition, the reality today is that incidents still occur—ranging from lesser pay for equal work to the abduction and sexual exploitation of women and girls—that are best understood, confronted, and ameliorated through a critical feminist lens. This edited volume lays out the evidence supporting that assertion and provides a sufficient introduction to feminist theory to bring newcomers in the field up to speed. The purpose of the volume was to build on the authors’ earlier contribution to the field (Seigart & Brisolara, 2002) to further the discussion and learning in the field of evaluation by addressing questions regarding: the role of evaluation and research, the methods evaluators and researchers use, the role of the evaluator/researcher, the values prevalent in evaluation and research—especially with a feminist, gender-equity, or equity lens—and the effect evaluators and researchers have on the programs, policies, and people we study and evaluate. Feminist evaluation and research: Theory and practice does not disappoint. The volume is comprised of 12 chapters divided into three sections that introduce feminist theories, research, and evaluation (five chapters); offer cases of feminist evaluation in practice (four chapters); and detail cases of feminist research in practice (three chapters). Brisolara, Seigert, and SenGupta provide clear and concise introduction and synthesis before and after the sections to ensure a coherent sum of the parts. This structure lays the necessary groundwork to ensure readers have
{"title":"Feminist Evaluation and Research: Theory and Practice by S. Brisolara, D. Seigert, and S. SenGupta","authors":"Kate Winter","doi":"10.1080/19407882.2016.1214603","DOIUrl":"https://doi.org/10.1080/19407882.2016.1214603","url":null,"abstract":"I had the pleasure of reviewing Feminist Evaluation and Research: Theory and Practice (Brisolara, Seigart, & SenGupta, 2014) between attending the 8th European Conference on Gender Equality in Higher Education and the 11th Biennial Meeting of the European Evaluation Society. Both meetings included frequent references to many aspects of the volume. This was not only because the contributing authors are all recognized experts in the field but also because they clearly position their contributions within the rich literature of the fields of feminist theory, evaluation, and research. While the word “feminist” may result in knee-jerk reactions of either support or opposition, the reality today is that incidents still occur—ranging from lesser pay for equal work to the abduction and sexual exploitation of women and girls—that are best understood, confronted, and ameliorated through a critical feminist lens. This edited volume lays out the evidence supporting that assertion and provides a sufficient introduction to feminist theory to bring newcomers in the field up to speed. The purpose of the volume was to build on the authors’ earlier contribution to the field (Seigart & Brisolara, 2002) to further the discussion and learning in the field of evaluation by addressing questions regarding: the role of evaluation and research, the methods evaluators and researchers use, the role of the evaluator/researcher, the values prevalent in evaluation and research—especially with a feminist, gender-equity, or equity lens—and the effect evaluators and researchers have on the programs, policies, and people we study and evaluate. Feminist evaluation and research: Theory and practice does not disappoint. The volume is comprised of 12 chapters divided into three sections that introduce feminist theories, research, and evaluation (five chapters); offer cases of feminist evaluation in practice (four chapters); and detail cases of feminist research in practice (three chapters). Brisolara, Seigert, and SenGupta provide clear and concise introduction and synthesis before and after the sections to ensure a coherent sum of the parts. This structure lays the necessary groundwork to ensure readers have","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132215723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1199386
M. Holland
{"title":"The Rise of Women: The Growing Gender Gap in Education and What it Means for American Schools by Thomas A. DiPrete and Claudia Buchmann","authors":"M. Holland","doi":"10.1080/19407882.2016.1199386","DOIUrl":"https://doi.org/10.1080/19407882.2016.1199386","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129084049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1195274
Jasmine A. Mena
The present study used critical ethnography and intersectionality theory to better understand the experiences of Women of Color (WOC) in the academy. WOC experience numerous and significant challenges in the academy that have the potential to stifle their career growth. Claiming increased acceptance and diversity in the academy without a crystalline understanding of the lived experience of WOC is insufficient. The present article makes an important contribution by bringing attention to the experiences of WOC in the academy in their own voices. Thirteen staff and faculty WOC employed at a predominantly White mid-sized institution in the Northeast were interviewed. Overall, the findings indicate challenges to their credibility and competence as well as overt and covert oppressive experiences. In spite of the professional challenges they described, WOC devised coping strategies within and outside the academy that fostered professional perseverance. Implications and recommendations are discussed.
