100 Books Like Poison Ivy

Set within the greatest mass migration in American history, Steinbeck’s 1939 classic follows the Joad family as they join nearly three million others who escape the Dust Bowl of the American Midwest.

Usurious banks have foreclosed and crushed the bereft farmers. More than 200,000 refugees head for California, and the Joads join them in an ambling caravan of rattling jalopies. Young Rose of Sharon moves pregnant across the continent, emblematic of both the promise and the peril of the human condition. She’s surrounded by family and hangers-on who ford the wasted continent, only to face a glut of labor in the vast farms of California and the brutal exploitation of the owner classes. The Joads are slapped with the bitter understanding that the promise of California exists largely in myth. Yet always Steinbeck returns to the promises of human connection and even happiness that beckon from just over the next… show more.

This eye-opening book was a revelation to me as a young student of architecture. It provided the keys to how cities really work. Its observations are as relevant and fresh today as they were when it was published in 1961. For me and many in my generation, it helped us to see and appreciate the organic, human-centered dynamics of neighborhoods, introducing the powerful concept of “organized complexity,” which made sense of things we saw but failed to understand.

I met Jane in Toronto in 1968 where she became a lifelong friend and mentor until her death in 2006. It remains a foundational text for me in understanding urban life and my life’s work. 

This is the first of four book recommendations that may not be as inspirational as The Grapes of Wrath, but which make up for that by providing real-world information that can be useful to people trying to improve our world. This book shows how fresh thinking about economics can help solve some of the world’s most intractable problems. Innovative research, careful observation, and plain common sense enable these two Nobel Prize-winning MIT economists to upend a lot of conventional wisdom and develop interesting and compelling policy proposals, which they discuss in a particularly accessible way.

This book brings together economics, education, and urban development by showing how our public policies advantaged wealthy suburbanites over less wealthy urban dwellers after World War II. Many people think there is a natural migration to the suburbs after couples have children. Jackson does a masterful job of showing why that is not the natural order of things. It is the result of specific policy choices such as how we fund infrastructure, what tax incentives we provide, who has access to credit, and how we draw political boundaries. His insights offer a blueprint for a more equitable society.

Before delving into the business and culture of college radio, I had to think through the complicated relationships between universities and their surrounding communities. Davarian Baldwin helped me do just that.

The FM signals emanating from inside the walls of the ivory tower occupied the public’s airwaves, and so surrounding residents not affiliated with institutions had legitimate claims to these signals, which usually operated on licensed signals requiring public service and educational functions. While these signals often did provide valuable culture and information for wide and diverse communities, they sometimes replicated the more complicated politics of these institutions and the destructive role they played in communities.

Baldwin’s engaging and enraging exploration of town and gown provides a critical lens to use when thinking through the relationship between universities, nearby music scenes, cultural service, and radio.

This book opened my eyes to how higher education actually works to advance social mobility for a few while primarily reproducing social inequality. I was amazed to learn that the way that today’s elite universities select among applicants started as a solution for limiting the enrollment of “outsiders.”

Top universities feared that having too many of these outsiders would lower the status of the institution and make it less attractive to the ruling class. Beginning with Jewish students, continuing with Black students, and now emerging with Asian and low-income students, this pattern continues and affects our entire society. 

When I became a dean in 1997, much of my serious reading moved from my discipline to higher education.

It made sense to me that the differences between chairperson, dean, provost, and president had more to do with demands on one’s time than the kind of work one needs to do, and indeed, I learned much from this book, which makes the case for strong and charismatic leadership.

While it is among the most compelling books on presidential leadership and its possible impact on a campus, much of the advice is transferable to persons in less senior positions.

After more than thirty years of teaching college students, Dr. “Tony” Fredericks put pen to paper to create a practical and solution-based guide for adjunct professors.

First, the reader is guided to establish best teaching practices for this specialized group of students. The author also provides countless tools as he details how to select a textbook and design a syllabus, define first-day teaching expectations, pose effective questions to propel stimulating discussions, and teach diverse populations of students.

Meticulously constructed, the author composes the text in a well-organized and easy-to-read format. As an aside, Dr. Tony Fredericks currently is the author of over one-hundred-seventy books, comprised as adult non-fiction books, children’s books, pre-service teacher books, and teacher resource books. Not too shabby. 

This book is the one furthest from my own interests. Instead of articulating a vision, it includes the results of interviews with senior administrators across more than 30 campuses. But it is important to know not only what should be, but also what is. 

The authors’ conclusions about the current landscape of Catholic higher education are sobering. The most prominent finding, is that many lay leaders have insufficient vision and knowledge of the Catholic intellectual tradition.

McMay and Kimble’s edited volume brings together a wide range of case studies looking at some form of higher education behind bars. Meant to showcase many different forms of higher education in prison, this book underscores the diversity of what higher education in prison can look like. In each case study, strengths and challenges of a given approach are visible and provide an honest look at how to support learners in a range of circumstances.

*Disclaimer—I have a chapter in this volume.