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Campus Counterspaces: Acknowledgments

Campus Counterspaces
Acknowledgments

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Notes

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

Acknowledgments

I am deeply indebted to all the students who repeatedly completed surveys and interviews. This book would not be possible without their willingness to offer up the details of their college and other life experiences. This research and writing could not have been conducted without the generous funding and developmental support of the William T. Grant Foundation. I am thankful for the undergraduate and graduate students who worked with me during various stages of data collection and analysis.

I am grateful for my editor Frances Benson, who championed my goal of writing an academic book that would appeal to nonacademic audiences and pushed me at each step to write with clarity and “grace.” Rachelle Winkle-Wagner generously went well beyond her role as a reviewer to provide insightful comments and suggestions that strengthened the depth of ideas presented in the final manuscript. To Barbara Ray, I thank you for quickly and enthusiastically editing this book from top to bottom with an eye toward making it engaging for a nonacademic audience.

I am mutually indebted to Gina Samuels, Rachel Jean-Baptiste, Adrienne Brown, and many others for creating an intellectually and emotionally sustaining campus counterspace.

I am thankful for Vivian Gadsden and Vivian Tseng, who gifted me with their sight: where I saw barriers they saw opportunities; where I saw dead ends they saw around corners.

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