Recent data indicates that the psychological distress of college students is on the rise. College students are increasingly culturally diverse and psychological distress in some areas is greater for minoritized students. College Student Mental Health and Wellness addresses this phenomenon that has been referred to in the popular media as the 'college mental health crisis' in a comprehensive and data-driven way.

Jeffrey A. Hayes moves us forward in our understanding of these issues so that we might more effectively work with our students and those who support them. Chapters cover theories of college student development and common psychological problems among college students (including anxiety, depression and substance abuse), and important aspects of college student well-being (such as identity, peer relationships and career preparedness).

Drawing on a large amount of data collected from both students in the general population as well as those seeking mental health services at U.S. colleges and universities, College Student Mental Health and Wellness illuminates the types of distress on the rise, the potential underpinnings of this distress and how administrators, educators, mental health professionals and others might better understand and work with these issues.

The ebook edition of this title is Open Access, thanks to Knowledge Unlatched funding, and freely available to read online.

Despite ongoing efforts to promote diversity, universities continue to reflect and perpetuate traditional patriarchal, colonial, and privileged hierarchies of gender, ethnicity, and class. Ensuring class diversity in academia is crucial for challenging the perception of universities as exclusive domains of privilege. Acknowledging the institutional challenges that hinder the work and careers of working-class academics (WCAs), The Intersections of a Working-Class Academic Identity recognises the adverse impacts of the overrepresentation of scholars from privileged classes, including a lack of cultural wealth in teaching and research, as well as the discouragement of talented working-class individuals who might otherwise pursue prolific academic careers.

Looking beyond individual struggles, author Teresa Crew presents an informed, alternative perspective to the prevailing viewpoints in research on working-class individuals in higher education, analysing statistical data and consolidating the systemic challenges encountered by WCAs within a framework of classism. Recognising that academia is not only a classed space, but one that tends to be white, masculine, and able-bodied as well, Crew builds upon her previous research to incorporate a rich intersectional overview of the voices that higher education continues to overlook, including clear recommendations for future research and support.

Proposing not a suggestion for transformation but an impassioned plea to dismantle barriers and dissolve silences, The Intersections of a Working-Class Academic Identity calls for informed strategies and robust support systems that will foster a more inclusive and equitable higher education landscape.

A Just Future addresses the precarious future of American higher education and diversity and inclusion initiatives along with it. From a global pandemic to a national reckoning with anti-Blackness, the 2020 historical conjuncture brutally revealed the impact of structural inequalities on historically marginalized communities and galvanized college students, diversity officers, and educators on a scale not seen since the 1960s. In so doing, it exposed the unfinished business of the civil rights era and the limits of diversity and inclusion reforms.

The time has come to create a more just future for the most marginalized community members at higher education institutions. To do so, we must share a common understanding of where we have been, what went wrong, and how to get back on track. Barton draws on abolitionist frameworks of social change to provide a bold, comprehensive guide to abolitionism in education, not only for diversity, equity, and inclusion practitioners but also higher education leaders and faculty. As a result, A Just Future provides new values, tools, and mindsets to address-and redress-ongoing forms of oppression that thrive on college campuses.

This comprehensive volume investigates the untapped potential of machine learning in educational settings. It examines the profound impact machine learning can have on reshaping educational research. Each chapter delves into specific applications and advancements, sheds light on theory-building, and multidisciplinary research, and identifies areas for further development. It encompasses various topics, such as machine-based learning in psychological assessment. It also highlights the power of machine learning in analyzing large-scale international assessment data and utilizing natural language processing for science education. With contributions from leading scholars in the field, this book provides a comprehensive, evidence-based framework for leveraging machine-learning approaches to enhance educational outcomes. The book offers valuable insights and recommendations that could help shape the future of educational sciences.

