Title Creating the Path to Success in the Classroom
Subtitle Teaching to Close the Graduation Gap for Minority,First-Generation,& Academically Unprepared Student
Author Kathleen F. Gabriel
ISBN 9781579225568
List price USD 27.50
Price outside India Available on Request
Original price
Binding Paperback
No of pages 190
Book size 153 x 229 mm
Publishing year 2018
Original publisher Stylus Publishing (Eurospan Group)
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
About the book Send Enquiry


Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students is a must-read for college faculty. Gabriel wrote this book for all faculty, from 2-year community colleges to 4-year institutions of higher education. As she points out, nationwide graduation rates are dismal (particularly for many students of color, the economically disadvantaged, and the un- or under-prepared), indicating a need for systematic transformations in college classrooms. She highlights the need to provide high quality, evidence-based practices, without compromising expectations for high standards. Ready-to-use resources throughout the chapters and in the appendices are an added bonus for faculty who are ready to utilize multiple interventions on multiple fronts to minimize the graduation gap for marginalized groups within our society.”

Denise K. Whitford, Ph.D., College of Education, Purdue University


“Professor Gabriel’s latest book builds on the best research related to the multifaceted challenges college students of color continue to face in actualizing their full potential. She extracts from these concrete, tangible, and practical recommendations that faculty and student affairs professionals can apply in their work to support increased student engagement, persistence and success.”

—Tom Brown, co-editor and author, “Fulfilling the Promise of the Community College: Increasing First-Year Student Engagement and Success.


“Professor Gabriel puts the retention and success of traditionally underserved students squarely on the shoulders of what faculty do with students inside and out of the classroom. She shares research and practice that show how faculty impact retention and success through the use of validated strategies such as ‘Productive Persistence’ and focusing on building growth mindsets in students. A very worthwhile read!”

Mario Rivas, Professor of Psychology and President of the Academic Senate at Merritt College


“At a time when more accurate predictive analytics and outsourced success coaches are the remedies to closing graduation rate gaps, it’s heartening to be reminded of the crucial role that instructors and the classroom play in supporting student success. As an expert teacher, Kathleen Gabriel presents practical ideas and adaptable techniques for faculty to effectuate their power to positively influence student persistence and to permanently expand their vast pedagogical toolboxes to maximize learning for all.”

Jillian Kinzie, Associate Director, Center for Postsecondary Research, Indiana University


“This is a clear, engaging, and practical book that will be of use to anyone teaching in a university or community-college classroom.
The foreword praises Gabriel’s ‘deep integration of theory and Practice’. This integration is one of the book’s major strengths. Gabriel introduces the reader to scholarship on barriers to student learning, student mindsets, and effective pedagogy. Extensively referenced and cited, Gabriel’s book is thus a primer on classic and more recent scholarship of teaching and learning. After describing this scholarship, Gabriel then offers practical suggestions of classroom strategies designed to engage students effectively given the data. These range from one-time strategies – reading a particular article on growth mindsets as a class, doing an active-learning activity – to strategies that unfold over the course of an entire semester. Gabriel offers concrete scripts for welcoming students and setting a classroom tone, giving student feedback that encourages persistence and growth, creating and shuffling small groups, and much more. Gabriel not only suggests what to do and why, but also encourages faculty to make those reasons explicit to students, making students intentional partners in their own learning.

Creating the Path to Success in the Classroom will be helpful to teaching veterans and novices alike. In her opening chapter, Gabriel frames the book as designed to help faculty effectively teach and retain minority, first-generation, and academically unprepared students. As is the case with many implementations of universal design principles, however, these strategies ultimately improve student engagement and learning for all students.”

Reflective Teaching


“This book is highly accessible and should be a requirement for all students in doctorate programs who will be working in academia upon graduation. It is also a book that a provost’s office should recommend for all faculty in a manner such as a summer reading series or as part of the hiring process. The practical approaches to teaching in face-to-face and online settings outlined in this book will be relevant to educators in colleges of education as well as preservice teachers. In each chapter, the author takes the reader through the research and then into the strategies that address specific areas of need for students who are underrepresented in the college classroom.

In the first chapter, ‘Retention, Persistence, and Success: Clarifying the Challenge,’ the author sets the stage with a succinct summary of the research to clarify the need for a change in how faculty approach teaching and learning, regardless of the discipline. The author provides a clear description of each of the ensuing chapters, thus providing readers with the opportunity to move to whichever chapter may be most intriguing or relevant. From the perspective of someone who has been in the field of education for over 30 years, Chapter One effectively establishes the need to review some antiquated practices that need to be revised in light of current research.”

Teachers College Record


This is a book for all faculty who are concerned with promoting the persistence of all students whom they teach.

