This monograph is focused on educating faculty and administrators about the developmental issues faced by students from different racial, ethnic, or other social groupings as they attempt to define themselves during the college years and the ways this information can enhance campus classrooms, programs, and policies. Although there is a growing body of work on how various racial, ethnic, gender and other social groups develop their identity, there has been limited synthesis or application of this literature to the practice of professionals in higher education. The authors have higher education administrative backgrounds, so their recommendations are grounded in experience, and each also has a solid record of scholarship in identity development. The combined scholarly and administrative experience of the three authors enhances the contribution of this book.
The book was written to assist those who plan to work as student affairs educators soon and those who are new student affairs educators to become competent in social justice and inclusion. It will provide trainees and new student affairs educators not only content knowledge and skills but also strategies and ways to develop competency in social justice and inclusion. Twenty-six additional individuals consist of both scholars/researchers and practitioners who have authored the book chapters. Through their writing these experts have offered their first-hand experiences and wisdom for being a competent student affairs educator in higher education. It will provide the reader with an understanding of multicultural competency and professional identity in student affairs practice, an opportunity to develop a professional identity that centers on social justice, a comprehension of historical development of multiculturalism and diversity in student affairs practice, knowledge of multicultural theory and its application, an understanding of ethical and legal issues from a multiculturalism, diversity, and social justice perspective, knowledge of culturally appropriate intervention strategies in practice, and understanding of evidence-based practice in student affairs. Moreover, this book will offer the reader knowledge and skills in utilizing theory, research, and assessment to enhance practice, forming professional identity through social justice and inclusion, and on how to create a social justice and inclusive environment for minoritized students and students with special needs. Finally, the book teaches the reader how to work with minoritized students and students with special needs.
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