Using data from a narrative study investigating the experiences of 20 gender and sexuality center (GSC) practitioners, this study examined how professionals described the racialized nature of institutions and its influence on their engagement with anti-racist practices. Findings revealed how participants perceived the foundations of GSC work as grounded in whiteness, how resources upheld whiteness, and the impacts of racialized organizations on professionals across racial identity. We provide implications for research and practice, arguing that a major contribution is to consider how the racialized nature of organizations of higher education is intricately connected to other forms of marginalization (e.g., queer and trans oppression).
{"title":"Gender and Sexuality Center Professionals' Narrative Accounts of Racialized Institutional Resistance to Anti-Racism Work","authors":"Antonio Duran, T.J. Jourian","doi":"10.1353/rhe.0.a914005","DOIUrl":"https://doi.org/10.1353/rhe.0.a914005","url":null,"abstract":"<p>Using data from a narrative study investigating the experiences of 20 gender and sexuality center (GSC) practitioners, this study examined how professionals described the racialized nature of institutions and its influence on their engagement with anti-racist practices. Findings revealed how participants perceived the foundations of GSC work as grounded in whiteness, how resources upheld whiteness, and the impacts of racialized organizations on professionals across racial identity. We provide implications for research and practice, arguing that a major contribution is to consider how the racialized nature of organizations of higher education is intricately connected to other forms of marginalization (e.g., queer and trans oppression).</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Chase J. Catalano, Daniel Tillapaugh, Roman Christiaens, Sy Simms
Using Ahmed’s (2012) scholarship on diversity work and institutional life as a conceptual framework, we examine how LGBTQ+ social justice educational intervention (SJEI) facilitators described the challenges of their role. We found LGBTQ+ SJEI facilitators descriptions of their role revealed institutional dynamics that undermine purported support of equity-based work. Institutional realities that facilitators faced were neither intentionally malicious nor hostile, and encapsulated by the descriptor of benign neglect. Our findings expose how LGBTQ+ SJEIs operate as non-performatives treated with benign neglect through unenforceable authority, administrative gaslighting, and resource scarcity.
{"title":"'More than lip service': LGBTQ+ Social Justice Educational Interventions as Institutional Benign Neglect","authors":"D. Chase J. Catalano, Daniel Tillapaugh, Roman Christiaens, Sy Simms","doi":"10.1353/rhe.0.a913752","DOIUrl":"https://doi.org/10.1353/rhe.0.a913752","url":null,"abstract":"<p>Using Ahmed’s (2012) scholarship on diversity work and institutional life as a conceptual framework, we examine how LGBTQ+ social justice educational intervention (SJEI) facilitators described the challenges of their role. We found LGBTQ+ SJEI facilitators descriptions of their role revealed institutional dynamics that undermine purported support of equity-based work. Institutional realities that facilitators faced were neither intentionally malicious nor hostile, and encapsulated by the descriptor of benign neglect. Our findings expose how LGBTQ+ SJEIs operate as non-performatives treated with benign neglect through unenforceable authority, administrative gaslighting, and resource scarcity.</p>","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"10 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical internationalization work in higher education using borderland feminism as a lens. In doing so, I show the interconnections between borderland feminism, coloniality, and liminal internationalization. Finally, based on this theoretical development, I applied Davis et al.´s interpretive criteria (2019) to my activist scholarship in liminal internationalization.
{"title":"Activist Scholarship and Borderland Feminism: Resisting Coloniality in Liminal Internationalization","authors":"Pilar Mendoza","doi":"10.1353/rhe.0.a909698","DOIUrl":"https://doi.org/10.1353/rhe.0.a909698","url":null,"abstract":"Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical internationalization work in higher education using borderland feminism as a lens. In doing so, I show the interconnections between borderland feminism, coloniality, and liminal internationalization. Finally, based on this theoretical development, I applied Davis et al.´s interpretive criteria (2019) to my activist scholarship in liminal internationalization.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135706189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on tuition reset policies, where colleges reduce the published sticker price by at least 5%, and in many instances, much more. We use a difference-in-differences design to examine the effect of these policies on student enrollment disaggregated by race/ethnicity and a proxy for economic disadvantage. On average, these policies do little to move the needle regarding specific racial/ethnic diversity on campus; however, we find that these institutions experience a 6.5% increase in the share of Pell Grant students following the introduction of these policies.
