While many institutions have developed policies to address the myriad needs of Millennial college students and their parents, inherent in many of these initiatives is the underlying assumption that this student population is a homogeneous group. This book is significant because it addresses and explores the characteristics and experiences of Millennials from an array of perspectives, taking into account not only racial and ethnic identity but also cultural background, sexual orientation, and socioeconomic status differences-all factors contributing to how these students interface with academe.In providing a "voice" to "voiceless" populations of African American, Asian American, Bi/Multi-Racial, Latino, Native American, and LGBT millennial college students, this book engages with such questions as: Does the term "Millennial" apply to these under-represented students? What role does technology, pop culture, sexual orientation, and race politics play in the identity development for these populations? Do our current minority development theories apply to these groups? And, ultimately, are higher education institutions prepared to meet both the cultural and developmental needs of diverse minority groups of Millennial college students?" This book is addressed primarily to college and university administrators and faculty members who seek greater depth and understanding of the issues associated with diverse Millennial college student populations. This book informs readers about the ways in which this cohort differs from their majority counterparts to open a dialogue about how faculty members and administrators can meet their needs effectively both inside and outside the classroom. It will also be of value to student affairs personnel, students enrolled in graduate level courses in higher education and other social science courses that explore issues of college student development and diversity, particularly students planning to work with diverse Millennial college students in both clinical or practical work settings.Contributors: Rosie Maria Banda; Fred Bonner, II; Lonnie Booker, Jr.; Brian Brayboy; Mitchell Chang; Andrea Domingue; Tonya Driver; Alonzo M. Flowers; Gwen Dungy; Jami Grosser; Kandace Hinton; Mary Howard-Hamilton; Tom Jackson, Jr.; Aretha F. Marbley; Samuel Museus; Anna Ortiz; Tammie Preston-Cunningham; Nana Osei-Kofi; Kristen Renn; Petra Robinson; Genyne Royal; Victor Saenz; Rose Anna Santos; Mattyna Stephens; Terrell Strayhorn; Theresa Survillion; Nancy Jean Tubbs; Malia Villegas; Stephanie J. Waterman; Nick Zuniga.

About the Author
Fred A. Bonner II is professor and endowed chair of educational leadership and counseling in the Whitlowe R. Green College of Education at Prairie View A&M University. He also serves as the founding executive director and chief scientist of the Minority Achievement Creativity and High Ability (MACH-III) Center. His research foci illuminate the experiences of academically gifted African American males across the P-20 pipeline, diverse faculty in academe, and diverse populations in science, technology, engineering, and math (STEM). He is coeditor of two books with Stylus Publishing, Building on Resilience: Models and Frameworks of Black Male Success Across the P-20 Pipeline (2014) and Diverse Millennials Students in College: Implications for Faculty and Student Affairs (2011). Bonner is currently developing a theoretical framework, mascusectionality, that will explore the engagements of Black men. aretha f. marbley is a professor and coordinator of clinical mental health counseling in counselor education and interim director of women and gender studies at Texas Tech University. She is an academic counselor and a critical humanist, womanist educator, storyteller, activist, servant, morally engaged researcher, and transdisciplinary scholar with a commitment to helping people and communities. Her scholarship focuses on critical global multicultural-social justice activism, organic connections, and literacy advocacy across cultures, social structures, and social identities in mental health and communities. She has received numerous awards including national human rights, social justice, anti-oppression, and multicultural research awards. Mary F. Howard-Hamilton is a Professor of Higher Education at Indiana State University. She previously served as a higher education administrator for 15 years, working at five institutions, where her responsibilities variously included orientation, developmental education, judicial affairs, multicultural affairs, commuter l

Reviews

"The great value of this volume is that it provides a broad overview of millennial college students from a range of socioeconomic and cultural backgrounds. It provides useful commentary and analysis on what is a conceptually complex area - student diversity. This volume is a very welcome addition to the field. It broadens the discussion on student diversity at the college level and bridges both sides of the divide between theoretical discussion and practical direction setting."

Richard M. Rymarz, St. Joseph's College, University of Alberta

Teaching, Theology & Religion

"This book provides an excellent overview of the diversity of experiences that make up the Millennial cohort, being a valuable contribution to the research both on Millennials and diverse populations. Far from being a monolithic group, the book both challenges and complicates the way Millennials are portrayed in the media and public understanding. Since all of the subgroups covered in the book have tremendous within-group diversity, having two chapters on each sub-group allows for an additional array of perspectives and approaches to understanding Millennial students. The authors overall offer fresh and intriguing viewpoints that make a valuable contribution to our understanding of this complex cohort of students."

Journal of College Student Development

"As students of the so-called "Millennial" generation make their way into higher education, it's clear to educators that one blanket term does not fit all. In the 15 chapters of this text, 33 American academics, researchers, and administrators explore the diversity of "Millennial" students in terms of racial and ethnic identity, as well as cultural, sexual orientation, and socioeconomic status differences. The text opens with a discussion about testing assumptions about generational cohorts. Subsequent chapters focus on African American, Asian American, Latina/o, Native American, LGBTQ, and bi- and multiracial students; the college-to-workforce transition of students of color; and curriculum design considerations to address student diversity. The material is intended for faculty, administrators, and student affairs personnel."

Book News Inc.

"This edited bolume interrogates the sterotypes ascribed to millennial students in relation to those students' diverse characteristics, primarily their race, ethnicity, and sexual orientation. In revealing how assumptions about millennials may or may not apply across different groups, contributors challenge the view of millennial students as a monolithic group while confirming aspects of millennial identity. The book makes important advances toward complicating assumptions about today's traditionally-aged college students without eschewing a level of generalization necessary to understanding particular groups and subgroups."

Diversity and Democracy

"A bountiful resource for the advisor who wants to learn more about millennials as a generational whole and gain deeper insight in to the diverse cultural groups that compromise this generation."

NACADA Journal (National Academic Advising Association)

"Writings on the concerns and experiences of "millennial" students of varied minority racial and ethnic backgrounds, as well as non-majority sexual orientations."

The Chronicle of Higher Education

Book Information
ISBN 9781579224462
Author Fred A. Bonner II
Format Hardback
Page Count 320
Imprint Stylus Publishing
Publisher Taylor & Francis Inc
Weight(grams) 566g