{"title":"“I Love My Work, but This Is Not My Life”: Women of Color in the Academy","authors":"Jasmine A. Mena","doi":"10.1080/19407882.2016.1195274","DOIUrl":"https://doi.org/10.1080/19407882.2016.1195274","url":null,"abstract":"The present study used critical ethnography and intersectionality theory to better understand the experiences of Women of Color (WOC) in the academy. WOC experience numerous and significant challenges in the academy that have the potential to stifle their career growth. Claiming increased acceptance and diversity in the academy without a crystalline understanding of the lived experience of WOC is insufficient. The present article makes an important contribution by bringing attention to the experiences of WOC in the academy in their own voices. Thirteen staff and faculty WOC employed at a predominantly White mid-sized institution in the Northeast were interviewed. Overall, the findings indicate challenges to their credibility and competence as well as overt and covert oppressive experiences. In spite of the professional challenges they described, WOC devised coping strategies within and outside the academy that fostered professional perseverance. Implications and recommendations are discussed.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116124042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1213642
J. Gayles, Frim Ampaw
This study examined factors that influenced undergraduates’ decision to enter, leave, or stay within science majors. In addition, we sought to understand if such decisions differed by gender and type of science major. Using Beginning Postsecondary Students (BPS) longitudinal survey data, we found that women were less likely to select a science major in the first year of college and were less likely to select and persist in science majors after the third year of college compared to males. Women who left science majors after the third year of college selected non-science majors, despite the number of science courses taken within the first two years. One of the most interesting findings was that many students who entered science majors by Year 3 were previously undecided upon entering college. The article concludes with implications for attracting and retaining women in science majors.
{"title":"To Stay or Leave: Factors that Impact Undergraduate Women’s Persistence in Science Majors","authors":"J. Gayles, Frim Ampaw","doi":"10.1080/19407882.2016.1213642","DOIUrl":"https://doi.org/10.1080/19407882.2016.1213642","url":null,"abstract":"This study examined factors that influenced undergraduates’ decision to enter, leave, or stay within science majors. In addition, we sought to understand if such decisions differed by gender and type of science major. Using Beginning Postsecondary Students (BPS) longitudinal survey data, we found that women were less likely to select a science major in the first year of college and were less likely to select and persist in science majors after the third year of college compared to males. Women who left science majors after the third year of college selected non-science majors, despite the number of science courses taken within the first two years. One of the most interesting findings was that many students who entered science majors by Year 3 were previously undecided upon entering college. The article concludes with implications for attracting and retaining women in science majors.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132925223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1213644
S. Iverson, C. Seher, David Diramio, K. Jarvis, Rachel Anderson
This article describes findings from a qualitative study of the experiences of female student veterans in the military and in college. Twelve women were interviewed from two public research universities. Findings revealed individuals “betwixt and between” the complex intersection of identities: in the military, grappling with a sense of self as soldiers and as women, and trying to figure it out; and in college, as undeserving veterans struggling with the social and cognitive dissonance experienced as students. Under implications, we discuss how the complexity of identity complicates our understanding and support of this population in college.
