Student Life

The eviscerating manifesto that made the Situationist International a household name around the world! In 1966, prior to Guy Debord's Society of the Spectacle led millions to question their daily activities and existence, the Situationist International was an unknown revolutionary art organization. The classic French situationist text by students in Strasbourg, Germany that powerfully critiqued society and exploded minds in 1967. It will no doubt hold as much relevance today and have the same affect on you. On the Poverty of Student Life sparked the infamous occupation of universities in Paris in 1968 with its critical dogma, "In the world of the student, every type of social practice is controlled to the utmost degree. Shifting the entire guilty conscience about society onto students serves to mask everyone's poverty and servitude." As a text approaching 50 years old, it is, at times, powerfully illuminating, and at others extremely frustrating. At its core, the bold claims are that the academy should not be a factory into the workforce.

An in-depth ethnography of Black engineering students at a historically White institution, Black Campus Life examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the “racial climate” on college campuses more generally. Most fundamentally, Black Campus Life argues that Black collegians are more than the racism they endure. By studying and appreciating the everyday richness and complexity of their experiences, we all—faculty, administrators, parents, policymakers, and the broader public—might learn how to better support them. This book is freely available in an open access edition thanks to TOME (Toward an Open Monograph Ecosystem)—a collaboration of the Association of American Universities, the Association of University Presses, and the Association of Research Libraries. Learn more at the TOME website, available at: openmonographs.org, and access the book online through the SUNY Open Access Repository at http://hdl.handle.net/20.500.12648/7009

Every generation of college students, no matter how different from its predecessor, has been an enigma to faculty and administration, to parents, and to society in general. Watching today’s students “holding themselves in because they had to get A’s not only on tests but on deans’ reports and recommendations,” Helen Lefkowitz Horowitz, author of the highly praised Alma Mater, began to ask, “What has gone wrong—how did we get where we are today?” Campus Life is the result of her search—through college studies, alumni autobiographies, and among students themselves—for an answer. She begins in the post-revolutionary years when the peculiarly American form of college was born, forced in the student-faculty warfare: in 1800, pleasure-seeking Princeton students, angered by disciplinary action, “show pistols . . . and rolled barrels filled with stones along the hallways.” She looks deeply into the campus through the next two centuries, to show us student society as revealed and reflected in the students’ own codes of behavior, in the clubs (social and intellectual), in athletics, in student publications, and in student government. And we begin to notice for the first time, from earliest days till now, younger men, and later young women as well, have entered not a monolithic “student body” but a complex world containing three distinct sub-cultures. We see how from the beginning some undergraduates have resisted the ritualized frivolity and rowdiness of the group she calls “College Men.” For the second group, the “Outsiders,” college was not so much a matter of secret societies, passionate team spirit and college patriotism as a serious preparation for a profession; and over the decades their ranks were joined by ambitious youths from all over rural America, by the first college women, by immigrants, Jews, “townies,” blacks, veterans, and older women beginning or continuing their education. We watch a third subculture of “Rebels”—both men and women – emerging in the early twentieth century, transforming individual dissent into collective rebellion, contending for control of collegiate politics and press, and eventually—in the 1960s—reordering the whole college/university world. Yet, Horowitz demonstrates, in spite of the tumultuous 1960s, in spite of the vast changes since the nineteenth century, the ways in which undergraduates work and play have continued to be shaped by whichever of the three competing subcultures—college men and women, outsiders, and rebels—is in control. We see today’s campus as dominated by the new breed of outsiders (they began to surface in the 1970s) driven to pursue their future careers with a “grim professionalism.” And as faint and sporadic signs emerge of (perhaps) a new activism, and a new attraction to learning for its own sake, we find that Helen Lefkowitz Horowitz has given us, in this study, a basis for anticipated the possible nature of the next campus generation.

This is a book about everything you were never taught at school. It's about how to understand your emotions, find and sustain love, succeed in your career, fail well and overcome shame and guilt. It's also about letting go of the myth of a perfect life in order to achieve genuine emotional maturity. Written in a hugely accessible, warm and humane style, The School of Life is the ultimate guide to the emotionally fulfilled lives we all long for - and deserve. This book brings together ten years of essential and transformative research on emotional intelligence, with practical topics including: - how to understand yourself - how to master the dilemmas of relationships - how to become more effective at work - how to endure failure - how to grow more serene and resilient.

Student Life in a Class Society covers specific topics within the general field of social anthropology. This book discusses the social class composition and influence in the student body of the University of Edinburgh, as well as the motives of students entering the university. This book is composed of four parts, encompassing 16 chapters. The first parts deal first with the curvilinear model of organizational change in societies; research methods; social class as a factor in participation in and leadership of student organizations; spatial factors in social relations; relevance of social class in defined social situation; and cultural factors in social relations. These parts also looks into the general reactions of students and their families. The remaining parts consider the concepts of student’s social mobility and social motility, the students’ attitude to university expansion, and the students in control and rebellion. These parts are also concerned with the structural distances and institutional socialization, as well as the research problems in education. The book can provide useful information to psychologists, teachers, students, and researchers.