{"title":"Calibrating Costs: Do Tuition Reset Policies Affect Diverse Student Enrollment at Private Baccalaureate Colleges?","authors":"Daniel Corral, James Ward","doi":"10.1353/rhe.0.a909286","DOIUrl":"https://doi.org/10.1353/rhe.0.a909286","url":null,"abstract":"This study focuses on tuition reset policies, where colleges reduce the published sticker price by at least 5%, and in many instances, much more. We use a difference-in-differences design to examine the effect of these policies on student enrollment disaggregated by race/ethnicity and a proxy for economic disadvantage. On average, these policies do little to move the needle regarding specific racial/ethnic diversity on campus; however, we find that these institutions experience a 6.5% increase in the share of Pell Grant students following the introduction of these policies.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between the job satisfaction of women and men who hold department leadership positions at four-year colleges and universities. Findings indicate a clear difference between women and men department leaders in how satisfied they are with their jobs, particularly when it comes to time spent on research, salary, and beliefs about the importance of mentoring. Recommendations and implications for academic leadership are discussed.
{"title":"Who is Sitting in the Chair? Job Satisfaction of Women and Men Department Leaders","authors":"Amanda Pascale, Amanda Kulp, Lisa Wolf-Wendel","doi":"10.1353/rhe.0.a908705","DOIUrl":"https://doi.org/10.1353/rhe.0.a908705","url":null,"abstract":"This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between the job satisfaction of women and men who hold department leadership positions at four-year colleges and universities. Findings indicate a clear difference between women and men department leaders in how satisfied they are with their jobs, particularly when it comes to time spent on research, salary, and beliefs about the importance of mentoring. Recommendations and implications for academic leadership are discussed.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134994866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907273
Reviewed by: Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris Erica Eckert, Assistant Professor Ethan W. Ris. Other People's Colleges: The Origins of American Higher Education Reform. Chicago: University of Chicago Press, 2022. 368 pp. $35. ISBN 9780226820224. While commonly regarded as a path for social advancement, it is well-known that higher education is a stratified system (Taylor & Cantwell, 2019). In Other People's Colleges: The Origins of American Higher Education Reform, Ethan Ris illustrates an underappreciated yet essential originator of postsecondary stratification—the philanthropic foundation. From the outset, Ris explains his goals are to look behind the curtain at the people, organizations, and movements seeking to reform higher education between 1890 and 1936. This period represents the earliest years in which philanthropic foundations leveraged financial resources to form higher education into a stratified system of vertically integrated institutions serving specific populations of students while systematically excluding or diverting others. These efforts and the pioneering opposition to these efforts comprise the book's scope. Ris argues that these higher education reform efforts and the efforts to oppose shaped higher education as it exists today. The book spans three phases of reform: ideas (1890–1905), efforts (1905–1915), and resistance (1915–1936). When most people think of the Progressive Era in the early 20th century United States, they likely think of muckraking journalism and individuals such as Jane Addams, W. E. B. DuBois, and Theodore Roosevelt (despite his more problematic beliefs) advocating for grassroots change. Progressivism also coincided with the scientific management movement, social Darwinism, and the prevailing belief that with sufficient expertise, all problems could be solved. Having amassed their fortunes by relying upon the labor of others, Gilded Age captains of industry John D. Rockefeller and Andrew Carnegie believed adherence to principles of scientific management and engineering could improve society at large. The first two major philanthropic organizations were Andrew Carnegie's Carnegie Foundation for the Advancement of Teaching (CFAT) and John D. Rockefeller's General Education Board (GEB). Ris presents the origin stories of these foundations, which were formed in large part to reshape the system of American higher education at the system rather than at the institution or individual level. The foundations were animated by the people who ran them and Ris characterizes these people as academic engineers. Ris carefully explains how the academic engineers developed their perspectives and inflicted them on higher education. This creates a rather dramatic storytelling landscape throughout the early sections of the book and Ris draws from a mass of personal papers and correspondence, historical essays and scholarship, journalism, and organizational documentation