{"title":"Walking a Gender Tightrope: A Qualitative Study of Female Student Veterans’ Experiences within Military and Campus Cultures","authors":"S. Iverson, C. Seher, David Diramio, K. Jarvis, Rachel Anderson","doi":"10.1080/19407882.2016.1213644","DOIUrl":"https://doi.org/10.1080/19407882.2016.1213644","url":null,"abstract":"This article describes findings from a qualitative study of the experiences of female student veterans in the military and in college. Twelve women were interviewed from two public research universities. Findings revealed individuals “betwixt and between” the complex intersection of identities: in the military, grappling with a sense of self as soldiers and as women, and trying to figure it out; and in college, as undeserving veterans struggling with the social and cognitive dissonance experienced as students. Under implications, we discuss how the complexity of identity complicates our understanding and support of this population in college.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"58 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134571898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1199384
Rebecca Ropers-Huilman, Kelly T. Winters, Leah Hakkola
This article explores the ways in which women’s perceptions of their own bodies affect their experiences as students in higher education. Based on online focus group interviews with 25 college women, the authors use Foucault’s concept of the “Panopticon” to consider how students internalize and enforce gendered expectations related to ideal body types within college contexts. Centered in the belief that college is a time when people develop their identities, this study investigates how women students’ experiences in college are influenced by their embodied minds. We demonstrate how their feelings of being critically observed and judged influenced decisions related to their academic and social interactions as well as their academic success and feelings of belonging. The article concludes by urging educators and scholars to pay attention to the ways in which minds and bodies influence teaching and learning interactions.
{"title":"Embodied Minds: College Women’s Experience and the Panopticon of Higher Education","authors":"Rebecca Ropers-Huilman, Kelly T. Winters, Leah Hakkola","doi":"10.1080/19407882.2016.1199384","DOIUrl":"https://doi.org/10.1080/19407882.2016.1199384","url":null,"abstract":"This article explores the ways in which women’s perceptions of their own bodies affect their experiences as students in higher education. Based on online focus group interviews with 25 college women, the authors use Foucault’s concept of the “Panopticon” to consider how students internalize and enforce gendered expectations related to ideal body types within college contexts. Centered in the belief that college is a time when people develop their identities, this study investigates how women students’ experiences in college are influenced by their embodied minds. We demonstrate how their feelings of being critically observed and judged influenced decisions related to their academic and social interactions as well as their academic success and feelings of belonging. The article concludes by urging educators and scholars to pay attention to the ways in which minds and bodies influence teaching and learning interactions.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124945492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-02DOI: 10.1080/19407882.2016.1240553
{"title":"EOV editorial board","authors":"","doi":"10.1080/19407882.2016.1240553","DOIUrl":"https://doi.org/10.1080/19407882.2016.1240553","url":null,"abstract":"","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121952374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-02DOI: 10.1080/19407882.2015.1114955
Bryan Hubain
Historically Black Colleges and Universities (HBCUs) have functioned as institutions of higher education that serve students who primarily identify as African American or Black. In the past, when segregation was mandated, the majority of Black Americans were deterred from pursuing post-secondary education. HBCUs were created with the mission to educate Black people and to facilitate the democratic involvement of Black Americans socially, politically, and economically in the United States. Therefore, HBCUs provided an opportunity for many Black Americans to acquire an education that would otherwise not be possible and allow for their social and economic mobility in American society. To many people, HBCU campuses are seen as institutions that provide a nurturing and supportive environment for Black Americans. Despite the positive perceptions that HBCUs facilitate the educational achievement of Black Americans, research has indicated that college completion rates for Black men, in particular, are significantly disproportionate to their Black female and White counterparts (Kimbrough & Harper, 2006). Greater retention and persistence initiatives geared toward Black males in higher education now exist. However, most of the research on these initiatives is focused mainly on Black male students at predominantly White institutions (PWIs). Research on Black men at HBCUs in general is lacking, and there exists the need to understand the issues that affect this population within HBCU environments. Although several studies have indicated that the Black male student population faces a plethora of challenges based on multiple identity dimensions, they are still regarded as a homogeneous group. Much of the existing research on issues affecting Black male college students has limited the ways in which this population is studied and understood. The contribution of Black Men in College: Implications for HBCUs and Beyond, edited by Robert T. Palmer and J. Luke Wood, is to not only reconstruct the idea of Black men by defining several subgroups but also broaden empirically informed discussions on the support and retention of Black men. Although this edited volume focuses on HBCUs, the implications and recommendations shared are beneficial for other institutional types.
