Journal of College Student Development最新文献

{"title":"A Critical Ecological Exploration of Peer Socialization Agents’ Sense of Belonging","authors":"Lauren N. Irwin, Jaime S. Miller, Katie Morgan, Jodi Linley","doi":"10.1353/csd.2023.a911787","DOIUrl":"https://doi.org/10.1353/csd.2023.a911787","url":null,"abstract":"Abstract: Peer socialization agents (PSAs; e.g., resident assistants, orientation leaders) are trained to facilitate belonging through formal socialization initiatives. We used secondary qualitative data analysis, in combination with a critical constructivist approach, to explore PSAs’ sense of belonging and the contexts in which they experience it through ecological systems theory. Findings demonstrated that PSAs rarely experienced a broad sense of belonging, contrary to prevailing wisdom that links involvement and belonging. PSAs are charged with fostering belonging for others while simultaneously navigating systems that undermine their feelings of belonging. Rather than experiencing widespread feelings of belonging, PSAs often experienced it only in specific microsystems that affirmed their identities and experiences, including student groups, organizations, or affinity spaces. Finally, we highlight implications for research and practice.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives ed. by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd and Gianna Ramdin (review)","authors":"","doi":"10.1353/csd.2023.a911796","DOIUrl":"https://doi.org/10.1353/csd.2023.a911796","url":null,"abstract":"Reviewed by: The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives ed. by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd and Gianna Ramdin Nicholas Fuselier The Role of Student Affairs in Advancing Community College Success: An Examination of Selected Contemporary Initiatives C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd, and Gianna Ramdin (Editors) New York, NY: Routledge, 2020, 110 pages, $18.36 (Softcover or e-book), $47.96 (Hard-cover) Community colleges represent the cornerstone of access in US higher education. Since their establishment in the early 20th century, these institutions have evolved in ways that intentionally support the needs and demands of their communities. Despite these institutions’ important role in the landscape of postsecondary education, today’s community colleges must navigate critical challenges, emerging trends, and new visions of educational reform. Importantly, student affairs units on community college campuses play a significant role in these tasks. This reality is precisely what this book aims to capture—innovative student success initiatives designed to directly respond to emerging issues on community college campuses. Edited by C. Casey Ozaki, Paulette Dalpes, Deborah L. Floyd, and Gianna Ramdin, The Role of Student Affairs in Advancing Community College Student Success: An Examination of Selected Contemporary Initiatives is a collection of empirical research and scholarly commentary on existing and recommended student affairs initiatives that vary in type, represent diverse community college contexts, and attend to the current sociopolitical moment. In an effort to situate myself to the context of this text and subsequent book review, I briefly offer elements of my professional positionality, which include having a career in student affairs prior to entering faculty work as well as engaging in research that includes a focus on issues of equity in community college settings. Following Chapter 1, where the editors lay the conceptual groundwork for the text, they dive into an example of practice. Chapter 2, by Kimberly Lowry, Dawna Wilson Horton, and Karen Stills Royster, presents the narratives of two community college campuses in Texas that built student affairs assessment capacity and illuminates the challenges associated with institutionalizing a culture of assessment. These challenges included a collective lack of clarity around assessment and a lack of readiness among staff (e.g., staff being unfamiliar with CAS Standards or conflating assessment outcomes with individual job performance evaluations). In Chapter 3, Jason L. Taylor and Chuck W. Lepper discuss the proliferation of promise programs as a response to declining college affordability. Although promise programs provide direct aid to students and increase access to postsecondary education, college affordability does not solely determine student success. The authors examine the ","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(Re)orienting White Spaces Through Compañerismo : Latino Graduate Students Creating Homeplaces at a PWI","authors":"Oscar E. Patrón, Osly J. Flores, Øscar Medina","doi":"10.1353/csd.2023.a911789","DOIUrl":"https://doi.org/10.1353/csd.2023.a911789","url":null,"abstract":"Abstract: This study employed homeplace and compañerismo as conceptual frameworks to examine the role of space among Latino men in graduate school. While research has highlighted the importance of space for marginalized students on college campuses, this literature has primarily focused on the undergraduate level. Such is valuable work, yet it is critical to examine spatial dynamics among graduate students. Here, we highlight spaces important to this group of students while centralizing close-knit relationships as an added layer. Analysis of the data revealed the continuous importance of the participants’ compañerismo across university spaces, making both compañerismo and space central components across themes, which included reciprocity of space and compañerismo, bending space through compañerismo, and compañerismo as empowerment. We conclude with implications for practice and research.