| 000 | 05312nam a22006255i 4500 | ||
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| 001 | 223398 | ||
| 003 | IT-RoAPU | ||
| 005 | 20221214234708.0 | ||
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| 007 | cr || |||||||| | ||
| 008 | 220302t20202019nyu fo d z eng d | ||
| 020 |
_a9781501746888 _qprint |
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| 020 |
_a9781501746895 _qPDF |
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| 024 | 7 |
_a10.1515/9781501746895 _2doi |
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| 035 | _a(DE-B1597)9781501746895 | ||
| 035 | _a(DE-B1597)527050 | ||
| 035 | _a(OCoLC)1130009309 | ||
| 040 |
_aDE-B1597 _beng _cDE-B1597 _erda |
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| 050 | 4 |
_aLC2781.7 _b.K445 2019 |
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| 072 | 7 |
_aEDU015000 _2bisacsh |
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| 082 | 0 | 4 |
_a378.1982 _223 |
| 084 | _aonline - DeGruyter | ||
| 100 | 1 |
_aKeels, Micere _eautore |
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| 245 | 1 | 0 |
_aCampus Counterspaces : _bBlack and Latinx Students' Search for Community at Historically White Universities / _cMicere Keels. |
| 264 | 1 |
_aIthaca, NY : _bCornell University Press, _c[2020] |
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| 264 | 4 | _c©2019 | |
| 300 |
_a1 online resource (240 p.) : _b1 chart |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | 0 |
_tFrontmatter -- _tContents -- _tAcknowledgments -- _tIntroduction: It Doesn't Have to Be Race-Ethnicity to Be about Race-Ethnicity -- _t1. Outlining the Problem -- _t2. The Impossibility of a Color-Blind Identity: Shifting Social Identities from the Margin to the Center of Our Understanding of How Historically Marginalized Students Experience Campus Life -- _t3. An Ambivalent Embrace: How Financially Distressed Students Make Sense of the Cost of College -With Resney Gugwor -- _t4. Strategic Disengagement: Preserving One's Academic Identity by Disengaging from Campus Life -With Ja'Dell Davis -- _t5. Power in the Midst of Powerlessness: Scholar-Activist Identity amid Racially and Ethnically Motivated Violence-With Elan Hope -- _t6. Importance of a Critical Mass: Experiencing One's Differences as Valued Diversity Rather Than a Marginalized Threat-With Carly Offidani-Bertrand -- _t7. Finding One's People and One's Self on Campus: The Role of Extracurricular Organizations -With Gabriel Velez -- _t8. Split between School, Home, Work, and More: Commuting as a Status and a Way of Being -With Hilary Tackie and Elan Hope -- _t9. Out of Thin Air: When One's Academic Identity Is Not Simply an Extension of One's Family Identity -With Emily Lyons -- _t10. A Guiding Hand: Advising That Connects with Students' Culturally Situated Motivational Orientations toward College-With Tasneem Mandviwala -- _t11. (Dis)integration: Facilitating Integration by Carefully Attending to Difference -- _tMethodological Appendix -- _tNotes -- _tBibliography -- _tIndex |
| 506 | 0 |
_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star |
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| 520 | _aFrustrated with the flood of news articles and opinion pieces that were skeptical of minority students' "imagined" campus microaggressions, Micere Keels, a professor of comparative human development, set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences.Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013 Campus Counterspaces finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, Keels argues, they were asking for access to counterspaces-safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities.In this critique of how universities have responded to the challenges these students face, Keels offers a way forward that goes beyond making diversity statements to taking diversity actions. | ||
| 530 | _aIssued also in print. | ||
| 538 | _aMode of access: Internet via World Wide Web. | ||
| 546 | _aIn English. | ||
| 588 | 0 | _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 02. Mrz 2022) | |
| 650 | 0 |
_aAfrican American college students _xAttitudes. |
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| 650 | 0 |
_aAfrican Americans _xRace identity. |
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| 650 | 0 |
_aCollege student orientation _zUnited States. |
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| 650 | 0 |
_aGroup identity _zUnited States. |
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| 650 | 0 |
_aHispanic American college students _xAttitudes. |
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| 650 | 0 |
_aHispanic Americans _xEthnic identity. |
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| 650 | 4 | _aDiscrimination & Race Relations. | |
| 650 | 4 | _aEducation & History Of Education. | |
| 650 | 4 | _aSociology & Social Science. | |
| 650 | 7 |
_aEDUCATION / Higher. _2bisacsh |
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| 653 | _aRace-ethnicity, college, identity, microaggressions, postsecondary. | ||
| 850 | _aIT-RoAPU | ||
| 856 | 4 | 0 | _uhttps://doi.org/10.1515/9781501746895?locatt=mode:legacy |
| 856 | 4 | 0 | _uhttps://www.degruyter.com/isbn/9781501746895 |
| 856 | 4 | 2 |
_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9781501746895/original |
| 942 | _cEB | ||
| 999 |
_c223398 _d223398 |
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