The first part of the book contains documentation of a groundbreaking exhibition held in 2007 on student activities and societal engagements during post-war Singapore 1945-1965 and transcripts of forums held in conjunction with it. The second half centres on oral history accounts of mostly former Chinese school students who shared about their social, cultural and political activities in complex but exciting times.Education-at-large broadens our understanding of Singapore's educational history in the transitional period between the end of the Second World War and the country's independence; examines the ways in which student activities and activism resonated with, and contributed to, the country's wider social, political and cultural life, as well as the decolonisation process; and stimulates debates about Chinese education and student activism in Singapore.

"Navigating Student Life: Challenges and Solutions" serves as an indispensable guide for students facing the multifaceted hurdles of academic and personal growth. The book sets the stage by outlining the array of challenges students encounter, emphasizing their significance for overall well-being, and articulating the purpose of the book. Subsequent chapters delve into practical strategies for success, including time management and productivity, Study strategies and learning styles, and building strong study habits. The book also explores the delicate balance between academics and extracurriculars in time-conflict resolution and delves into crucial aspects like goal setting, stress management, effective communication, financial literacy, and healthy lifestyles. It culminates in chapters addressing career exploration, academic setbacks, cultural diversity, and life after graduation. Each chapter offers valuable insights, actionable advice, and real-world solutions, making this book an invaluable companion for students navigating the intricate journey of academia and personal development.

The EUROSTUDENT 8 - Synopsis of Indicators is the central publication of the EUROSTUDENT project and the result of the collaboration of a European-wide network including researchers, data collectors, representatives of national ministries, and other stakeholders. It comprises data from student surveys conducted in 25 countries in the European Higher Education Area during the eighth round of the EUROSTUDENT project. Adopting a broad, comparative perspective, the EUROSTUDENT 8 - Synopsis of Indicators provides information on students' socio-economic and study-related backgrounds, their study conditions and experiences, including international mobility, and their living conditions. It aims to inspire policy debates on the topic of the social dimension and lay the ground for further research. Die EUROSTUDENT 8 ist die zentrale Veröffentlichung des EUROSTUDENT-Projekts und das Ergebnis der Zusammenarbeit eines europaweiten Netzwerks aus Forschern, Datenerhebern, Vertretern nationaler Ministerien und anderen Beteiligten. Sie enthält Daten aus Studierendenbefragungen, die in 25 Ländern des Europäischen Hochschulraums während der achten Runde des EUROSTUDENT-Projekts durchgeführt wurden. Die Publikation nimmt eine breite, vergleichende Perspektive ein und liefert Informationen über den sozioökonomischen und studienbezogenen Hintergrund der Studierenden, ihre Studienbedingungen und -erfahrungen, einschließlich internationaler Mobilität, sowie ihre Lebensbedingungen. Sie soll politische Debatten zum Thema der sozialen Dimension anregen und die Grundlage für weitere Forschung schaffen.

The project EUROSTUDENT has been delivering data on the social and economic conditions of student life in Europe for the past 20 years. The current edition presents the data and results from the period 2018 to 2021, and is based on information provided by students from 25 countries in the European Higher Education Area (EHEA). The project also examines the social dimensions of studying at a higher education institute, as well as, in part, the impact of COVID-19. The EHEA emphasised this social dimension in its 2020 Rome Communiqué; it was therefore one of the key topics the project group focused on with the aim of inspiring education policy debates and establishing the basis for future research work. The latest report therefore includes data on access to higher education and the respective conditions experienced by the students, their willingness to relocate internationally to pursue their studies, the quality of higher education courses and the planned courses of study. The report is the EUROSTUDENT project's most important publication, and is developed by a network of researchers and national ministry representatives as well as other stakeholders from all over Europe. Seit 20 Jahren liefert das Projekt EUROSTUDENT Daten zu den sozialen und wirtschaftlichen Bedingungen für Studierende in Europa. Der aktuelle Band präsentiert die Daten und Ergebnisse aus dem Zeitraum 2018-2021, die bei Studierenden in 25 Ländern des Europäischen Hochschulraums (EHEA) erhoben wurden. Untersucht wurden dabei auch die gesellschaftlichen Dimensionen des Studiums sowie teilweise soziale Auswirkungen von COVID-19. Die soziale Dimension des Studiums, die im Rom Communiqué der EHEA 2020 betont wurde, ist ein zentrales Thema der Untersuchungen, mit denen die Projektgruppe bildungspolitische Debatten anregen und die Basis für künftige Forschungsarbeit legen will. Daher werden Daten zum Zugang zu höherer Bildung, zu Studienbedingungen, zur internationalen Mobilität der Studierenden, zur Qualität von Studiengängen und zu geplanten Studienprogrammen aufbereitet. Der Bericht ist die wichtigste Publikation des Projektes EUROSTUDENT, das von einem Netzwerk aus Forscher:innen und Vertreter:innen nationaler Ministerien sowie weiterer Stakeholder aus ganz Europa erarbeitet wird.