Journal of College Student Development最新文献

Abstract:

The study of student development has long been considered a cornerstone of the higher education and student affairs (HESA) profession. However, perspectives on what constitutes student development have evolved as scholars continuously embrace more critical frameworks to implicate systems of power and oppression—what scholars have termed the third wave of student development. And yet, questions abound about which concepts are still relevant for contemporary college student populations and which no longer endure. In this paper, we take up this concern, together with analyzing the centrality of student development theory in the HESA profession. First, we revisit past and emerging understandings of student development, providing insights on how the profession must shift previously held ideas and embrace constructs that remain core to this area of study. Second, we consider what these perspectives on student development mean for teaching and practice, especially given the present sociopolitical context. We conclude with a call to (re)establish critical views on student development as a foundation of the HESA field.

Abstract:

To mark ACPA's 100th anniversary, this paper will review what we currently know about the impact of one of the most consequential technologies for this generation of college students: social media. Social media have had significant effects on the lives of college students today and will continue to shape college student life going forward.

Reviewed by:

• College Success for Students on the Autism Spectrum: A Neurodiversity Perspective by S. Jay Kuder, Amy Accardo, and John Woodruff
• Michael J. Kutnak

College Success for Students on the Autism Spectrum: A Neurodiversity Perspective (2021) by S. Jay Kuder, Amy Accardo, and John Woodruff offers higher education professionals a guide for supporting the success of autistic students. Autism is a developmental disability where individuals show significant deficits in social interaction and/or restricted, repetitive patterns of behavior (Kuder et al., 2021). "Neurodiversity refers to the diversity of human brains and to recognizing brain differences as natural human variation" (p. 5). Here, the label neurodiversity "encompasses individuals who are labeled with attention deficit hyperactivity disorder (ADHD), autism, dyslexia, dyspraxia, dyscalculia, and Tourette syndrome, as well as those individuals who have a hearing, vision, or psychiatric disability" (p. 5). Using personal stories, research, and highlights of current programs, the authors provide various considerations for improving the way student affairs professionals and faculty members serve autistic and other neurodiverse students in higher education. The authors "encourage a neurodiversity paradigm that shifts the focus from 'fixing' autistic students, so they better fit the college mold to universal university planning that expects and welcomes diversity, including neurodiversity" (p. 172). Throughout the book, Kuder and colleagues "use the terms on the autism spectrum and autistic interchangeably … to show acceptance of both professional use of person-first language and the preference of autistic self-advocates for identify-first language" (p. 3). I (Kutnak) will do the same for this review.

The authors make plain what is known to those working in the field: Resources across campus must work together in collaboration with disability services to provide more individualized services for students on the autism spectrum. The authors argue that faculty members and functional units across academic and student affairs cannot operate in silos; they must communicate openly and often with each other in support of this population. As a former Interim Director of Student Accessibility Services and now as a current faculty member, the authors point out how I, and other student affairs faculty members and practitioners, can better serve the needs of autistic students by designing courses and advising sessions intentionally to address challenges faced by this population. The authors "urg

Abstract:

Dating and sexual violence (DSV) impact significant numbers of students on college and university campuses across the US (Cantor et al., 2019). Unfortunately, college students may not identify their experiences with DSV as such because the language they use to describe their experiences may differ from that used by university administrators in educational and policy materials. Utilizing case study methodology, we conducted 21 focus groups with 53 students and learned that students tend to describe their experiences through specific behaviors (e.g., manipulation and control) rather than terminology encompassing those behaviors (e.g., domestic violence). We provide an overview of the language students use to describe DSV and recommendations for improving policy and education as it relates to addressing DSV among college students.

Abstract:

The designation of first-generation college students in educational research has been operationalized inconsistently since its inception. This variation makes understanding and generalizing about this complex group problematic. We explore the inconsistencies in definitions of first-generation students using a culture of college resilience framework and argue that substantial differences in these definitions exist across the literature, which scholars should consider when conducting research on first-generation students. The need for a more stringent definition of what constitutes a first-generation college student is discussed at length. We propose a familial educational capital model that centers on risk and protective factors across social class and familial education. We offer recommendations for researchers, administrators, and other key stakeholders to consider how to operationalize this diverse group more mindfully. Finally, we provide other recommendations to address educational inequalities more effectively for this group.

• Self-Authorship Development in the Outdoors:But for Whom?
• Patrick Filipe Conway (bio) and Kathy Chau Rohn (bio)

Self-authorship has remained a seminal concept in developmental theory over the last several decades, describing a process in which individuals seek to achieve "the internal capacity to define [their own] beliefs, identity, and social relations" (Baxter Magolda, 2001, p. 269). As development occurs, individuals progress from external to internal making-making within cognitive, interpersonal, and intrapersonal domains (Baxter Magolda, 2007; Kegan, 1994). Baxter Magolda (2007) noted that an increased capacity for internal meaning-making promotes 21st-century learning outcomes important in both college and adult life, such as the development of "effective citizenship, critical thinking and complex problem solving, interdependent relations with diverse others, and mature decision making" (p. 69). And yet, as a theory of development originating from a constructivist lens, self-authorship has certain inherent limitations. By centering individuals, particularly those with dominant identities, inadequate attention has been paid to how systems of power and privilege impact and shape student development and mediate access to opportunities that promote such development (Abes et al., 2019). Thoughtful approaches contributing to the evolution of self-authorship theory that consider the current third wave of critical approaches to student development theory are essential.

Colleges and universities have recently focused more attention on incorporating high-impact practices into their curricula, often under the auspices of the potential benefits such practices have for developmental growth and student success (Lange & Stewart, 2019). Outdoor adventure education represents an experiential practice where students can extend their learning beyond the more traditional, heavily structured classroom environment. However, due to access and inclusion barriers, students with one or more intersecting marginalized identities remain less likely to participate in these activities (Warren et al., 2014). Additionally, the lack of empirical studies examining such experiences makes it less likely for higher education institutions to invest resources in high-impact outdoor programs (Lange & Stewart, 2019).

Our study investigated extreme cases of self-guided experiential learning by drawing on the experiences of three college students who took a semester's leave to backpack the entirety of the Appalachian Trail. The purposes of our exploratory study were twofold: (a) to more deeply understand developmental dynamics within self-authorship theory, particularly in how self-guided experiential learning [End Page 95] opportunities might contribute to such dev

Abstract:

The present study investigated enhancing undergraduates' epistemological beliefs by integrating epistemological insights into a regular university course using an immersion framework. It was conducted with second-year students in the Department of English Language and Cultures in an Algerian university. The 48-student group received a two-semester study skills course designed with built-in notions about the nature, construction, sources, and certainty of knowledge, along with the original course content. A 19-subject group received a traditional study skills course. Both samples' epistemological beliefs were measured using Baxter Magolda's epistemological reflection model before and after the treatment. A qualitative analysis of the data indicated a significantly greater increase in the sophistication of the treatment group's epistemological beliefs when compared to the control group. These results highlight the considerable potential that a curriculum design informed by personal epistemology research has to offer to all educational endeavors and, hence, to overall epistemological complexity in society. Recommendations are made for policymakers, instructional designers, and teachers.