Most recognize that faculty play a major role in student retention and success because they typically have more direct contact with students than others on campus. However, little attention has been paid to role of the faculty in this specific mission or to the corresponding characteristics of teaching, teacher-student interactions, and connection to student affairs activities that lead to students’ long-term engagement, to their academic success, and ultimately to graduation.

At a time when the numbers of underrepresented students – working adults, minority, first-generation, low-income, and international students – is increasing, this book, a companion to her earlier Teaching Underprepared Students, addresses that lack of specific guidance by providing faculty with additional evidence-based instructional practices geared toward reaching all the students in their classrooms, including those from groups that traditionally have been the least successful, while maintaining high standards and expectations.

Recognizing that there are no easy answers, Kathleen Gabriel offers faculty ideas that can be incorporated in, or modified to align with, faculty’s existing teaching methods. She covers topics such as creating a positive and inclusive course climate, fostering a community of learners, increasing engagement and students’ interactions, activating connections with culturally relevant material, reinforcing self-efficacy with growth mindset and mental toughness techniques, improving lectures by building in meaningful educational activities, designing reading and writing assignments for stimulating deep learning and critical thinking, and making grade and assessment choices that can promote learning.


Foreword (Stephen Carroll)

Chapter 1. Retention, Persistence, and Success
Clarifying the Challenge
• Introduction Institutional Response and Increased Expectations • What Does Teaching Have To Do With This? • Significance of the Teaching Professor • Overview of the Chapters • Conclusion • Notes

Chapter 2. Class Climate
Widening the Circle for a Diverse Student Body • Introduction • Promote a Positive Classroom Climate • Embrace Students’ Diversity
• Increase Our Own Cultural Competence • Encourage Student Interactions • Foster a Community of Learners Within Our Classes • Conclusion

Chapter 3. The First Month of the Semester
Engage, Connect, and Commit
• IntroductionClass Protocols (or Policies) • In-Class Engagement Expectations • Importance of Making Connections • Activating Prior Knowledge • Increase Relevancy With Real-World Issues • Culturally Relevant Material • Significance of a Commitment • Conclusion Notes

Chapter 4. Motivation and Attitudes
Impact of Mindsets and Mental Toughness Attributes • Introduction • Mindsets: Fixed or Growth • Promoting Growth Mindsets • Mental Toughness • Nurturing Mental Toughness Components • Self-Efficacy Reinforced • Conclusion • Notes

Chapter 5. Interactive Lectures
Using Meaningful Educational Activities • Introduction • Favoritism and Bias of the Traditional Lecture Format • Creating Interactive Lectures • Improving Lecture Techniques • PowerPoints, Class Notes, and Handouts • Conclusion • Notes

Chapter 6. Reading Assignments and Class Discussions
Stimulate Deeper Learning
• Introduction • Required Books: “Choose ‘Em and Use ‘Em” • Preparing for Class: Reflections and Responses • Anticipating Difficulty With the Reading: Five Steps to Use • Reading and Critical Thinking Skills • Conclusion • Notes

Chapter 7. Writing Assignments
Promote Critical Thinking and Writing • Introduction • The Quintessential Value of the Written Word • In-Class Response Writing Tasks • Out-of-Class Reflective Writing Tasks • Substantive Formal Writing: Procrastination and Plagiarism • Discouraging Plagiarism and Encouraging Scrutiny of Sources • Conclusion • Notes

Chapter 8. Resilience, Habits, and Persistence
Hold Fast and See It Through
• Introduction • Building Academic Resilience • Developing Positive Habits and Routines • Promoting Productive Persistence • Conclusion • Note

Final Thoughts • Teacher Impact on Diverse College Students

Appendix A: Readings for Expanding Cultural Competence

Appendix B: Organizing Student Interaction With Multiple Small-Group Configurations

Appendix C: Quote of the Week: Examples From Diverse People for Supporting Growth Mindsets and Mental Toughness Attributes

Appendix D: Note-Taking Tips for Students and a Few Tips for Professors

Appendix E: A Strategy for Building Vocabulary


About the Author


About the Author:

Kathleen F. Gabriel is currently an associate professor at California State University (CSU), Chico, and an educational consultant. She began her extensive teaching career as a high school social science teacher before she became a resource specialist teacher for students with learning disabilities. When moving to the university setting, she first developed an academic support program for at-risk and unprepared college students. She also became a faculty development specialist at the University of Arizona. She then served as the director of disabled student services at a community college in Northern California before joining the School of Education at CSU, Chico, where she has received two teaching awards.

Target Audience:

The book is designed to help faculty, educators, teaching veterans and for all students in doctorate programs who will be working in academia upon graduation effectively teach and retain minority, first-generation, and academically unprepared students.


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