Bandwidth Recovery

by Cia Verschelden, Lynn Pasquerella (Foreword)

Published in association with This book argues that the cognitive resources for learning of over half our young people have been diminished by the negative effects of economic insecurity, discrimination and hostility against non-majority groups based on race, ethnicity, sexual orientation, or gender identity, and other aspects of difference. Recognizing that these students are no different than their peers in terms of cognitive capacity, this book offers a set of strategies and interventions to rebuild the available cognitive resources necessary to succeed in college and reach their full potential.Members of these groups systematically experience conditions in their lives that result in chronic stress and, therefore, decreased physical and mental health and social and economic opportunity. The costs of the many kinds of scarcity in their lives – money, health, respect, safety, affirmation, choices, belonging – is seriously reduced “mental bandwidth,” the cognitive and emotional resources needed to deal with making good decisions, learning, healthy relationships, and more. People who are operating with depleted mental bandwidth are less able to succeed in school, starting in childhood, and are much less likely to make it to college. For those who do make it, their bandwidth capacity often interferes with learning, and therefore, persisting and graduating from college.This book presents variety of evidence-based interventions that have been shown, through implementation in high schools and colleges, to help students to regain bandwidth. They are variously intended for application inside and outside the classroom and address not only cognitive processes but also social-psychological, non-cognitive factors that are relevant to the college environment as a whole. Beginning with an analysis of the impacts on mental and physical health and cognitive capacity, of poverty, racism, and other forms of social marginalization, Cia Verschelden presents strategies for promoting a growth mindset and self-efficacy, for developing supports that build upon students’ values and prior knowledge and for creating learning environments both in and out of the classroom so students can feel a sense of belonging and community. She addresses issues of stereotyping and exclusion and discusses institutional structures and processes that create identity-safe rather than identity-threat learning environment. This book is intended for faculty, student affairs professionals, and college and university administrators, all of whom have an interest in creating learning environments where all students have a chance to succeed.

Genres: Education, Teaching, Nonfiction, Academic, Race

170 pages, Paperback

First published January 1, 2017

Reviews

[Monica · Rating 4 out of 5]

Well researched, with good information.

[Patrick Cook · Rating 3 out of 5]

I was assigned this for a summer class. I can see why it was assigned: it covers a good amount of important material very quickly (120 pages, many of which are graphics or tables). It's certainly not the most in-depth treatment of any of them, but it was well-chosen to make sure everyone is on the same page.

[Lorraine · Rating 4 out of 5]

This book does an excellent job of explaining the science behind why marginalized students struggle academically. The last section of the book contains interventions to help these students at the individual instructor and institution level.

[Ann Otto · Rating 4 out of 5]

This book was recommended for a training group on equity and inclusion. It is an excellent resource that "makes the case that many lower-income and minority students struggle in college, not because of lower ability or poor preparation but because they deal with life situations that deplete cognitive resources that are needed for learning." The author provides research and practical examples to make her case and includes sixteen single-spaced pages of references (don't let this scare you- the book is easily readable) and several helpful exercises to do with classes and groups.

[Jennifer C · Rating 4 out of 5]

This book has excellent information for educators related to understanding and supporting marginalized students. My reason for giving this book 4 stars and not 5 is that there is little to no content related to neurodivergent students. This population is incredibly marginalized in the education system. Leaving out this community is a huge oversight on the part of the author and editors. I would have welcomed discussion of autism, ADHD, dyslexia, TBIs, and any other type of neurodiversity.

[Morgane Golan · Rating 3 out of 5]

I have mixed feelings about this book! On the one hand, it made some interesting points and focused on an important topic. On the other hand, I feel that the analysis was lacking. I would often finish a paragraph or section and have more questions that went unanswered than were resolved. I feel that many of the explanations that I was looking for were not very well supported and that the dots didn't always connect.

[Aaron Zerhusen · Rating 4 out of 5]

Not much new in the first chapter if you are at all familiar with how class and race affect education, but the later chapters do provide some useful techniques for teachers (and some that are a bit laughable. I'm not walking around backwards for two days).

[Rebecca · Rating 4 out of 5]

Strong central argument on how poverty, racism, and differing identities affect students' success in higher ed. At times repetitive and could have used more applicable examples of interventions and supports.

[Alec Marentic · Rating 5 out of 5]

A book that stands to benefit all educators.

[KevSan Hulke · Rating 3 out of 5]

Says the obvious things.