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective","authors":"Peng Yin","doi":"10.1353/csd.2023.a911794","DOIUrl":"https://doi.org/10.1353/csd.2023.a911794","url":null,"abstract":"Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective Peng Yin (bio) Accompanied by the increasing presence of Chinese international students in US higher education institutions (HEIs; Institute of International Education, 2022), a growing body of scholarship has called attention to the rise of xenophobic and discriminatory sentiments toward this student population (Suspitsyna & Shalka, 2019; Yao, 2018; Yin, 2023; Yu, 2021). To unveil the nature of those xenophobic and discriminatory sentiments, scholars typically draw on Lee and Rice’s (2007) notion of neo-racism, which suggests that non-Western international students’ lived experiences of xenophobia and discrimination are largely triggered by bigoted and ethnocentric assumptions about the national origin of the students. These studies have collectively promoted a heightened awareness of the entanglements between national origin-based discrimination, namely anti-China sentiments, and the marginalization of Chinese international students. However, what remains relatively unknown is how Chinese international students make sense of and reflectively respond to anti-China rhetoric. This study intended to address the identified gap in the extant literature by conducting an exploratory and postcolonially informed investigation into Chinese international students’ stances on anti-China rhetoric. In doing so, the study sought to contribute to research and practice aimed at empowering Chinese international students and the broader non-Western international student population and developing a sustainable and equity-driven agenda to guide the internationalization of US HEIs. RELEVANT THEORETICAL LENSES In their work, Stein and Andreotti (2016) argued that national origin-based discrimination against non-Western international students was shaped by a dominant “global imaginary” rooted in the colonial myth of Western supremacy. It was through such global imaginary that “the West [was] understood to be at the top of a global hierarchy of humanity with the rest of the world trailing behind” (Stein & Andreotti, 2016, p. 226). Taking Stein and Andreotti’s (2016) argument as the point of departure, I situated the conceptualization of anti-China rhetoric in this study in relation to the colonial construction of the West/non-West divide. Through the prism of this divide, Chinese international students’ home and host countries—China and the US—were (re)presented along a fixed hierarchy of inferiority/superiority (Yin, 2023). To further unveil the political [End Page 600] underpinnings of the West/non-West divide, I drew on Said’s (1978) notion of Orientalism, which indexed the pervasiveness of a colonial project of knowledge production that gave rise to an “ontological and epistemological distinction made between ‘the Orient’ and (most of the time) ‘the Occident’ ” (p. 2). Of note, according to Said (1978), the Orientalizing dynamics between the West and non-West wor","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Costs of Completion: Student Success in Community College by Robin G. Isserles (review)","authors":"Xiaodan Hu, Quortne Hutchings","doi":"10.1353/csd.2023.a911795","DOIUrl":"https://doi.org/10.1353/csd.2023.a911795","url":null,"abstract":"Reviewed by: The Costs of Completion: Student Success in Community College by Robin G. Isserles Xiaodan Hu and Quortne Hutchings The Costs of Completion: Student Success in Community College Robin G. Isserles Baltimore, MD: Johns Hopkins University Press, 2021, 352 pages, $32.95 (Hardcover) In The Costs of Completion: Student Success in Community College, Robin Isserles reflects upon her role as a faculty member in sociology at the City University of New York and on her research on community college student success. In doing so, she introduces the concept of student sensibility and calls on community colleges to become authentic caring institutions. With broad audiences in mind, Isserles presents both empirical evidence and her personal experiences working directly with community college students. She argues that the narrow focus on completion measures as indicators of community college student success can further marginalize students who are in precarious situations. Rather, Isserles suggests that community college practitioners and researchers contextualize the student-centered experience within neoliberalism, “an economic, social, and political strand of capitalism characterized by a pro-business, limited government ideology” (Winslow, 2015, p. 204–205), and create learning environments in which students feel respected and cared for. The first section of the book presents how the prevalence of neoliberal policies and practices within community colleges enforces market pressures that push public colleges to increase revenues, improve quality, and cut costs (Cannella & Koro-Ljungberg, 2017). Isserles’ observation closely aligns with current