William G. Tierney

Estela Mara Bensimon

Articulates salient problems of tenure-track faculty, especially women and faculty of color. Offers a new paradigm to delineate ways in which the academic community can help socialize younger faculty, and honor differences more readily.

Community and Socialization in Academe

Promotion and Tenure

Kenneth Marc Kempner

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Comparative Perspectives

The Social Role of Higher Education

A full-bodied, robust discussion of issues of concern to faculty in schools of education.

Rethinking Roles and Rewards for the Twenty-first Century

Faculty Work in Schools of Education

Linda Serra Hagedorn

Focuses on pre-college enrichment programs as a solution to the problem of minority and low-income student access to postsecondary education.

Extending Possibilities for All Students

Increasing Access to College

Julia C. Duncheon 

Examines how states, schools, and postsecondary institutions might best help improve college readiness and completion. Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of “college readiness,” or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. “This book adds important information to the debates and discussions around this critical topic.” — Caroline Sotello Viernes Turner, coeditor of Understanding Minority-Serving Institutions

The Problem of College Readiness

This book offers a different way of thinking about post-secondary curriculum by considering how institutional curricula can act as a critical agent for preparing students to participate in the democratic public sphere. Tierney demonstrates that the curriculum itself is a cultural product that institutions of higher education socially construct and that the manner in which the individual institution defines its curriculum commits it to certain philosophical and ideological choices. The result of a year's research that included over 250 interviews at seven colleges in universities throughout the U.S., the volume concludes with recommendations administrators and faculty may employ in the effort to advance democracy in their colleges and universities.

Transformative Leadership in Higher Education

Curricular Landscapes, Democratic Vistas

Uses a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies universities should employ to strengthen democracy and resist fascism. Democracy and higher education are inextricably linked: universities not only have the ability to be key arbiters of how democracy is advanced, but they also need to reflect democratic values in their practices, objectives, and goals. Framed by the COVID-19 pandemic, and the ongoing crisis of structural racism, Higher Education for Democracy explores academe's role in advancing democracy by using a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies that universities can employ to strengthen democracy and resist fascism. William G. Tierney argues that if academe is to be a progenitor in the advancement of democracy, then we need to consider five areas of change that have been significant across national contexts amid both globalization and neoliberalism: inequality, privatization, the public good, identity, and academic freedom. Taking a comparative approach and drawing on scholarly literature, archival research, and interviews, Higher Education for Democracy aims to understand these changes and their implications and to position higher education in defense of democracy in a globalized economy framed by fascism. William G. Tierney is University Professor Emeritus and Founding Director of the Pullias Center for Higher Education at the University of Southern California. His many books include Get Real: 49 Challenges Confronting Higher Education; Relational Sociology and Research on Schools, Colleges, and Universities (coedited with Suneal Kolluri); and The Problem of College Readiness (coedited with Julia C. Duncheon), all published by SUNY Press.

The Role of the University in Civil Society

Higher Education for Democracy

Grapples with a variety of policy issues in order to provoke a discussion of the state of higher education in the 21st century.

Governance and the Public Good

Tracy Fullerton

Zoë B. Corwin

Gisele Ragusa

Summarizing a decade of research in game design and learning, Postsecondary Play will appeal to higher education scholars and students of learning, online gaming, education, and the media.

The Role of Games and Social Media in Higher Education

Postsecondary Play

A thought-provoking overview of the many challenges facing higher education and how to deal with them by a leading thinker in the field. Higher education always seems to be in crisis. Governments, foundations, professional associations, and the occasional scornful professor all tend to lament one or another problem plaguing America’s colleges and universities. The more apocalyptic claims state that the United States is a “nation at risk,” that our students’ minds have been closed, or that radical faculty have run amok and are brainwashing our youth. In Get Real, William G. Tierney, a leading scholar of higher education, cuts through this noise, drawing on his experience and expertise to provide a thought-provoking overview of the many challenges confronting higher education and how to deal with them. In forty-nine short, engaging essays, he aims not to stoke the flames of controversy or promote a particular stance but to provoke creative, forward-looking public discussion about what higher education could and should look like in the twenty-first century. Tierney clearly distills and offers his take on critical issues—from diversity and free speech to the rise of for-profit colleges and student debt—but the goal is always to give readers the background and tools to form their own opinions. Written in a conversational tone and laced with personal anecdotes, Get Real is informed by scholarly literature without being weighed down by it and includes suggestions for further reading. William G. Tierney is University Professor Emeritus and Founding Director of the Pullias Center for Higher Education at the University of Southern California. His many books include Relational Sociology and Research on Schools, Colleges, and Universities (coedited with Suneal Kolluri) and The Problem of College Readiness (coedited with Julia C. Duncheon), both also published by SUNY Press; Diversifying Digital Learning: Online Literacy and Educational Opportunity (coedited with Zoë B. Corwin and Amanda Ochsner); and Rethinking Education and Poverty.

William G. Tierney

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