历史上的黑人学院和大学(HBCUs)一直是高等教育机构，为主要认为是非裔美国人或黑人的学生提供服务。过去，当种族隔离被强制执行时，大多数美国黑人都不敢接受高等教育。HBCUs的成立是为了教育黑人，并促进黑人在美国社会、政治和经济上的民主参与。因此，HBCUs为许多美国黑人提供了获得教育的机会，否则他们将无法获得教育，并允许他们在美国社会中的社会和经济流动性。对许多人来说，HBCU校园被视为为美国黑人提供培育和支持环境的机构。尽管HBCUs促进了黑人美国人的教育成就这一积极看法，但研究表明，黑人男性的大学完成率与黑人女性和白人同行明显不成比例(Kimbrough & Harper, 2006)。在高等教育中，针对黑人男性的更大的保留和持久性举措现在已经存在。然而，大多数关于这些举措的研究主要集中在白人占主导地位的机构(pwi)的黑人男性学生身上。对HBCU黑人男性的研究总体上是缺乏的，有必要了解在HBCU环境中影响这一人群的问题。尽管有几项研究表明，黑人男性学生群体面临着基于多重身份维度的过多挑战，但他们仍然被视为一个同质群体。现有的许多关于影响黑人男大学生的问题的研究限制了研究和理解这一群体的方式。罗伯特·t·帕尔默(Robert T. Palmer)和j·卢克·伍德(J. Luke Wood)编辑的《大学里的黑人男性:对HBCUs及其以外的影响》一书的贡献不仅是通过定义几个子群体来重建黑人男性的概念，而且还扩大了关于支持和保留黑人男性的实证讨论。虽然本编辑卷侧重于hbcu，但所分享的启示和建议对其他类型的机构有益。
{"title":"Black Men in College: Implications for HBCUs and Beyond by R. T. Palmer & J. L. Wood","authors":"Bryan Hubain","doi":"10.1080/19407882.2015.1114955","DOIUrl":"https://doi.org/10.1080/19407882.2015.1114955","url":null,"abstract":"Historically Black Colleges and Universities (HBCUs) have functioned as institutions of higher education that serve students who primarily identify as African American or Black. In the past, when segregation was mandated, the majority of Black Americans were deterred from pursuing post-secondary education. HBCUs were created with the mission to educate Black people and to facilitate the democratic involvement of Black Americans socially, politically, and economically in the United States. Therefore, HBCUs provided an opportunity for many Black Americans to acquire an education that would otherwise not be possible and allow for their social and economic mobility in American society. To many people, HBCU campuses are seen as institutions that provide a nurturing and supportive environment for Black Americans. Despite the positive perceptions that HBCUs facilitate the educational achievement of Black Americans, research has indicated that college completion rates for Black men, in particular, are significantly disproportionate to their Black female and White counterparts (Kimbrough & Harper, 2006). Greater retention and persistence initiatives geared toward Black males in higher education now exist. However, most of the research on these initiatives is focused mainly on Black male students at predominantly White institutions (PWIs). Research on Black men at HBCUs in general is lacking, and there exists the need to understand the issues that affect this population within HBCU environments. Although several studies have indicated that the Black male student population faces a plethora of challenges based on multiple identity dimensions, they are still regarded as a homogeneous group. Much of the existing research on issues affecting Black male college students has limited the ways in which this population is studied and understood. The contribution of Black Men in College: Implications for HBCUs and Beyond, edited by Robert T. Palmer and J. Luke Wood, is to not only reconstruct the idea of Black men by defining several subgroups but also broaden empirically informed discussions on the support and retention of Black men. Although this edited volume focuses on HBCUs, the implications and recommendations shared are beneficial for other institutional types.","PeriodicalId":310518,"journal":{"name":"NASPA Journal About Women in Higher Education","volume":"1999 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128265446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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