research on how the neoliberalization of the US higher education has a detrimental impact on the affordability, accessibility, and public image of higher education (e.g., Mintz, 2021; Winslow, 2015). Isserles explains the complex concept of neoliberalism using plain language and personal stories and illustrates how academic momentum-style initiatives and quantitative-driven data approaches unfairly define the goal of community college education as credential completion. Historically, community colleges have been underfunded despite disproportionately serving students who are racially minoritized and financially needy (Dowd et al., 2020). Under neoliberal policies and practices (e.g., enrollment management, return on investment calculation, consumerism in teaching and learning), underfunded community colleges are thus pressured to follow low-risk best practices to push for faster credential completion as the goal. The unpleasant reality is that, in both community college research and practices, the focus on serving students as consumers widgetizes students and shapes their community college experience to be “substandard” (p. 33). Isserles emphasizes the core mission of community colleges as engaging and supporting students through meaningful student–institution interactions rather than reducing the student exp","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UndocuJoy as Resistance: Beyond Gloom and Doom Narratives of Undocumented Collegians","authors":"Stephen Santa-Ramirez, Kayon A. Hall","doi":"10.1353/csd.2023.a911791","DOIUrl":"https://doi.org/10.1353/csd.2023.a911791","url":null,"abstract":"Abstract: This narrative inquiry study examined how Black and non-Black Mexican undocumented collegians use joy as resistance to navigate their lives while in college. A lack of published empirical research explores how these collegians experience and embrace joy despite navigating barriers, such as anti-im/migrant exclusionary policies and racist nativist sociopolitical and campus climates. Our findings revealed their joyful experiences with biological and chosen family and communal and artistic joy. Recommendations for research and practice are provided for higher education actors at all levels.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Queer Mentorship: Staff and Faculty Experiences in Mentorship Programs","authors":"Quortne R. Hutchings","doi":"10.1353/csd.2023.a911792","DOIUrl":"https://doi.org/10.1353/csd.2023.a911792","url":null,"abstract":"Black Queer Mentorship: Staff and Faculty Experiences in Mentorship Programs Quortne R. Hutchings (bio) It was interesting. I think I was just curious about how they were experiencing life. I’m always super intrigued by young people who just go through life naturally, you know, as a queer person. That felt so foreign to me, you know, in my teenage years and even in my early 20s, I was like, “Who are you? What do your conversations look like?” You know, because I think, for me, anytime I found someone who was secretly, like, gay or whatever, it was like we were talking about facts . . . talking about, you know, all the taboo things that we couldn’t really talk about openly because we had to present as hetero. So, I find myself super curious about their lives . . . other than talking about class. And the drama that exists in the community, and maybe from conversations to topics sprinkled in there. —Brendan This reflection represents the nuanced and beautiful meaning of queer mentorship among two Black queer men in higher education. I introduce Brendan’s narrative to highlight the importance of Black queer staff mentoring relationships with Black queer men of color. Brendan reflected on how he valued building strong connections with his queer mentees while also discerning how his college experiences as a queer person shaped his engagement with those students. This negotiation and meaning-making process is a reality for queer staff and faculty of color who are in mentoring roles in higher education. Queer staff and faculty of color experience higher demands and expectations to mentor students while maintaining various institutional responsibilities (Aguilar & Johnson, 2017). The plight of mentoring students from underrepresented backgrounds is especially burdensome for queer faculty and staff of color who are inundated with requests to mentor and serve gay, bisexual, and queer students and students of color, experience microaggressions and limited acknowledgment of their intersectional identities by colleagues, and lack institutional support (Aguilar & Johnson, 2017). Institutional environments are often challenging to circumnavigate for minoritized queer faculty and staff, specifically for Black, gay, bisexual, and queer faculty and staff, who must negotiate their intersecting identities within institutional environments that are inherently heteronormative and hetero-gendered (Preston & Hoffman, 2015). As they wrestle with job responsibilities and the labor of “doing the diversity work” while existing in their Blackness and queerness, they continue to serve as mentors for students on college campuses (Aguilar & Johnson, 2017, p. 64). [End Page 589] MENTORSHIP RELATIONSHIPS IN BLACK MALE INITIATIVES AND MEN OF COLOR MENTORSHIP PROGRAMS Various institutional contexts in which faculty and staff support student mentoring relationships in college have been researched (Brooms, 