This Reader is intended to serve as a resource of primary source literature on college student development theory and as a text for courses on student development theory. Graduate students and other users are introduced to key student development theories by reading original works of the theorists, developing an awareness of the context in which development occurs, and examining applications of theory to practice. The Reader will also be useful in on-going professional development efforts for student affairs practitioners who lack formal study of student development theory or who wish to become familiar with more recent work on the topic. Those who work with college students and want to create programs and services to promote their learning, growth, and development will find a wealth of resources here to aid in those efforts.

ASHE Reader on College Student Development Theory

Education & Teaching

Lisa E. Wolf-Wendel

M. E. Wilson

Higher & Continuing Education

PEARSON/LEARNING SOLUTIONS

A new edition of The Challenge of Diversity with new introduction from the editors, which compares today's statistics to those in 1989. The original monograph is still valuable and relevant, and it is presented in its original form. 
In 1989 when The Challenge of Diversity was first published, the monograph made the case that the country's changing demographics required reframing diversity to focus on institutions' capacity to educate and involve an increasingly diverse student population. Looking at current research, the book pointed to patterns of alienation, not involvment. Our demographics are indeed different today, but many of the same challenges remain: access and success for historically underrepresented minority groups, but also the basic institutional issues such as curriculum, climate, and hiring. At the same time, the context has changed: nontraditional students (older students, women, and part-timers) are now mainstream, and numbers of some minority groups and multiracial students continues to grow. While higher education has changed profoundly, our institutions still have not yet developed the capacity to successfuly educate the diversity of students present on our campuses today. In addition, we are experiencing a backlash to some diversity initiatives, and societal factors indicate that higher education needs to become more proactive in responding favorably to diversity. If the monograph were first published today, we would call it The Imperative of Diversity. This is Volume 30 Issue 6 of the Jossey-Bass series ASHE Higher Education Report.

The Challenge of Diversity: Involvement or Alienation in the Academy?: ASHE Higher Education Report, Vol. 31, No. 1

Daryl G. Smith

Jossey-Bass

Historically, colleges and universities have been the battleground for many important civil rights concerns. Reflecting Back, Looking Forward contains 18 first-person narrative accounts taken from author's interviews with student affairs administrators from the civil rights era. Introductory and summary chapters illuminate lessons that are relevant to today's campuses as they struggle to deal with issues of equity and diversity. Interviewees include: David Ambler, Carl Anderson, James Appleton, Ron Beer, John Blackburn, Judy Chambers, Philip Hubbard, James Lyons, Harrison Morson, Augustine Pounds, James Rhatigan, Robert Shaffer, Harris Shelton, Mark Smith, Emily Taylor, Jo Anne Trow, Lee Upcraft, and Charles Witten. Their stories collectively represent an array of institutional types and geographic locations and define the roles that student affairs professionals played in the civil rights era.

Reflecting Back, Looking Forward : Civil Rights and Student Affairs

Politics & Social Sciences

Politics & Government

NASPA

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Books by Lisa E. Wolf-Wendel