Walter R. Allen – författare

The Oxford Handbook of W. E. B. Du Bois is a work detailing the life and works of the twentieth century scholar and activist, W. E. B. Du Bois. It contains fifty chapters covering the multidimensional life and works of Du Bois. The contributing authors are experts on the topics about Du Bois which they authored. Because Du Bois was a prodigious twentieth century scholar and activist, these chapters delve into the numerous contributions he made in these domains. The Handbook is written in a clear accessible style enabling scholars, students, and the public to understand this complex and controversial historical figure. Du Bois is a fascinating figure because he lived for 95 years and often changed his ideas and activism as he grew over time. Du Bois's scholarship and activism addressed numerous historical developments and major social movements. The Handbook follows these tumultuous times where Du Bois struggled to make sense of the role that race, and racism, played in the development of the modern world. In so doing, this volume excavates the many lessons Du Bois's scholarship and activism hold for the contemporary world. The Handbook will serve as a guidepost for the emerging Du Boisian scholarship that has developed among scholars and students within and beyond the academy. It will assist in clarifying and enhancing the paradigm shifts Du Bois's work is currently generating in numerous intellectual disciplines and activist circles. The Oxford Handbook of W. E. B. Du Bois will stir needed debates for many years that are crucial for democracy to remain vital and flourishing.

This new bibliography offers access to journal articles, books and book chapters, doctoral dissertations and masters theses, government and university reports, and other materials. It covers an extended range of topics and encompasses recent work in the social sciences and health sciences, as well as the human services profession. The bibliographic section presents more than 1,100 numbered citations arranged alphabetically by author, with entries keyed to both broad topic categories and specific subjects. A classified index, with titles, lists works by category and subject, and a key word index cross-references nearly one thousand words that appear in entry titles.

This volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. The Chicago School Tradition, among other emphases, stressed the optimistic view that all children who do not have serious physical or emotional impairments can do well in school, if provided access to effective teachers, sufficient resources and adequate opportunities to learn. On the occasion of Professor Edgar G. Epps' retirement from the University of Chicago, as Marshall Field IV Professor of Urban Education, this volume includes contributions from several generations of scholars influenced by his work to celebrate his career and contributions to educational research, policy and practice. More broadly, the volume adopts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students. The volume seeks to demonstrate how solutions may flow from educational research, theory, policy and practices conducted in the Chicago School Tradition.

The "problem of the 21st century" is rapidly expanding diversity alongside stubbornly persistent status and power inequities by race, ethnicity, gender, class, language, citizenship and region. Extensive technological, economic, political and social changes, along with immigration, combine to produce a global community of great diversity and interpenetration. Unfortunately, this global community continues to be fractured by extreme disparities in wealth and power, divided into "haves" and "have-nots." Universities around the globe can play critical roles in economic development and sociocultural exchange. Where different communities interact, overlap, exchange and compete for scarce resources, complex challenges are presented. Current discourse often views difference and diversity as problems; however, a growing scholarship reframes difference and diversity as potential resources. This volume presents research into the consequences of difference and diversity for higher education. An international group of scholars reflects on the challenges and prospects of diversity, difference and inclusion for universities in their respective societies. Various theoretical and empirical perspectives are used to better understand how diverse populations and expectations intersect to influence higher education and societies globally. Diversity and difference are defined broadly to encompass specific national contexts and their particular emphases on race, ethnicity, gender, culture, language, religion, sexual orientation and/or region. We find that around the world, higher and tertiary institutions confront the "diversity imperative" with varying approaches, success and "best practices." This volume identifies challenges and opportunities that diversity poses for higher education. It provides international comparisons of how diversity affects higher education and of the salience and impact of diversity in higher education. It outlines practical, effective strategies for managing diversity in higher education across different societies.

This book reports findings from the National Study of Black College Students, a comprehensive study of Black college students' characteristics, experiences, and achievements as related to student background, institutional context, and interpersonal relationships. Over 4,000 undergraduates and graduate/professional students on sixteen campuses (eight historically Black and eight predominantly White) participated in this mail survey. Using these and other data, this book systematically examines the current state of Black students in U.S. higher education. Until now, our understanding has been limited by inadequate data, misguided theories, and failure to properly interpret the Black American reality. This volume challenges our assumptions and contributes to the growing body of knowledge about Black student experiences and outcomes in higher education.

"As the World Turns" examines two of the major problems confronting higher education in this modern world: access to higher education remains a persistent problem for disadvantaged students around the world; universities that are highly segregated by race, culture, language, nationality, or immigration status have lower achievement for disadvantaged students - who are also more often targets of discrimination. This volume compares discriminated, underrepresented and excluded groups in universities around the globe; identifying personal, group, institutional and societal factors related to persistent inequality. Through a consortium of international scholars, the chapters present studies on minority student experiences and achievement, asking whether and how universities: exhibit difference, diversity and inequality; integrate multiple social groups; encourage respect between diverse communities; and use diversity to enhance student learning. This volume demonstrates how diversity and equity help advance academic excellence in global higher education.