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The author reflects on Islamophobia and educating college students concerning their understanding of Islamophobia. She comments on the use of humility as an intellectual tool and comments on privilege theory. She suggests current events can be utilized as pedagogical opportunities and adjusting course content as needed. She talks about the importance of critical thinking even in times of terror and helping students think past the concept of the Other.

The article discusses the responses by University System of Georgia campus leaders to the question of state Republican Representative Emory Dunahoo on how the school teaches 'privilege' and 'oppression.' Among the answers by the leaders is that they discuss said topics in an objective and non-biased manner. Also cited is the response of Abraham Baldwin Agricultural College's David C. Bridges to Dunahoo.

A debate over "privilege" threatens to overshadow the real problem. [ABSTRACT FROM AUTHOR]

Jerome Karabel, author of a lengthy history of Ivy League admissions, thinks the recent headlines can shed light on more deep-seated problems. [ABSTRACT FROM AUTHOR]

What the admissions-bribery scandal reveals about parenting toward a narrow definition of success in an anxious age. [ABSTRACT FROM AUTHOR]

The admissions-bribery scandal offers a convenient and cartoonish scapegoat for a complex system of affirmative action for wealthy people. [ABSTRACT FROM AUTHOR]

Taking a page from Jonathan Swift, one college president has a suggestion for improving the most popular college-ranking process. [ABSTRACT FROM AUTHOR]

And that's a good thing. [ABSTRACT FROM AUTHOR]

The incidents reflect a moral rot among many white, male students. [ABSTRACT FROM AUTHOR]

Not all students are privileged enough to be cavalier about their academic performance. [ABSTRACT FROM AUTHOR]

The author argues that the U.S. National Labor Relations Board (NLRB) is hostile to labor organizing by private college and university teachers. Topics include the reluctance of tenured faculty members to engage in organizing, the role of tenure as a form of privilege that divides college teachers, and the notion of faculty as managers in the 1980 U.S. Supreme Court decision in NLRB v. Yeshiva University.

The author reflects on the concept of diversity in higher education institutions, focusing on what she considers the lack of socioeconomic diversity in such institutions. She suggests that while diverse religions and ethnicities are celebrated, those doing at universities and colleges are often from privileged economic backgrounds.

Arguing that certain people don't have the right to tell certain stories is a distraction from the real menace: inequality. [ABSTRACT FROM AUTHOR]

The article examines the relationship among marriage, economics, and inequality, focusing on why marriage is becoming less common in poor communities while the most-privileged and educated women are more likely to marry in the 21st century in the U.S. The authors discuss how greater inequality in society has led men to be more concerned with a prospective spouse's income, family law has made marriage safer for high-income men, and long-term spousal support has become rare.

The article looks at how colleges reflect the societies they serve, focusing on how increasing inequality and privilege in the U.S. is also present in the country's higher-education sector. It focuses on opportunities for the middle class, suggesting that student debt can prevent students from entering the professional socioeconomic classes of the top 20 percent of income earners. In response, the author suggests that institutions allow for more economic diversity among its students.

An essay is presented that is adapted from a lecture at the November 2015 conference "little magazines & The Conversation of Culture in America" at the New School for Social Research in New York City. Topics include the importance of argument about ideas, the use of the term privilege in discussions of racism, and the aims of higher education in relation to the book "The Captive Mind," by Czeslaw Milosz. The notion of safe spaces as middlebrow is noted.

A personal narrative is presented in which the author explores the life of a student from a working class background, the first in his or her extended family to attend college, in a school populated by more privileged students.

This article presents information on the advantages and disadvantages for college teachers' children during admission. Years spent in campus halls help professors know better than most parents how to solicit information not found in the colleges' literature, how to take the pulse of campus life, how to determine what kind of institution best fits their children. Despite the perks, however, faculty members are frequently just as rattled as other parents about the prospect of sending their babies off to college. Perhaps the biggest challenge for professors, many of whom are overachievers and highly conscious of academic pedigree, is accepting the fact that a child might not end up at an elite institution.

The author offers a suggested speech for freshmen orientation at Stanford University from a fictional dean of admissions, in which he argues that freshmen do not immediately deserve to be at college, but can justify their socioeconomic privileges through social service.

The article highlights the views of Cornell University political scientist Theodore J. Lowi about the fundamental reforms needed by the American welfare state in order to survive. The reforms include a clarification of the language of welfare to distinguish among rights, entitlements, and privileges.