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.

Gordon looks at the second generation of women to attend college, 1890-1920, with a spotlight on two large universities (University of California, Berkeley and the University of Chicago), one elite women’s college (Vassar) and two smaller southern colleges for women, Agnes Scott, near Atlanta, and Sophie Newcomb, affiliated with Tulane. The book’s comparative focus enables the reader to assess different types of institutions and to contrast women’s experiences in several academic settings, each with its own history and complexities.

What is it really like to work at the top echelons of science research? Go no further than this book, a riveting collective biography of women scientists at MIT who conducted world-class research in departments with more Nobel Prize winners than women.

Even though I knew how the story turned out, I was riveted by the hardships, brilliant tactics, and eventual triumph of the women researchers who fought and won the battle for equal treatment at “The Institute.” Written by the Pulitzer Prize-winning journalist who originally reported the story as it unfolded.

In Daniel Karpowitz’s book, he takes readers behind the scenes in college-in-prison classrooms to explore what a liberal arts education can offer people who are incarcerated, and the educators who facilitate them. Karpowitz was a mentor and a guide as I was building my own college-in-prison program. His steadfast belief in the human capacity for transformative learning shines through in these accessible, riveting pages of what it means to read the canon from a position of marginalization.

Joy Williamson-Lott has a powerful voice and perspective the permeates every sentence in this book. She doesn’t waste a word. And, her research skills are superb. For anyone wanting to learn how to write beautiful history, this book is a model. She is also particularly good at showcasing the voices of African American students who were instrumental to the Black freedom struggle. You can feel their energy and frustration in her passages, and their commitment to freedom and justice comes alive.

I loved this anthology of writing by undocumented scholars for its disruption of the “dreamer” narrative so popular in mainstream arguments for the rights and potential of immigrant youth.

Reading the essays in this edited volume, I was struck by the many ways this meritocratic narrative denies the nuances that define the everyday lives of undocumented people, privileging one specific picture of the “deserving” immigrant who should receive legal status and human rights.

I appreciate the diverse perspectives included—particularly those often excluded from this picture of deservingness—for example, Black, queer, trans, and criminalized migrants, as well as older people, parents, and youth who struggle academically.

We Are Not Dreamers inspires me to strive for a broader understanding of undocumented people in my own work, through the breaking of binaries that uplift certain migrants through the alienation of others.

This book does a fantastic job of illustrating something that I explore in my own work: pro-slavery (and anti-Black) white Americans were not the only obstacles facing abolitionists in the fight for racial equality.

The abolitionist movement itself was often divided along racial lines. Black abolitionists pushed for radical, egalitarian change in all aspects of American life. When push came to shove, however, many of their white counterparts had a limit as to how far they would go.

Bell shows how this dynamic played out at progressive colleges like Oberlin before, during, and after the Civil War. The implications of this book, however, stretch far beyond those campuses–and far beyond that time.

This magisterial book punctures the grandiosity and narcissism of our times when we succumb to the illusions that image, hype, and empty talk create value, when everyone must claim to be cutting edge and a world leader. Alvesson demonstrates that behind such grandiosity lurks an emptiness of meaning, of value, and of imagination. His powerful critical discussions of modern consumption, higher education, professionalism, and leadership insinuate that our current malaise goes far deeper than the economic crisis in which we find ourselves. This is a book that shows how we can recover meaning in the work we do as social scientists.

Freitas wrote one of the first memoirs documenting gender-based violence in higher education. One of only three I've found.

Reading how she tried to avoid the problem for so long to protect her career resonated deeply with me. The stalking and triangulation she described felt all too familiar.

I went through my own version of this, and the subsequent university failures and career derailment she recounts. All of this hinges on the troubling power dynamics embedded in academia's gatekeeping and letter-of-recommendation system, where a predator's endorsement can make or break a career.

Frank Furedi is one of the world’s leading intellectuals. He has written on a wide range of issues from parenting, reading, education, therapy culture, risk, and on philosophical topics. I think this book brings together his many sociological books and papers with a concrete focus on one institution, the university. It provides a wider and more detailed discussion of the therapeutic university than Kathryn Ecclestone and I could in our book. He covers issues such as ‘safe spaces,’ ‘micro-aggressions,’ and ‘trigger warnings’ that suggest the university is dangerous place for vulnerable young minds. The tragedy of the contemporary university for Furedi, and me, is that it has become just a ‘big school’ in which students are treated like children.