The boundaries between on-line and "real-world" communities are rapidly deteriorating, particularly for the generation of young people whose lives are pervaded by social media. For this generation, social media exchanges are a primary means of communication, social engagement, information seeking, and possibly, a central component of their identity and community-building. Given these realities, postsecondary educators should begin to seriously explore the potential to intentionally and strategically harness the power of these revolutionary transformations in technology use to better serve the needs of students to enhance their success. Therefore, this review of books, academic journals, higher education news, research reports, individual blogs and other online media on the use of social media technology (SMT) in higher education provides a baseline sense of current uses nationally, providing a descriptive overview of the social media phenomenon. Additionally, the review clarifies how colleges and college students use SMT and also challenges assumptions in two areas: how institutions can best exploit social media's features and its impact on student outcomes. The review further provides a foundation to develop conceptual frameworks that would better capture the role and impact of SMT among colleges and college students, and community colleges in particular.The boundaries between on-line and "real-world" communities are rapidly deteriorating, particularly for the generation of young people whose lives are pervaded by social media. For this generation, social media exchanges are a primary means of communication, social engagement,

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Presented in this article is a case study of Black students' enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University's Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students, faculty, and administrators. We then use tenets, theses, and propositions from Critical Race Theory to analyze structural problems that undermine persistence and degree completion, sense of belonging, and academic achievement for Cityville's Black undergraduates.

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