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The edited volume, Contemporary Perspectives on Capital in Educational Contexts, is timely in its unique and appropriate analyses of the prevailing internal and external dynamics of capital as indicative of the type of currency within institutional structures or the currency among individual stakeholders of education. The intersection of capital and currency emerges similarly and differently within the American compulsory-based system of K-12 and the choice-based system of higher education. More specifically, Contemporary Perspectives on Capital in Educational Contexts disentangles the broader challenges and opportunities of the institution of education and the individuals who comprise. Emerging insights from the analyses provide an informed basis for ascertaining the rules of engagement and means of negotiation for the respective constituencies. With that said, this volume essentially responds to three important questions: 1) What are the tenets of capital and currency in public schools and higher education?; 2 ) How do institutions and individuals navigate those tenets?; and 3) What general and specific implications do capital hold for the educational pipeline and beyond? These questions provide a useful framework for engaging critical conversations about the dynamics of capital while offering perspectives about how to improve the quality of currency in K-12 or colleges and universities. These questions further serve as a basis for eliciting more questions toward the consideration capital as both a conceptual construct and applicable model. Contemporary Perspectives on Capital in Educational Contexts, too, is an expansion of the work of School matters: Why African American students need multiple forms of capital, where Bartee & Brown (2006) examines how the acquisition and possession of capital equips African American students in a highperforming, high-achieving magnet school in Chicago for competitiveness in school-generated and non-school generated activities. Success experienced by the students and the school become associated with the academic rigor and reputation while any shortcomings reflect an inadequate capacity of the school or the student to appropriately engage the other. School matters: Why African American students need multiple forms of capital (2006) further introduces an initial exploration of different forms of capital as producer (improve the status quo through inputs), consumer (participant based upon outputs), and regulator (maintain the status quo through the process) within the educational system. The multifaceted role of capital demonstrates its span of influence for institutional and individual capacities.
Why the Gig Academy is the dominant organizational form within the higher education economy—and its troubling implications for faculty, students, and the future of college education. Over the past two decades, higher education employment has undergone a radical transformation with faculty becoming contingent, staff being outsourced, and postdocs and graduate students becoming a larger share of the workforce. For example, the faculty has shifted from one composed mostly of tenure-track, full-time employees to one made up of contingent, part-time teachers. Non-tenure-track instructors now make up 70 percent of college faculty. Their pay for teaching eight courses averages $22,400 a year—less than the annual salary of most fast-food workers. In The Gig Academy, Adrianna Kezar, Tom DePaola, and Daniel T. Scott assess the impact of this disturbing workforce development. Providing an overarching framework that takes the concept of the gig economy and applies it to the university workforce, this book scrutinizes labor restructuring across both academic and nonacademic spheres. By synthesizing these employment trends, the book reveals the magnitude of the problem for individual workers across all institutional types and job categories while illustrating the damaging effects of these changes on student outcomes, campus community, and institutional effectiveness. A pointed critique of contemporary neoliberalism, the book also includes an analysis of the growing divide between employees and administrators. The authors conclude by examining the strengthening state of unionization among university workers. Advocating a collectivist, action-oriented vision for reversing the tide of exploitation, Kezar, DePaola, and Scott urge readers to use the book as a tool to interrogate the state of working relations on their own campuses and fight for a system that is run democratically for the benefit of all. Ultimately, The Gig Academy is a call to arms, one that encourages non-tenure-track faculty, staff, postdocs, graduate students, and administrative and tenure-track allies to unite in a common struggle against the neoliberal Gig Academy.
Student Engagement in Higher Education fills a longstanding void in the higher education and student affairs literature. In the fully revised and updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including: low-income students, students of color, international students, students with disabilities, LGBT students, religious minority students, student-athletes, homeless students, transfer students, commuter and part-time students, adult learners, student veterans, and graduate students. The forward-thinking, practical strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at two-year and four-year institutions of higher education. Current and future faculty, administrators, and student affairs staff will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations.