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 differencesall 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.
ACKNOWLEDGMENTS INTRODUCTION Fred A. Bonner, II PART ONE. DIVERSE
MILLENNIALS IN COLLEGE A National Perspective
1. A NATIONAL PERSPECTIVE
Testing Our Assumptions About Generational Cohorts Gwendolyn Jordan Dungy
PART TWO. AFRICAN AMERICAN MILLENNIALS IN COLLEGE
2. AFRICAN AMERICAN
MILLENNIALS IN COLLEGE Terrell L. Strayhorn
3. THE PERSON, ENVIRONMENT, AND
GENERATIONAL INTERACTION An African American Rural Millennial Story Corey
Guyton and Mary F. Howard-Hamilton PART THREE. ASIAN AMERICAN MILLENNIALS IN
COLLEGE
4. ASIAN AMERICAN AND PACIFIC ISLANDER MILLENNIAL STUDENTS AT A
TIPPING POINT Mitchell James Chang
5. ASIAN AMERICAN MILLENNIAL COLLEGE
STUDENTS IN CONTEXT Living at the Intersection of Diversification,
Digitization, and Globalization Samuel D. Museus PART FOUR. LATINA/O
MILLENNIALS IN COLLEGE
6. LA NUEVA GENERACIO´ N Latina/o Millennial College
Students at Four-Year Institutions Victor B. Saenz, Manuel Gonzalez, and
Sylvia Hurtado
7. MILLENNIAL CHARACTERISTICS AND LATINO/A STUDENTS Anna M.
Ortiz and Dorali Pichardo-Diaz PART FIVE. NATIVE AMERICAN MILLENNIALS IN
COLLEGE
8. INDIGENOUS MILLENNIAL STUDENTS IN HIGHER EDUCATION Bryan McKinley
Jones Brayboy and Angelina E. Castagno
9. NATIVE AMERICAN MILLENNIAL COLLEGE
STUDENTS Stephanie J. Waterman PART SIX. LGBTQ MILLENNIALS IN COLLEGE
10.
LGBTQ MILLENNIALS IN COLLEGE Lori D. Patton, Carrie Kortegast, and Gabriel
Javier
11. IDENTITY MAKEOVER MILLENNIAL EDITION Using Contemporary
Theoretical Frameworks to Explore Identity Intersections Among LGBTQ
Millennial Populations Lori D. Patton and Stephanie Chang PART SEVEN. BI- AND
MULTIRACIAL MILLENNIALS IN COLLEGE
12. MULTIRACIALIZATION, MIXING, AND
MEDIA PEDAGOGY Nana Osei-Kofi
13. MIXED RACE MILLENNIALS IN COLLEGE
Multiracial Students in the Age of Obama Kristen A. Renn PART EIGHT. VOICES
OF MILLENNIALS IN COLLEGE A Diversity of Perspectives
14. MOVING UP AND OUT
Students of Color Transitioning From College to the Workforce Lonnie Booker,
Jr., Tonya Turner-Driver, Tammie Preston- Cunningham, Theresa Survillion, and
Mattyna L. Stephens
15. CURRICULUM DESIGN FOR MILLENNIAL STUDENTS OF COLOR
Rosa Maria Banda, Alonzo M. Flowers, III, Petra Robinson, Genyne Royal, Rose
Anna Santos, and Nicholas Zuniga CONCLUSION. FROM ONE GENERATION TO ANOTHER
GENERATION New Realities, New Possibilities, and a Reason for Hope Aretha F.
Marbley ABOUT THE CONTRIBUTORS INDEX
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 P20 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 P20 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
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