"Framing development through the lens of emancipation will forever shift graduate preparation and professional practice in student affairs. Abes, Jones, Stewart, and chapter authors have transformed the theoretical foundation of student affairs into a more complex and liberatory understanding of student development, and for that I am eternally grateful."
Jason C. Garvey, Associate Professor of Higher Education and Student Affairs Administration - University of Vermont
"The field has been waiting for this book. It brings together in one place a host of the most thoughtful scholars working in, with, and through critical frameworks in student development theory. On their own, each chapter offers valuable insight; the volume
as a whole takes the reader into the latest thinking using critical theory to understand and work with college students."
Kristen A. Renn, Professor of Higher, Adult, & Lifelong Education, and Associate Dean of Undergraduate Studies for Student Success Research - Michigan State University
"This book is exactly what we need to push our thinking about student development theory forward. As a field, we have been stymied for some time around SDT, and the authors of this book give permission for educators to pursue new and different questions and practices through critical and post-structural lenses. I am excited to use this text in my courses and have already been inspired by the authors' ideas to create new assignments pushing students to better integrate critical praxis in their work as student affairs educators."
Chris Linder, Assistant Professor, Higher Education - University of Utah
"My read of Rethinking College Student Development Theory Using Critical Frameworks generated one thought: "It's about time!" This must-read volume is a major contribution to the field of student affairs. The editors have assembled a book that not only unpacks and acknowledges the vast complexities that shape students' college experiences, but also raises educators' critical consciousness in translating theory to practice. This book should be required reading in graduate programs, especially within advanced student development theory courses."
Lori Patton Davis, Professor of Higher Education and Student Affairs and Chair, Department of Educational Studies - The Ohio State University