2018; Smith et al., 2019). Mentoring settings that support academic and social ","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on Identity Exploration in the Time of the COVID-19 Pandemic from Queer Students of Color","authors":"Antonio Duran","doi":"10.1353/csd.2023.a911788","DOIUrl":"https://doi.org/10.1353/csd.2023.a911788","url":null,"abstract":"Abstract: The context of the COVID-19 global pandemic has shaped all aspects of modern life, creating a unique circumstance for minoritized groups as they have explored important questions related to the self. Specifically, scholars, practitioners, and policymakers have expressed interest in understanding how the COVID-19 pandemic affected minoritized groups, including queer people and queer people of color, specifically. This study used data from a longitudinal constructivist grounded theory project following queer students of color within and beyond their time in college to examine how the COVID-19 pandemic influenced the process of identity exploration for these individuals. Findings revealed that queer students of color engaged in self-reflection about identities because of the isolation, reexamined navigating relationships at home and within educational institutions, and sought connections and guidance through online spaces. Informed by the study findings, the manuscript provides implications for future research and practice in higher education and student affairs.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe (review)","authors":"","doi":"10.1353/csd.2023.a907347","DOIUrl":"https://doi.org/10.1353/csd.2023.a907347","url":null,"abstract":"Reviewed by: Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe Terrill O. Taylor and C. Casey Ozaki Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe Sterling, VA: Stylus Publishing, LLC, 2021, 273 pages, $35.00 paperback Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice offers a critical lens of exploration for higher education students and professionals specifically situated within the proximity of identity, positionality, and context. As we engaged with the reading, it quickly became apparent that in developing our review, we needed to engage in a type of reflexivity similar to that employed by the authors in writing the book. The contributors underscored how intersectional aspects of identity and social positions construct our worldviews, which subsequently informed our understanding of the book. Therefore, we, too, must examine how our identities and lived experiences shape the foundation from which this review is derived, understood, and written. The first author is a monoracial, Black, bisexual, and cisgender man who is an incoming assistant professor of counseling psychology. The second author identifies as a multiracial, heterosexual, cisgender woman and able-bodied full professor of higher education studies. The subsequent narrative of this review is situated within the proximity of our identities, experiences, and social positions. As best stated by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe in their opening sentences, this text provides an intergenerational collaboration—in editorship, content, and contributors. Its pages describe foundations and areas well researched, newer knowledge and practice from which we can further learn, and questions and issues that lie at the horizon of a truly innovative and revolutionary future … We offer this book and its chapters as another step in this evolutionary journey of understanding the complexities of multiracial experiences in higher education. (p. xxi) It is evident in the introduction and preface that the editors and authors are intentional in their framing of the text. They provide a thought-provoking conceptual analysis of theoretical frameworks and models, experiences, and applications to help support the readers' understanding, synthesis, and connection with the material. The writing is also constructed in a way that challenges readers to question, critique, and reexamine their own personal assumptions about what identity is, how it shows up, and why it changes (Part 1). This is augmented by the contributions of colleagues who offer accounts of their own and other multiracial students' and professionals' navigation through spaces within higher education (Part 2). The voices of the authors and c","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"BIPOC Student Leaders in Predominantly White Institutions: Who They Work With, Who They Work For, and Why Their Work is Needed","authors":"Tania D. Mitchell, Leah N. Fulton, Leslie W. Boey, Tabatha Cruz","doi":"10.1353/csd.2023.a907342","DOIUrl":"https://doi.org/10.1353/csd.2023.a907342","url":null,"abstract":"Abstract: This study explored the experiences of undergraduate BIPOC students in leadership education and development programs at two predominantly white institutions of higher education. Informed by interpretative phenomenological analysis, interviews with 36 students in various leadership roles (including residence life, peer mentoring, student government, and cultural organizations) demonstrated how values of community, collaboration, and justice guide their perspectives and commitments regarding leadership. Implications for research and practice to create better support structures for BIPOC student leaders are offered.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}