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Campus Counterspaces


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Table of Contents

Introduction: It Doesn't Have to Be Race-Ethnicity to Be about Race-Ethnicity
1. Outlining the Problem
2. 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
3. An Ambivalent Embrace: How Financially Distressed Students Make Sense of the Cost of College -With Resney Gugwor
4. Strategic Disengagement: Preserving One's Academic Identity by Disengaging from Campus Life -With Ja'Dell Davis
5. Power in the Midst of Powerlessness: Scholar-Activist Identity amid Racially and Ethnically Motivated Violence-With Elan Hope
6. Importance of a Critical Mass: Experiencing One's Differences as Valued Diversity Rather Than a Marginalized Threat-With Carly Offidani-Bertrand
7. Finding One's People and One's Self on Campus: The Role of Extracurricular Organizations -With Gabriel Velez
8. Split between School, Home, Work, and More: Commuting as a Status and a Way of Being -With Hilary Tackie and Elan Hope
9. Out of Thin Air: When One's Academic Identity Is Not Simply an Extension of One's Family Identity -With Emily Lyons
10. A Guiding Hand: Advising That Connects with Students' Culturally Situated Motivational Orientations toward College-With Tasneem Mandviwala
11. (Dis)integration: Facilitating Integration by Carefully Attending to Difference

About the Author

Micere Keels is Associate Professor in Comparative Human Development at the University of Chicago. She is also the founding director of the Trauma Responsive Educational Practices project.


"Through her exploration of counterspaces specifically in the context of Black and Latinx student experiences, Keels offers realistic steps that practitioners can implement both within historically White institutions and across them. Within Keels' framework, there is incredible potential for discussions on how colleges might re-examine current diversity policies and practices in the face of current social unrest across American institutions."

* Journal of Higher Education Policy and Management *

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