This volume introduces scales for measuring organizational spirituality culture and climate. Based on interviews with employees, the chapters present empirical studies confirming the scales' validity and reliability, rooted in principles aligned with Biblical concepts of love. The authors conduct concurrent and discriminant validity studies, comparing these scales with measures of servant leadership, person-supervisor fit, altruistic love, inner life, vision, person-organization fit, affective commitment, continuance commitment, normative commitment, and work-state anxiety in contemporary organizations.

Place, Race and Politics presents an integrated analysis of the social and political processes that combined to construct a media-driven 'crisis' concerning African youth crime in the city of Melbourne, Australia.

Combining original research and analysis alongside published sources, the authors carefully dissect the anatomy of a racialized and politicized public discourse and delve into the profound impact of this on African-Australian communities in Melbourne. Drawing on political and media analysis and community-based research, the authors investigate how South Sudanese Australians in Melbourne came to be identified, supposedly, as a unique threat to community safety, the role played by the media, state and federal politics, the policing and perceptions of race in this process, and the physical and emotional impacts on affected communities of the law and order crisis concerning 'African crime'.

While deeply rooted in local conditions, the book resonates with similar examples of the criminalization and othering of racialized communities, the surveillance and exclusion of 'crimmigrants', and with popular punitivism and the rise of far-right politics globally in response to deeply felt anxieties about rapid social, economic and cultural change.

This book reflects on the centennial of women's suffrage in the Nordic region and beyond, by exploring its relevance to political gender equality today and the conditions for feminist institutional change. The book brings together historians and political scientists to provide a long-term historical perspective that lays the groundwork for theoretical development. In this regard, the book makes two key contributions: it furthers our understanding of different types of gendered institutional constraints on women's political inclusion and elaborates feminist institutional strategies to counter these constraints.

In Missionary Interests, David Golding and Christopher Cannon Jones bring together works about Protestant and Mormon missionaries in the nineteenth and twentieth centuries, charting new directions for the historical study of these zealous evangelists for their faith. Despite their sectarian differences, both groups of missionaries shared notions of dividing the world categorically along the lines of race, status, and relative exoticism, and both employed humanitarian outreach with designs to proselytize.

American missionaries occupied liminal spaces: between proselytizer and proselytized, feminine and masculine, colonizer and colonized. Taken together, the chapters in Missionary Interests dismantle easy characterizations of missions and conversion and offer an overlooked juxtaposition between Mormon and Protestant missionary efforts in the nineteenth and twentieth centuries.

This open access book investigates how representation of Native Americans and Mexican-origin im/migrants takes place in high school history textbooks. Manually analyzing text and images in United States textbooks from the 1950s to 2022, the book documents stories of White victory and domination over Black, Indigenous, and People of Color (BIPOC) groups that disproportionately fill educational curricula. While representation and accurate information of non-White perspectives improves over time, the same limited tropes tend to be recycled from one textbook to the next. Textual analysis is augmented by focus groups and interviews with BIPOC students in California high schools. Together, the data show how misrepresentation and absence of BIPOC perspectives in textbooks impact youth identity. This book argues for an innovative rethinking of US history curricula to consider which stories are told, and which perspectives are represented.

The book draws information and knowledge from the thematic areas of technology and school leadership in educational practice and includes both conceptual and empirical information on autonomous and less autonomous educational systems (centralized and decentralized education systems). Overall, this edited book fills the gap with information on the connection between school leadership and technology, as an aftermath of the COVID-19 pandemic in school organizations.

Providing a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education.

An emerging global network of concerned teachers and researchers who are currently engaged in dialogue with civil society and social movements, seek to construct another possible post-pandemic world built on premises of democracy, justice and peace.

The emphasis on transformation points to alternative ways of doing research and education, associated with critical pedagogics and participatory action-research. This approach entails an intentionality to intervene in the debate and actual modus operandi of university research and education. It seeks to replace the existing vertical division of labour between administrators, teachers and students with an alternative collaborative organization of the production and transmission of knowledge, conducted by co-researchers and co-learners.