{"title":"Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris (review)","authors":"","doi":"10.1353/rhe.2023.a907273","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907273","url":null,"abstract":"Reviewed by: Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris Erica Eckert, Assistant Professor Ethan W. Ris. Other People's Colleges: The Origins of American Higher Education Reform. Chicago: University of Chicago Press, 2022. 368 pp. $35. ISBN 9780226820224. While commonly regarded as a path for social advancement, it is well-known that higher education is a stratified system (Taylor & Cantwell, 2019). In Other People's Colleges: The Origins of American Higher Education Reform, Ethan Ris illustrates an underappreciated yet essential originator of postsecondary stratification—the philanthropic foundation. From the outset, Ris explains his goals are to look behind the curtain at the people, organizations, and movements seeking to reform higher education between 1890 and 1936. This period represents the earliest years in which philanthropic foundations leveraged financial resources to form higher education into a stratified system of vertically integrated institutions serving specific populations of students while systematically excluding or diverting others. These efforts and the pioneering opposition to these efforts comprise the book's scope. Ris argues that these higher education reform efforts and the efforts to oppose shaped higher education as it exists today. The book spans three phases of reform: ideas (1890–1905), efforts (1905–1915), and resistance (1915–1936). When most people think of the Progressive Era in the early 20th century United States, they likely think of muckraking journalism and individuals such as Jane Addams, W. E. B. DuBois, and Theodore Roosevelt (despite his more problematic beliefs) advocating for grassroots change. Progressivism also coincided with the scientific management movement, social Darwinism, and the prevailing belief that with sufficient expertise, all problems could be solved. Having amassed their fortunes by relying upon the labor of others, Gilded Age captains of industry John D. Rockefeller and Andrew Carnegie believed adherence to principles of scientific management and engineering could improve society at large. The first two major philanthropic organizations were Andrew Carnegie's Carnegie Foundation for the Advancement of Teaching (CFAT) and John D. Rockefeller's General Education Board (GEB). Ris presents the origin stories of these foundations, which were formed in large part to reshape the system of American higher education at the system rather than at the institution or individual level. The foundations were animated by the people who ran them and Ris characterizes these people as academic engineers. Ris carefully explains how the academic engineers developed their perspectives and inflicted them on higher education. This creates a rather dramatic storytelling landscape throughout the early sections of the book and Ris draws from a mass of personal papers and correspondence, historical essays and scholarship, journalism, and organizational documentation ","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907272
Paris Wicker, Dorian L. McCoy, Rachelle Winkle-Wagner, Imani Barnes
Abstract: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.
{"title":"A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines","authors":"Paris Wicker, Dorian L. McCoy, Rachelle Winkle-Wagner, Imani Barnes","doi":"10.1353/rhe.2023.a907272","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907272","url":null,"abstract":"Abstract: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907274
