Book Review
of McNair, T. B., Albertine, S., McDonald, N., Major, T., & Cooper, M.A. (2022). Becoming a Student-Ready College. Josey-Bass.
Emily Bikowski, Ph.D.
Abstract
Book review of McNair, T. B., Albertine, S., McDonald, N., Major, T., & Cooper, M. A. (2022). Becoming a Student-Ready College. Jossey-Bass. This article discusses the book from the perspective of a student-services practitioner who understands the importance of fostering a campus culture that values equity and inclusivity to ensure fairness for all students.
Keywords: Higher education, advising and student services, educational leadership, diversity, equity and inclusivity
Being both a student-services professional and an adjunct faculty member at a mid-sized institution of higher education, I recognize the importance of ensuring fairness for all students and promoting a campus culture that values diversity and equity. The book Becoming a Student-Ready College by McNair, Albertine, McDonald, Major, and Cooper (2022) attempts to provide a guidebook for redefining the traditional view of “college readiness” for students (p.10). In this second edition, like the first, the authors discuss the concept of a “student-ready college” as an educational institution that demonstrates a deep commitment to meeting the diverse needs of its student body. Such a college provides a supportive and engaging environment that fosters academic, social, and personal growth. The book calls for a more intentional approach to promoting student success that encompasses the entire campus community. This means universities and colleges must ensure students have access to all the resources they need to thrive inside and outside the classroom. The writers aim to shift focus away from “college-ready students” and instead emphasize the importance of “student-ready colleges.” The book prompts colleges and university administrators to strive to define student success and integrate it into the institution’s overall structure, emphasizing all aspects and weaving it into the very foundation of the college culture.
In each chapter, the authors have included guiding questions to encourage thoughtful reflection and purposeful steps toward action. In the first chapter, the authors urge post-secondary leaders to initiate discussions among campuses on the definition of a “student-ready” college. It serves as a call to action and a way to move the discussion forward on what “student success” means. The authors present examples of typical characteristics found in student-ready colleges and programs, showcasing how they have contributed to answering the question that institutions often grapple with: “Is college worth it?” (p. 28). Chapter Two discusses the role of an institution’s values and leadership as a driving force in creating positive change; the authors discuss both a top-down and bottom-up transformative approach to establishing a culture of student success. All members of an institution have a role to play in creating a culture of student support and care and need to feel empowered to act. Chapter Three provides strategies for utilizing available resources to enhance student benefits and provide timely support to ensure equitable student outcomes and capitalize on students’ strengths. In Chapter Four, the focus is on the post-secondary ecosystem, where institutions establish collaborative partnerships and support initiatives to foster strong connections between students and educational institutions. In Chapter Five, the discussion highlights the importance of higher education institutions in ensuring that all students possess the ability to learn (145). The final chapter emphasizes the importance of viewing the college community as a complex ecosystem, utilizing existing programs both on and off campus. Leaders need to prioritize equity and consider the needs of the entire student body.
McNair et al. emphasize that true inclusion requires active effort, not just the absence of intentional exclusion. Opportunity gaps are caused by systemic issues, not by inherently flawed students. The concept of equity is a central theme throughout the analysis, which frames the authors’ arguments and their push for true inclusivity on campuses. The book contains abstract suggestions but lacks concrete solutions for how colleges and universities can institute many concepts discussed in the chapters. The guiding questions in each chapter are a great starting point for initiating the discussion and for a collective self-reflection; however, solid next steps are not provided for how institutions can implement the changes. Throughout the five chapters, the authors include examples from various college institutions, but most of these examples are anecdotal. It would have been beneficial to share case studies demonstrating how the recommendations provided by the authors were implemented on the campuses.
Currently, the concept of a “student-ready” college is a popular topic in many discussions on higher education, taking prominence within campuses looking to remove barriers to student success. The idea of a student-ready college is being adopted by higher education in general. As such, institutions of higher education must adapt to stay relevant. While this work provides high-level ideas for becoming “student-ready,” the lack of concrete steps and suggested actions leave the reader wanting more. But, if someone wants to understand the importance of the theories behind making college campuses places for all students to succeed, this is an excellent read.
References
McNair, T.B., Albertine, S., McDonald, N., Major, T., & Cooper, M.A. (2022). Becoming a Student-Ready College. Jossey-Bass.