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From the Publisher"Finding ways to engage students from historically underrepresented groups must be one of the academy’s highest priorities going forward. The contributors to this volume have done a great service by pointing to actions colleges and universities can take consistent with this goal, which is in the national interest as well as that of individual students. We are in their debt for helping us better understand and appreciate the rich diversity of student backgrounds and experiences that characterize college and university campuses today and what institutions can do to promote the success of all their students."
—From the Foreword by George D. Kuh, Chancellor’s Professor Emeritus of Higher Education, Indiana University
"This book motivates readers to critically reflect on the challenges to engaging marginalized students who stand to benefit the most, but appear to be less engaged. It offers steps for building inclusive, engaged communities that begin with rethinking assumptions about engagement based on students' lived experiences."
—Sylvia Hurtado, Professor and Director, Higher Education Research Institute, UCLA
"During this period in higher education, there is nothing more critical than a national commitment toward the success of all students. This thoughtful and well-researched book is a vital and necessary resource for faculty and staff committed to the power of engagement and student success."
—Kevin Kruger, Ph.D., President, NASPA – Student Affairs Administrators in Higher Education
"Quaye’s and Harpers’ volume is a timely update to an important book. Now, more than ever, colleges and universities are searching for strategies for increasing the ways in which students can become meaningfully more involved and engaged on campus. This book deepens our understanding of the construct of engagement, helping readers to appreciate how to improve engagement for a wide array of different types of students in higher education. The chapters are thoughtfully constructed, and the broad territory covered by the book rightly recognizes, and addresses, the diversity of American higher education, both in terms of its students and its institutional forms."
—James Soto Antony, Professor Adjunct, Educational Leadership & Management, Yale School of Management and Associate Provost, Yale University