Jeffrey M. Kenton, Towson University, firstname.lastname@example.org, Michael Wiatrowski, email@example.com
Call for Chapters
IntroductionThe authors define ethnic diversity as populations comprised of various cultural groups. The publication will consider ethnic diversity in academic institutions. It will examine the learning and research experiences of ethnic, international and first generation students and faculty. It will consider the support provided to these individuals by organizations inside and outside the institution. It will offer qualitative and quantitative studies to illustrate ethnic individuals' academic experiences.
In the millennium ethnic diversity remains a characteristic of the demographic composition of students, faculty, and scholars in higher education. Redden (2014) noted the benefits foreign students bring to academic institutions including tuition as well as cultural diversity. According to the Institute of International Education Open Doors Report on International Education Exchange the number of international students studying in the US is increasing as well as the number of US students enrolled in academic institutions abroad. In addition, the numbers of Hispanic, Asian, and nonresident alien total students attending US academic institutions increased from 2010 to 2014 (National Center for Educational Statistics, 2016). Outside of the US, other countries are reporting a rise in foreign students enrolled in their universities too. This remains true for foreign-born faculty as well. From 2009 to 2013 the numbers of Hispanics, Asian/Pacific Islanders, and non-resident aliens faculty in post-secondary degree granting instititions increased (U.S. Dept. of Education, National Center for Education Statistics, Digest of Education Statistics, 2015). Still, studies suggest that students and faculty of ethnic descent experience difficulties adapting to academia, in part, due to cultural differences. Language represents a major barrier for these individuals. In addition, there are cultural differences in instructional and learning styles that impact students and faculty. Bygrave, Asik-Dizdar and Saini (2014) advised universities to consider the learning styles of various cultures in their development of pedagogies. Theobald (2008) stressed the importance of institutional and departmental support for foreign-born faculty. To this end, administrators, faculty, and librarians’ understanding of ethnic students’ learning styles and cultural differences remains critical to ensuring their success in academia and beyond. Moreover, the provision of administrative and departmental assistance to foreign-born faculty fosters their professional development and also benefits their students.
ObjectiveThis book will provide a demographic, social, cultural and educational illustration of ethnic diversity in higher education. It will identify initiatives in academic institutions designed to support foreign-born faculty and students' research and learning experiences. The publication will examine the effectiveness of these initiatives. This research furthers the editors' interests in fostering literacy in academic institutions and supporting faculty and students' research efforts.
Target AudienceAcademic administrators, faculty, students, librarians
- Supporting ethnic students through The Office of International Affairs or its equivalent
- Supporting ethnic students through ESL instruction
- Supporting ethnic students through Multicultural Student Organizations
- Support to International students
- Support to International faculty
- Increasing diversity in faculty
- Interlink Language Programs
- Teaching international students
- Multicultural curricular in higher education
- Promoting multiculturalism through course teaching and academic clubs
- Orientation week for international students
- Impact of diversity initiatives on student learning and academic experiences
- Cultural diversity on campus
- Internships and employment opportunities for international students
- Criminal justice and diversity and higher education
- Campus partnerships to support ethnic students and faculty
- Multicultural services on campus
- Recruiting international students and faculty
- Efforts to support international students at satellite campuses abroad
- Support to First generation students
- Librarians' support to ethnic students and faculty
Submission ProcedureResearchers and practitioners are invited to submit on or before January 30, 2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by February 15, 2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by http://www.igi-global.com/
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager., and all interested authors must consult the guidelines for manuscript submissions at
PublisherThis book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2017.
Important Dates1st Proposal Submission Deadline -January 30, 2017
2nd Proposal Submission Deadline-
Last call for Proposals-
Full chapter Submission-
Review Results to Chapter Authors-
Revised Chapter Submission from Chapter Authors-August 30, 2017
Final Acceptance Notifications to Chapter Authors-September 15, 2017
Submission of Final Chapters to Editor-