Kristen A. Renn – författare

Portrays the diverse experiences and identities of mixed race college students."It's kind of an odd thing, really, because it's not like I'm one or the other, or like I fit here or there, but I kind of also fit everywhere. And nowhere. All at once. You know?" - Florence"My racial identity, I would have to say, is multiracial. I am of the future. I believe there is going to come a day when a very, very large majority of everybody in the world is going to be mixed with more than one race. It's going to be multiracial for everybody. Everybody and their mother!" - JackKristen A. Renn offers a new perspective on racial identity in the United States, that of mixed race college students making sense of the paradox of deconstructing racial categories while living on campuses sharply divided by race and ethnicity. Focusing on how peer culture shapes identity in public and private spaces, the book presents the findings of a qualitative research study involving fifty-six undergraduates from a variety of institutions. Renn uses an innovative ecology model to examine campus peer cultures and documents five patterns of multiracial identity that illustrate possibilities for integrating notions of identity construction (and deconstruction) with the highly salient nature of race in higher education. One of the most ambitious scholarly attempts to date to portray the diverse experiences and identities of mixed race college students, the book also discusses implications for higher education practice, policy, theory, and research.

Portrays the diverse experiences and identities of mixed race college students."It's kind of an odd thing, really, because it's not like I'm one or the other, or like I fit here or there, but I kind of also fit everywhere. And nowhere. All at once. You know?" - Florence"My racial identity, I would have to say, is multiracial. I am of the future. I believe there is going to come a day when a very, very large majority of everybody in the world is going to be mixed with more than one race. It's going to be multiracial for everybody. Everybody and their mother!" - JackKristen A. Renn offers a new perspective on racial identity in the United States, that of mixed race college students making sense of the paradox of deconstructing racial categories while living on campuses sharply divided by race and ethnicity. Focusing on how peer culture shapes identity in public and private spaces, the book presents the findings of a qualitative research study involving fifty-six undergraduates from a variety of institutions. Renn uses an innovative ecology model to examine campus peer cultures and documents five patterns of multiracial identity that illustrate possibilities for integrating notions of identity construction (and deconstruction) with the highly salient nature of race in higher education. One of the most ambitious scholarly attempts to date to portray the diverse experiences and identities of mixed race college students, the book also discusses implications for higher education practice, policy, theory, and research.

New from renowned author team Renn, Haynes, Lange, Salinas, and Perez, College Student Development Theory in Action is a timely and accessible go-to source for teaching and learning college student development theory. Designed for Student Affairs and Higher Education graduate courses, this textbook takes an empirically-based, theory-in-practice approach. This book presents foundational concepts of how student development occurs – the processes underlying development – and then brings readers through a series of cases to introduce theories of social identity and cognitive, intercultural, and holistic development. Taking a critical approach and integrating sociopolitical contexts with reflective practice, this book emphasizes the value of using key concepts to adapt to constantly changing contexts within higher education and student affairs practice. Based on an investigation of what graduate students, instructors, and student affairs professionals want and need from courses and books about student development theory, this new textbook is rich with suggested activities and online resources that help instructors customize their courses and facilitate the teaching and learning of student development theories.A collection of online resources is available at www.routledgelearning.com/sdtia, including guiding frameworks, learning activities, teaching methods, real-world examples, and further resources bridging theory and practice to bring the book's concepts to life.

New from renowned author team Renn, Haynes, Lange, Salinas, and Perez, College Student Development Theory in Action is a timely and accessible go-to source for teaching and learning college student development theory. Designed for Student Affairs and Higher Education graduate courses, this textbook takes an empirically-based, theory-in-practice approach. This book presents foundational concepts of how student development occurs – the processes underlying development – and then brings readers through a series of cases to introduce theories of social identity and cognitive, intercultural, and holistic development. Taking a critical approach and integrating sociopolitical contexts with reflective practice, this book emphasizes the value of using key concepts to adapt to constantly changing contexts within higher education and student affairs practice. Based on an investigation of what graduate students, instructors, and student affairs professionals want and need from courses and books about student development theory, this new textbook is rich with suggested activities and online resources that help instructors customize their courses and facilitate the teaching and learning of student development theories.A collection of online resources is available at www.routledgelearning.com/sdtia, including guiding frameworks, learning activities, teaching methods, real-world examples, and further resources bridging theory and practice to bring the book's concepts to life.

