Call for Abstracts: Equity, Belonging, and Student Success in Higher Education
This edited volume examines how institutions of higher education foster equity, belonging, and student success in increasingly complex and diverse learning environments. With particular attention to Black students and historically underrepresented populations, the volume seeks to advance scholarship and practice that centers identity, persistence, and inclusive excellence.
Contributors are invited to explore how institutional policies, pedagogical approaches, and student support systems can be redesigned to promote equitable outcomes and meaningful engagement. Both research-based and practitioner-oriented chapters are encouraged.
Suggested Topics Include (but are not limited to):- Student identity development and sense of belonging
- Racial climate, campus experiences, and student well-being
- Imposter phenomenon and persistence among graduate students
- Mentorship models, peer networks, and community building
- Equity-focused institutional policies and practices
- Data-informed approaches to student success and accountability
- Faculty roles in advancing inclusive teaching and learning
- Cultural mismatch and adult/nontraditional learner success
- Retention, completion, and degree attainment strategies
- Career readiness and transitions beyond graduation
- Intersectionality in student experiences
- Chapter length: 2,000–4,000 words
- Abstract: 100–120 words
- Include research, conceptual, or practice-based perspectives
- Submit your abstract here by July 1
Section I: Identity, Belonging, and Student Experience
- Building Belonging in Graduate Education
- Racial Battle Fatigue and Student Visibility
- Identity Development and Persistence in Higher Education
- Mentorship, Community, and Collective Support
Section II: Equity and Institutional Responsibility
- Data-Informed Approaches to Equity
- Inclusive Policies and Student Success Frameworks
- Dismantling Structural Barriers in Higher Education
- Supporting Adult and Nontraditional Learners
Section III: Pathways and Outcomes
- Faculty Practices that Support Student Achievement
- Student Pathways from Classroom to Career
- Advancing Doctoral Persistence and Completion
