This book is a training tool for the 21st-century community college leader and administrator. It deconstructs outdated practices and constructs new approaches to how contemporary community college leadership is viewed, practiced, and envisioned. Both timely and comprehensive, the book develops new models that are focused on facilitating leadership innovation and encourages both formal and informal leaders to become active agents for change. A relevant case study, written by an experienced community college leader, follows each chapter. This book will be useful for courses in administration, leadership, management, and related areas, and presents contemporary skills for anyone who is a leader and/or administrator in an organization. Learn more about this book, see www.communitycollegeleadership.net.
Citation: Nevarez, C., & Wood, J. L. (2010). Community college leadership and administration: Theory, practice and change. New York, NY: Peter Lang.
Black Men in College provides vital information about how to effectively support, retain, and graduate Black male undergraduates. This edited collection centers on the notion that Black male collegians are not a homogenous group; rather, they are representative of rarely acknowledged differences that exist among them. This valuable text suggests that understanding these differences is critical to making true in-roads in serving Black men. Recommendations for policy and practice to encourage retention and persistence to degree completion are grounded in extant theory and research. This text is a must-read for all higher education faculty, researchers, and student affairs practitioners interested in addressing the contemporary college experiences of Black men in postsecondary institutions. Learn more about this book, see http://www.routledge.com/books/details/9780415893848/.
Citation: Palmer, R. T., & Wood, J. L. (Eds.). (2012). Black men in college: Implications for HBCU’s and beyond. New York, NY: Routledge.
This book offers a comprehensive examination of the Black male experience in postsecondary education. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, for-profit colleges, liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college. Learn more about this book, see http://www.infoagepub.com/products/Black-Males-in-Postsecondary-Education
Citation: Hilton, A. A., Wood, J. L., & Lewic, C. W. (Eds.) (2012). Black males in postsecondary education: Examining their experiences in diverse institutional contexts. Charlotte, NC: Information Age.
This book presents leaders and aspiring leaders in community colleges with a theoretical and practical framework for analyzing their leadership styles and determining the dimensions of leadership they need to improve in order to strengthen their capacity to resolve complex issues and effectively guide their institutions. It does so through presenting a multiplicity of theories about leadership that are congruent with notions of equity, access, diversity, ethics, critical inquiry, transformational change, and social justice that drive the missions of community colleges and at the same time provides the reader with the strategic skills to prepare for and navigate the profound changes ahead. Learn more about this book, see: http://stylus.styluspub.com/Books/BookDetail.aspx?productID=280834
Citation: Nevarez, C., Wood, J. L., & Penrose, R. (2013). Leadership theory and the community college: Applying theory to practice. Sterling, VA: Stylus.
As United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM), community colleges are being called on to address persistence of minorities in these disciplines. In this important volume, contributors discuss the role of community colleges in facilitating access and success to racial and ethnic minority students in STEM. Chapters explore how community colleges can and do facilitate the STEM pipeline, as well as the experiences of these students in community college, including how psychological factors, developmental coursework, experiential learning, and motivation affect student success. Community Colleges and STEM ultimately provides recommendations to help increase retention and persistence. This important book is a crucial resource for higher education institutions and community colleges as they work to advance success among racial and ethnic minorities in STEM education. Learn more about this book, see: http://www.routledge.com/books/details/9780415821100/
Citation: Palmer, R. T., & Wood, J. L. (Eds.). (2013). Community colleges and STEM: Examining underrepresented racial and ethnic minorities. New York, NY: Routledge.
This book is a data-driven guide for inspiration and future practice that can assist community colleges and four-year colleges receiving transfer students in better supporting, retaining, preparing, and graduating STEM students. Informed by research and theory, each chapter in this volume blazes new territory in articulating how community colleges can advance outcomes for students in STEM, particularly those from historically underrepresented and underserved communities.
Citation: Wood, J. L., & Palmer, R. T. (Eds.) (2014). STEM models of success: Programs, policies, and practices in the community college. Charlotte, NC: Information Age.
Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Grounded in a review of over 300 resources, this monograph provides a comprehensive synthesis and analysis of literature on factors promoting the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges) and delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. Offering recommendations and strategies to help advance success among Black males, this monograph serves as an invaluable resource to preK-12 educators, college faculty and administrators, researchers, graduate students, and policymakers who are concerned with Black male academic achievement.
Citation: Palmer, R. T., Wood, J. L., Dancy II, T. E., & Strayhorn, T. L. (2014). Black male collegians: Increasing access, retention, and persistence in higher education. San Francisco, CA: Jossey Bass.
This book is designed to aid community college leaders in becoming ethical leaders. This aim is essential, as ethical leadership is needed to address the continual ethical quandaries and persistent leadership dilemmas (e.g., funding, governance, accountability, shifting student demographics) facing public postsecondary education in the current era. When leaders are fully committed to the ideals that underscore public education (e.g., public good, access, social mobility, civic engagement) and accept the notion that their role as leaders is to be a servant to others, ethical leadership serves as a roadmap to guide their decisions, actions, and advocacy. This volume serves as a comprehensive resource in articulating the foundational, conceptual, interpersonal, and practical dispositions of the critical need to develop leaders with high moral aptitudes.
Citation: Wood, J. L., & Nevarez C. (2014). Ethical leadership and the community college: Paradigms, decision-making, and praxis. Charlotte, NC: Information Age.
Black Men in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of Black male students in colleges and universities. In this comprehensive but manageable text, leading researchers J. Luke Wood and Robert T. Palmer highlight the current status of Black men in higher education and review relevant research literature and theory on their experiences in various postsecondary education contexts. The authors also provide and contextualize innovative, actionable strategies and solutions to help institutions increase the participation and success of Black male college students. The most recent addition to the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve Black men in higher education.
Citation: Wood, J. L., & Palmer, R. T. (2014). Black male students in higher education: A guide to ensuring success. New York, NY: Routledge.
This guidebook articulates strategies for teaching men of color in community college. You will learn why implementing these approaches may take additional support from instructional leaders (e.g., department chairs, faculty development professionals, academic deans, vice presidents of instruction). Beyond providing recommendations for their peers, faculty leaders also extended suggestions for college leaders. Specifically, these suggestions focused on steps and strategies that instructional leaders could take to improve the success of men of color.
Citation: Wood, J. L., Harris III, F., & White, K. (2015). Teaching men of color in the community college: A guidebook. San Diego, CA: Montezuma.
Advancing Black Male Student Success presents a comprehensive portrait of Black male students at every stage in the U.S. education system: preschool and kindergarten; elementary, middle and high schools; community colleges and four-year postsecondary institutions; and master’s and doctoral programs. Each chapter is a synthesis of existing research on experience, educational outcomes, and persistent inequities at each pipeline point. Throughout the book, data are included to provide statistical portraits of the status of Black boys and men. Authors include, in each chapter, forward-thinking recommendations for education policy, research and practice. Most published research on Black male students blames them and their families for their failures in school. This literature is replete with hopeless, pathological portrayals of this population. Through this deficit thinking and resultant practices, Black boys and men have continually experienced disparate outcomes. This book departs from prior scholarship in that the editors and authors argue that much is done to Black male students, which explains their troubled status in U.S. education.
Citation: Harper, S. & Wood, J. L. (Eds.). (2016). Advancing Black male student success from preschool through PhD. Sterling, VA: Stylus.