This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education, and it provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.

Introduction to Perspectives on Diverse Student Identities in Higher Education; Patrick Blessinger, Jaimie Hoffman, and Mandla MakhanyaAccessibility and Acceptance for University Students with Diverse Abilities; Naomi Jeffery Petersen and Sandra J. Gruberg Assisting Student-Veterans with Hidden Wounds: Evaluating Student Support in U.S. Higher Education; Christopher Linski The United States Military Veteran: A Look at Their College Experience and Equitable and Inclusionary Practices; Catherine Ward "They Say They Value Diversity, But I Don't See It": Academic and Social Experiences of First Generation Latinx Students at a Predominantly White Midwestern Institution; Carla Gonzalez, Jessica Graber, Diana Galvez, and Leslie Ann Locke The Influence of Socioeconomic Status on Perceptions of Persistence among African American Students at Major United States Universities; Shakoor Ward and Keith B. Wilson A Proposed Framework: EYES Theory on Racialization and Racial Identity Developments for International Students of Color in U.S. Higher Institutions; HyeJin Tina Yeo, William Trent, and Malaika McKee Failure Can Lead to Success When Remediation Builds Resiliency: How Struggling International Medical Students Gain Entry into U.S. Graduate Medical Education Programs; Pamela O’Callaghan, Maureen P. M. Hall, Laura N. Cobb, and Melanie Jacobson The End of Lifelong Learning – Where Have All the Mature Undergraduate Students Gone? A Literature Review and Practical Recommendations from a Case Study in England; Anke Twigg-Flesner From Planning to Realization: Who Goes? Who Stops? What Matters? Rashim Wadhwa

With diversity and exclusion of people increasing worldwide, meaningful transformation of students occur when they are taught to critically think about the assumptions, beliefs, and worldviews in which they operate. In this sense, identity can be viewed as one’s own personal histories of becoming and belonging and the negotiation of meanings between them. University group communities can definitely help increase our understanding of ourselves through our social interactions. This book emphasizes the importance of social settings and social interactions in the learning process of equity and inclusion of university students. Well done!