Over the past decade, increasingly more colleges and universities have had to address student-initiated demands following racist incidents that occur both locally and nationally. However, the demands to address unfair conditions on campus do not necessarily result in meaningful change. To better understand how student activism facilitates administrative actions that lead to change and the extent to which social media accentuates activism, we examined student-initiated efforts to increase "diversity" at Yale University. Our study combined more than 100 documents with 5 years of social media data to identify key patterns that significantly contributed toward facilitating institutional change. The findings show that to facilitate administrative actions, student activists grew their reach, reiterated their demands over time, and activated the individuals and groups peripheral to the original demands. Their combined efforts were accentuated by the use of social media, which served to make their activism even more consequential for mediating tangible and demonstrable change at the institutional level.

Asian American and Pacific Islanders (AAPIs) 1 are perhaps one of the most misunderstood populations in U.S. higher education. According to Frank Wu (2002), ''Asian Americans are at once highly visible in popular culture and virtually invisible in serious discourse, allowing popular culture to define serious discourse'' (p. 26). In higher education, one popular cultural characterization that has endured for over 40 years and continues to shape the discourse on AAPI students is the ''model minority myth,'' which stereotypes AAPIs, especially East Asians, as hardworking, problem free, over-achievers. Curiously, Li and Wang (2008) clearly stated in their edited book, Model Minority Myth Revisited, that individuals who are most directly affected by the model minority label do not necessarily share a common culture, language, heritage, socioeconomic status, political persuasion, immigration experience, religious or philosophical orientation, or worldview.

Using five years of publishing data from the Journal of Higher Education, we describe the publication pipeline at the journal, explore trends with respect to topic, the geographic distribution of authors, and each paper's methodological approach. Following the presentation of these trends, we discuss implications for the field of higher education and those publishing within it.

This article refers to:“If Lil’ Wayne Can Say It, Why Can’t I?”: White Male Undergraduates Using the N-WordEditor’s Comment

The controversy over the discrimination of Asian American applicants in college admissions in the United States has returned with even higher stakes. Unlike the complaints filed in the 1980s, the current set also targets the elimination of race-conscious admissions practices that were implemented to increase enrollment of underrepresented students at elite institutions, including those from African American and Latino populations. The purpose of this chapter is to make sense of this recurring admissions controversy by applying a critical race analysis toward interpreting the sociohistorical roots that animate this controversy. The results of this analysis undermine the characterization of those institutions as color-blind engines of upward mobility and instead portray them as guardians of dispensing and protecting the privileges accompanying whiteness. Broader implications of those findings for achieving greater racial equity and justice are discussed.

AbstractThis chapter points to how race and gender specific affinity groups serve as a vehicle for Asian male students to challenge mainstream stereotypes and redefine themselves in culturally relevant ways that subsequently empower them to embrace more fully their Asian male identities.

Recent events on colleges campuses specifically and society generally suggest that a new generation of scholars will inherit the unfinished business of resolving our nation’s longstanding “race problem.” What can a journal do to improve their chances of producing scholarship that will lead to dismantling oppressive racial patterns and order? I argue in this manuscript that JCSCORE should provide more space to exchange and critique imaginations of new racial meanings and structures. Such forward-looking thinking that stretch beyond standardized approaches to scholarship can help coordinate and guide the application of empirical research. After all, “social change” is much more than an empirical project and ultimately requires a creative and organizing vision that inspires, invents, and sustains transformative actions.

This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book seeks to articulate a version of liberalism that takes toleration as seriously as possible. A theory of normative toleration like the author's will tell us when interference may be permissible in distributive issues, issues of criminal justice domestically, and in many cases of possible international intervention. The book suggests that the primary missing theoretical elements must come from normative moral theory itself. Philosophers tend to start with normative theories and see what these theories say about activities in the business arena. The book briefly considers Ripstein's sovereignty principle as a competitor to the harm principle and legal moralism and legal paternalism as principles that some think must supplement the harm principle. It considers a basic objection to relying on a single value …