Journal of College Student Development最新文献

• Racialized Research Experiences:Cognitive and Work-Related Skills
• Tamika N. Smith (bio) and Cindy Ann Kilgo (bio)

Several scholars have studied the effects of participation in undergraduate research, one of 10 high-impact practices identified by the Association of American Colleges and Universities (AAC&U). This research has explored several collegiate outcomes, including satisfaction at the institution (Bowman & Holmes, 2018), critical thinking (Kilgo et al., 2015), persistence to graduation (Kilgo & Pascarella, 2016), intercultural effectiveness (Kilgo et al., 2015), and research and presentation skills (Bhattacharyya et al., 2018; Eagan et al., 2013; Rogers et al., 2012; Webber et al., 2013), among others. The Council for Undergraduate Research (2021) defined undergraduate research as "a mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge" (para. 5). The National Survey of Student Engagement (NSSE) defined it as currently or previously having "worked with a faculty member on a research project." We used this definition for our study.

THE ROLE OF UNDERGRADUATE RESEARCH FOR RACIALLY MINORITIZED STUDENT POPULATIONS

Undergraduate research is a way for students with minoritized racial identities to engage in a high-impact practice that increases their critical thinking, writing, and communication skills as well as their academic aspirations and retention (Bowman & Holmes, 2018). Undergraduate research challenges students to build their critical thinking skills by learning how to analyze and evaluate an issue and information from multiple lenses and develop their own reasoning based on evidence (Mahanal et al., 2022). Formal programs through the U.S. Department of Education (2023) exist to prepare students for graduate study through research experiences, such as the Ronald E. McNair Scholars Program, which serves first-generation students who have financial need or are members of traditionally underrepresented groups. In addition, undergraduate research experiences often increase the self-efficacy and career ambitions of racially minoritized undergraduate students (Carpi et al., 2017). These skills are critical to student success after college. In fact, AAC&U has identified intellectual and practical skills, [End Page 326] including critical thinking, problem-solving, and communication skills, among others, as an "essential learning outcome" for students (AAC&U, n.d.).

For racially minoritized students, the role of race is a critical component influencing their experiences. Several scholars have suggested that an effective and successful undergraduate research experience is tied to positive faculty mentorship (Byars-Winst

Abstract:

The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of university leadership as a racialized space. The emergent theory delves into how opportunity structures, organizational environments, and individual agency affect the career aspirations and professional pathways to senior leadership roles for 93 Latine mid-level student affairs administrators across the US. Four intersecting structural practices are proposed to illustrate how leadership is a racialized space: (a) leadership is not neutral—it is raced, gendered, and classed; (b) pathways for Latine leaders are constrained through structural exclusion; (c) formal credentialing and notions of professionalism cloak whiteness as leadership legitimacy; and (d) social and material resources are inequitably distributed to Latine student affairs administrators, whose heavy workloads and emotional labor leave them trapped in entry-level and mid-level positions without opportunities for advancement. Implications for theory and practice are offered.

• The Public Scholarship of Student Affairs Now
• Keith E. Edwards (bio), Heather Shea (bio), Glenn DeGuzman (bio), Raechele L. Pope (bio), Mamta Accapadi (bio), and Susana Muñoz (bio)

Public scholarship refers to making scholarship more accessible to a wider, nonacademic population or the public. It can take many forms, including publishing opinion pieces in major news outlets; writing a blog; drafting a policy brief; writing a book for a nonacademic audience; offering a public talk that is recorded and shared widely; fostering a presence on social media; or leading community-engaged service, research, and engagement efforts.

As a form of public scholarship, the Student Affairs Now (studentaffairsnow.com) podcast is one of many online learning communities and podcasts related to higher education. The audience for our podcast and video series is primarily student affairs and higher education professionals who work within the academy and those working adjacent to or beyond higher education institutions. We provide an unconventional route to sharing and learning beyond classroom instruction, peer-reviewed publications, and conference presentations. In this brief, we will discuss the benefits of public scholarship beyond its response to the limitations of more traditional scholarship. We will also share some of what we learned during the first three years of Student Affairs Now with an eye toward helping contributors and consumers inform public scholarship into the next 100 years of ACPA.

BENEFITS OF PUBLIC SCHOLARSHIP

Considering our increasingly busy lives, fewer resources, unconventional work arrangements, and more distractions, nontraditional forms of scholarship allow professionals and scholars to contribute to and consume in a greater variety of ways that may also be more accessible. Busy administrative leaders might read a research or policy brief directly applicable to their next project while eating lunch or listen to a pod-cast related to a particular emerging student issue on their evening commute. These forms of public scholarship can offer consumable and low-cost forms of professional development that help educators stay informed about the latest research, better practices, and challenges affecting the field. They can also help administrators be more strategic in improving institutional practices. Public scholarship can make [End Page 217] complex issues more accessible, engage a wider audience in solving problems, and leverage limited resources more efficiently.