Reviewed by: Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler Christopher P. Loss, Associate Professor and William Krause, PhD Candidate Bruce A. Kimball and Sarah M. Iler. Wealth, Cost, and Price in American Higher Education: A Brief History. Baltimore, MD: The Johns Hopkins University Press, 2023. 314 pp. $49.95. ISBN: 9781421445007 How can scholars and pundits understand the complex issue of higher education finance in the twenty-first century? A good start would be to read Bruce Kimball and Sarah Iler's insightful new study, Wealth, Cost, and Price in American Higher Education: A Brief History. This is a timely, well-researched monograph that reveals the benefits of literally "following the money" when trying to account for the economic behavior of the modern American research university. Part I—"The Formative Era, 1870-1920" (Chapters 1–6)—retraces the rise of the modern American research university and the changes in the political economy that funded it. Kimball and Iler begin their narrative at a time in which a key concept in university finance—endowment—began to take on its contemporary meaning. Although endowments had been a perennial fixture of elite colleges since their establishment during the early Republic, their meaning shifted during the last decades of the nineteenth century. Before the 1870s, "endowment" referred to the sum total of the institution's holdings—its permanent funds, yes, but also its buildings, faculty, and other educational accoutrements. Following the massive industrial expansion that enabled wealthy donors to make gifts at unprecedented levels, "endowment" increasingly referred to the "permanent, productive funds" held by the university. According to the authors, the Darwinian logic of 'survival of the fittest' motivated the redefinition of endowment whereby universities with larger productive, permanent funds were considered more 'fit'—autonomous, flexible, and higher status—than their poorer, unfit peers. President Charles Eliot of Harvard embraced and popularized this approach to higher education finance, and it helped catapult Harvard from a traditional college to one of the fittest research universities in the country. Here the authors demonstrate the key link between endowment and knowledge production and the rise of the modern research university that emerged in the decades around the turn of the twentieth century. The 'formative era' also witnessed two other key changes. First, by running a deficit, college presidents and administrators began deliberately cultivating a public perception that their universities required endless funding. According to Kimball and Iler, this strategy created the impression among donors that the university was ceaselessly expanding, and that generous donations played a key role in this growth. Second, new modes of fundraising emerged to coax wealthy donors to give. One such method was "the appeal to all alumni for do
《美国高等教育的财富、成本和价格:简史》作者:Bruce A. Kimball和Sarah M. Iler副教授Christopher P. Loss和博士候选人William Krause。美国高等教育的财富、成本与价格:简史。马里兰州巴尔的摩:约翰霍普金斯大学出版社，2023年。314页，49.95美元。学者和权威人士如何理解21世纪高等教育财政的复杂问题?一个好的开始是阅读布鲁斯·金博尔和莎拉·伊勒富有洞察力的新研究《美国高等教育中的财富、成本和价格:简史》。这是一本及时的、研究充分的专著，揭示了在试图解释现代美国研究型大学的经济行为时，字面上“跟着钱走”的好处。第一部分-“形成时期，1870-1920”(第1-6章)-回顾了现代美国研究型大学的兴起以及为其提供资金的政治经济的变化。金博尔和伊勒的叙述开始于大学财务中的一个关键概念——捐赠基金——开始具有当代意义的时期。尽管自共和国早期成立以来，捐赠一直是精英大学的长期固定项目，但在19世纪最后几十年，捐赠的意义发生了变化。在19世纪70年代之前，“捐赠”指的是学校所有财产的总和——包括永久资金，当然也包括学校的建筑、教员和其他教育设备。随着大规模的工业扩张，使富有的捐助者能够以前所未有的水平赠送礼物，“捐赠”越来越多地指大学持有的“永久性生产性资金”。根据作者的说法，达尔文的“适者生存”逻辑推动了对捐赠基金的重新定义，即拥有更大生产力、永久资金的大学被认为比那些更穷、更不称职的同行更“合适”——自主、灵活、地位更高。哈佛大学校长查尔斯·艾略特(Charles Eliot)接受并推广了这种高等教育融资方法，并帮助哈佛大学从一所传统学院一跃成为美国最优秀的研究型大学之一。在这里，作者展示了捐赠与知识生产之间的关键联系，以及20世纪之交的几十年间出现的现代研究型大学的兴起。“形成时代”还见证了另外两个关键变化。首先，由于出现赤字，大学校长和管理人员开始故意培养一种公众观念，即他们的大学需要无休止的资金。根据Kimball和Iler的说法，这种策略给捐赠者留下了这样的印象:大学在不断扩张，而慷慨的捐赠在这种增长中发挥了关键作用。其次，新的筹款模式出现了，以诱使富有的捐赠者捐款。其中一种方法是“呼吁所有校友捐款”，另一种方法是“由受薪员工开展的全国性多年筹款活动”(第56页)。筹款人借鉴了红十字会和基督教青年会等志愿机构依靠捐款生存的技术。有一段时间，哈佛捐赠基金(HEF)和耶鲁校友基金(YAF)将鼓励大众捐赠与进步时代的民主精神联系在一起。其他机构最终也效仿美国名牌大学，采用了类似的策略。第二部分——“黄金时代，1930 - 2020年代”(第7-11章)——更深入地评估了大学似乎无限的资金需求。大萧条减少了大规模捐赠活动和富有捐赠者的收入，结果，一些边缘化的机构被迫关闭。联邦政府在第二次世界大战期间伸出了援助之手，通过了1944年的《退伍军人权利法案》(GI Bill)，并为军事研究提供了资金，这些资金一直持续到冷战的黄金年代。资金突然充裕的大学采用了新的投资组合管理技术，尤其是将股票和债券混合使用的60/40投资规则，以最大限度地提高其不断增加的捐赠的回报。尽管精明的投资策略和更多的联邦资金为大学部门带来了越来越多的财富，但一个新的难题出现了:二战后学费不断上涨。金博尔和伊勒解释说，“从1870年到1950年的80年间，美国高校的人均教育成本根本没有上升……
