Abstract:
This qualitative study examined the experiences of 14 LGBTQ+ college students in healthy intimate relationships with a focus on the ways that romantic partners give and receive affection. Framed through a consideration of love languages, this study challenges and extends what have become socially normative strategies for demonstrating affection.
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.
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:
Service learning can prepare undergraduate students with the necessary civic capacities and commitments for today's solutions to wicked social problems. However, most studies on the civic outcomes of service learning, such as civic-mindedness, are student self-reports on surveys given at the end of an academic term. A more nuanced understanding of civic-mindedness as an outcome of service learning is needed using qualitative research and longitudinal follow-up. Hence, this case study aimed to examine the development of civic-mindedness among undergraduate students from an institution of Jesuit higher education in the capital of the Philippines by following up with them six years after their participation in a curricular service learning experience in a public health care setting. Out of 24 eligible study participants, 13 took part in a focus group discussion. Thematic analysis of verbatim transcripts revealed civic-mindedness as an enduring outcome of curricular service learning. Our findings support the growing literature on the teachable moments that can come with rendering service in the community and the fundamental role of educators in designing a well-structured curricular service learning program that can leave a lasting impression on their students' civic identity.
Abstract:
Campus maps and architectural images from institutional websites were used to compare 45 collegiate institutions cited in prior literature as manifesting traits of either conventional or nonconformist student cultures. Based on person–environment interaction theory, it was anticipated that the physical traits of campuses associated with conventional student cultures would be more uniform than those of campuses associated with nonconformist student cultures. Nonparametric tests revealed significant differences in the anticipated direction on three of six aspects of architectural design (i.e., color, roofline, and ornamentation). Differences in uniformity of campus layout were in the anticipated direction but fell slightly short of statistical significance.
Abstract:
Advisors play an important role in the success of all doctoral students, but particularly so in science, technology, engineering, and mathematics (STEM) fields, where advising relationships determine funding structures and lab work possibilities. In cases where there is a mismatch between advisors and advisees, conflict can hinder students' academic progress, research expertise, and career prospects. However, relatively few institutions have clear processes to address power imbalances, creating an onerous burden for students who may risk damaging relationships and incurring unexpected consequences by raising concerns. In this critical constructivist narrative inquiry, we used self-authorship (Baxter Magolda, 1998, 1999) within a power-conscious framework of doctoral advising (Bettencourt et al., 2021; Linder, 2018) to examine how 28 STEM doctoral students made meaning of power in advising relationships Our findings demonstrate that the STEM doctoral environment heavily emphasizes external messages, which students must often negotiate within rather than move away from to succeed.
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.
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.
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