STUDENT AFFAIRS NOW AS PUBLIC SCHOLARSHIP

Established during the fall of 2020 at the height of the pandemic, the online learning community and podcast Student Affairs Now began as and remains a passion project. Durin

Abstract:

The field of student affairs has seen an exodus of staff members over the past few years. Employee attrition, however, is not a new problem in student affairs. This grounded theory study aimed to understand why student affairs professionals leave the field. Based on interviews with student affairs professionals who left the field between March 2020 and March 2022, we developed a departure model that describes participants' experiences from their interest in and socialization into the field to their departure. Our model highlights how the conflicts between personal life, values, and approach to work and institutional policies, practices, and leadership rooted in white supremacy decreased participants' commitment to staying in the field over time. While our model focuses on departure, it also points to opportunities for disrupting current practices and transforming the working conditions in the field to attract and retain a diverse staff of student affairs professionals. In sharing implications, we take a both/and approach, highlighting how we can disrupt white supremacy culture and decolonize higher education and how we can foster student affairs professionals' ability to navigate the current cultural norms and environments.

Abstract:

Collegiate environments that aim to support equitable learning are rarely conceptualized and studied in a manner that is explicitly relational and structural, leaving room for theorizing about how social constructions of meaning and power operate on campus. We apply social network theory and methods to campus ecological frameworks to develop a campus ecological network model. Rather than focusing on sets of individuals, a network-oriented stance traces the relationships of multiple individuals to uncover the latent structure of social boundaries that cannot be observed from a single perspective. Network specification facilitates the study of students' dynamic micro- and mesosystem construction where relational learning is supported or bounded. We also add modality as a relational feature across levels to account for physical and virtual connections. We illustrate the model with examples of learning, identity negotiation, and boundary crossing to describe how network perspectives can inform both research on and the practice of creating learning environments. Our approach illuminates how power operates through relationships and how, even when students participate in programming and interventions that are designed to foster engagement and persistence, unequal opportunities and outcomes can result.

Abstract:

Attacks on diversity, equity, and inclusion threaten to undo much of the work of creating and maintaining diverse learning and working environments for students, faculty, and staff. In honor of ACPA's 100th anniversary, we reflect on the current threats to the campus racial climate, highlight research that informs our scholarship and practice, and offer strategies for resistance. We close with a consideration of critical hope as necessary to the pursuit of equity-centered work during this turbulent period in higher education.

• ACPA – College Student Educators International

ACPA GOVERNANCE (2022–2023)

• Heather Shea (President)
  Michigan State University

• Andrea D. Domingue (Past President)
  Davidson College

• Rachel Aho (Vice President)
  University of Utah

• Rachelle Brown (Member at Large, Entry Level)
  Rhodes College

• Cori Bazemore-James (Member at Large, Mid Level)
  University of Minnesota-Twin Cities

• Leilani Kupo (Member at Large, Senior Level)
  University of Nevada, Reno

• Terah Stewart (Member at Large, Faculty)
  Iowa State University

• Kelvin Rutledge (Director, Professional Development)
  Southern Connecticut State University

• Flo Guido (Director, Research and Scholarship)
  University of Northern Colorado

• Aja Holmes (Director, Membership Development)
  University of San Francisco

• Jasmine A. Lee (Director, Equity and Inclusion)
  University of Maryland, Baltimore County

• Molly Springer (Director, External Relations)
  California State University-San Berardino

• Tara Milliken (Assembly Coordinator, Commissions)
  University of Wisconsin-Madison

• Monique Atherley (Assembly Coordinator, Coalitions and Networks)
  St. John Fisher University

• Nikki Laird (Assembly Coordinator, Communities of Practice)
  Henderson State University

• Jeremy Brown (Assembly Coordinator, State & Regional Chapters)
  Georgia Institute of Technology

• Jacqueline Huggins (Assembly Coordinator, International Divisions)
  The University of the West Indies, St. Augustine

• Chris Moody, Ex Officio (Executive Director)
  ACPA–College Student Educators International

PAST EDITORS

Journal of College Student Development

• Debora L. Liddell (2016–2019)
  University of Iowa

• John M. Braxton (2009–2015)
  Vanderbilt University

• Florence A. Hamrick (2004–2008)
  Rutgers University–New Brunswick (NJ)

• Gregory S. Blimling (1995–2003)
  Rutgers–The State University of New Jersey

• Richard B. Caple (1989–1994)
  University of Missouri–Columbia

• Robert D. Brown (1983–1988)
  University of Nebraska–Lincoln

• Laurine E. Fitzgerald (1977–1982)
  University of