{"title":"Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler (review)","authors":"","doi":"10.1353/rhe.2023.a907274","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907274","url":null,"abstract":"Reviewed by: Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler Christopher P. Loss, Associate Professor and William Krause, PhD Candidate Bruce A. Kimball and Sarah M. Iler. Wealth, Cost, and Price in American Higher Education: A Brief History. Baltimore, MD: The Johns Hopkins University Press, 2023. 314 pp. $49.95. ISBN: 9781421445007 How can scholars and pundits understand the complex issue of higher education finance in the twenty-first century? A good start would be to read Bruce Kimball and Sarah Iler's insightful new study, Wealth, Cost, and Price in American Higher Education: A Brief History. This is a timely, well-researched monograph that reveals the benefits of literally \"following the money\" when trying to account for the economic behavior of the modern American research university. Part I—\"The Formative Era, 1870-1920\" (Chapters 1–6)—retraces the rise of the modern American research university and the changes in the political economy that funded it. Kimball and Iler begin their narrative at a time in which a key concept in university finance—endowment—began to take on its contemporary meaning. Although endowments had been a perennial fixture of elite colleges since their establishment during the early Republic, their meaning shifted during the last decades of the nineteenth century. Before the 1870s, \"endowment\" referred to the sum total of the institution's holdings—its permanent funds, yes, but also its buildings, faculty, and other educational accoutrements. Following the massive industrial expansion that enabled wealthy donors to make gifts at unprecedented levels, \"endowment\" increasingly referred to the \"permanent, productive funds\" held by the university. According to the authors, the Darwinian logic of 'survival of the fittest' motivated the redefinition of endowment whereby universities with larger productive, permanent funds were considered more 'fit'—autonomous, flexible, and higher status—than their poorer, unfit peers. President Charles Eliot of Harvard embraced and popularized this approach to higher education finance, and it helped catapult Harvard from a traditional college to one of the fittest research universities in the country. Here the authors demonstrate the key link between endowment and knowledge production and the rise of the modern research university that emerged in the decades around the turn of the twentieth century. The 'formative era' also witnessed two other key changes. First, by running a deficit, college presidents and administrators began deliberately cultivating a public perception that their universities required endless funding. According to Kimball and Iler, this strategy created the impression among donors that the university was ceaselessly expanding, and that generous donations played a key role in this growth. Second, new modes of fundraising emerged to coax wealthy donors to give. One such method was \"the appeal to all alumni for do","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"668 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907269
Patricia M. King, Rosemary J. Perez, James P. Barber
Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators.
{"title":"Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development","authors":"Patricia M. King, Rosemary J. Perez, James P. Barber","doi":"10.1353/rhe.2023.a907269","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907269","url":null,"abstract":"Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/rhe.2023.a907270
Margaret W. Sallee, Alyssa Stefanese Yates
Abstract: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants' challenges. Using Adler and Kwon's (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers' primarily women-comprised networks stepped in to provide important support to facilitate participants' persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success.
{"title":"The Ties That Bind: Student-Mothers' Social Capital During the COVID-19 Pandemic","authors":"Margaret W. Sallee, Alyssa Stefanese Yates","doi":"10.1353/rhe.2023.a907270","DOIUrl":"https://doi.org/10.1353/rhe.2023.a907270","url":null,"abstract":"Abstract: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants' challenges. Using Adler and Kwon's (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers' primarily women-comprised networks stepped in to provide important support to facilitate participants' persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success.","PeriodicalId":47732,"journal":{"name":"Review of Higher Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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