This guide informs the construction and execution of studies exploring college student development over time.Longitudinal studies represent a gold standard for understanding college student experiences and outcomes, yet many scholars partake in single-time surveys and interviews to avoid the challenges that occur during prolonged investigation. This book walks researchers through each step of the process, including strategies for avoiding mistakes in design, coping with unexpected variables, and learning lessons from real-world research experiences.This volume is a useful companion for educational researchers considering, planning, or launching longitudinal designs, and it also functions as a practical supplement for graduate courses focusing on research methods and/or college students.

This guide informs the construction and execution of studies exploring college student development over time.Longitudinal studies represent a gold standard for understanding college student experiences and outcomes, yet many scholars partake in single-time surveys and interviews to avoid the challenges that occur during prolonged investigation. This book walks researchers through each step of the process, including strategies for avoiding mistakes in design, coping with unexpected variables, and learning lessons from real-world research experiences.This volume is a useful companion for educational researchers considering, planning, or launching longitudinal designs, and it also functions as a practical supplement for graduate courses focusing on research methods and/or college students.

THE ESSENTIAL STUDENT DEVELOPMENT REFERENCE, UPDATED WITH CUTTING-EDGE THEORY AND PRACTICE Student Development in College is the go-to resource for student affairs, and is considered a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory. Get updated on the latest in student development theory and applicationConsider both the psychosocial and cognitive aspects of identityLearn strategies for difficult dialogues, and the importance of reflectionAdopt an integrated, holistic approach to complex student development issuesStudent Development in College is the ideal resource for today's multifaceted student affairs role. "With five new or expanded chapters and critical updates throughout the text, this third edition expertly presents the complex, multifaceted, and continually evolving nature of the theories that inform scholars and professionals in their research and practice with college students. These authors, consummately aware of the needs of emerging and continuing student affairs professionals, have crafted a text that will be both eminently practical and intellectually engaging for graduate students, professionals, and faculty alike."—Dafina-Lazarus Stewart, associate professor, higher education and student affairs, Bowling Green State University "This third edition of Student Development in College beautifully presents the theoretical terrain of student development by honoring the foundational theories upon which the field was developed and foregrounding newer theories with brand new content and fresh perspectives. The result is a text that is comprehensive, sophisticated, and accessible—and one that is attuned to the contemporary realities of the complexities of student development."—Susan R. Jones, professor, higher education and student affairs, The Ohio State University

The only comprehensive encyclopedia on the subject of women in higher education.America's first wave of feminists—Susan B. Anthony, Elizabeth Cady Stanton, and others—included expanded opportunities for higher education in their Declaration of Sentiments at the first Women's Rights Convention in Seneca Falls, New York, in l848. By then, the first American institutions to educate women had been founded, among them, Mt. Holyoke Seminary, in l837. However, not until after the Civil War did most universities admit women—and not for egalitarian purposes. War casualties had caused a drop in enrollment and the states needed teachers. Women students paid tuition, but, as teachers, were paid salaries half that of men.By the late 20th century, there were more female than male students of higher education, but women remained underrepresented at the higher levels of educational leadership and training. This volume covers everything from historical and cultural context and gender theory to women in the curriculum and as faculty and administrators.A–Z entries are divided into nine major content sections, each preceded by a topical overview designed to provide a broad introduction to the area. Major sections include Historical and Cultural Contexts, Gender Theory and the Academy, Feminism in the Academy, Women in the Curriculum, and Women and Higher Education PolicyOver 50 contributors represent broad and diverse views of the complex and evolving role of women in higher educationTwo appendixes provide an overview of available references for further research: Women's Studies Research Resources and Colleges Identifying Themselves as Women's CollegesA complete cross referenced bibliography of all sources is noted in individual entries

In this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college.Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement.The book is organized around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the "inputs." Transition to college and campus environments are the substance of the "environment." The "outputs" are student development, learning, and retention/persistence/completion.The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding "college students in the United States" is an ongoing project. By consolidating foundational and new research and theory on college students, their experiences, and college outcomes in the US, the book provides knowledge to inform policies, programs, curriculum and practice.As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.

In this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college.Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement.The book is organized around Alexander Astin’s Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the "inputs." Transition to college and campus environments are the substance of the "environment." The "outputs" are student development, learning, and retention/persistence/completion.The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding "college students in the United States" is an ongoing project. By consolidating foundational and new research and theory on college students, their experiences, and college outcomes in the US, the book provides knowledge to inform policies, programs, curriculum and practice.As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.