Journal of College Student Development最新文献

Abstract:

The purpose of this narrative inquiry was to examine how Asian American college students made sense of themselves as racialized beings during the COVID-19 pandemic, a period that saw a drastic increase in anti-Asian hate. We were particularly interested in how emotions that students experienced in response to racism shaped their meaning-making of racial identity. We embraced tensions of a constructivist approach and a grounding in Asian critical theory to gain a more nuanced picture of Asian American college students’ meaning-making of racial identity while also problematizing and critiquing racism. Data collection consisted of three interviews with 14 participants from the Midwest and East Coast of the US. To engage the reader’s imagination and tell a nuanced story, we present findings as a fictional conversation between four individuals using direct quotes from participants. Our findings highlight the importance of considering transnational context when examining Asian American college students’ racial identity development. Our findings further showcase the role emotions played in fostering development and the agentic ways participants responded to these emotions while also underscoring the high price participants paid for the more complex understanding of their racial identity. Implications for future research and practice are discussed.

Abstract:

College transition programs offer early access to the collegiate experience, aid in the adjustment of students transitioning to college, and facilitate positive adjustments for Black women in their early college years. Less is known about whether Black women identify these programs as having a lasting influence on their college degree programs and careers. This critical oral history study of 24 Black alumnae contemplates their recollections of how college transition programs influenced their collegiate journeys within predominantly White and historically Black institutions. The Black alumnae emphasized the long-term importance of asset-based community cultural wealth approaches in transition programs that offered a head start to college. The alumnae noted that the transition programs provided forms of navigational, aspirational, and social capital. At PWIs, transition programs emphasized academic skills and social networks. At HBCUs, transition programs offered inclusion in the familial ethos of those campuses. In both institutional types, the women enjoyed gaining confidence and access to a hidden curriculum, which they retained throughout college and into their careers and lives.

Abstract:

This study aimed to identify whether motivation to learn has a statistically significant effect on intergenerational educational mobility among Brazilian university students. Although qualitative studies have proposed the existence of this relationship, quantitative evidence still needs to be discovered. We sought to identify the characteristics that might be fostered to enable students to complete primary education and pursue higher education. To answer the research question, we used data from a sample of 1,031 individuals collected via a structured questionnaire and estimated an ordered logistic regression model with intergenerational educational mobility as the dependent variable and motivation as the key independent variable. The results showed that more motivated individuals were more likely to be educationally upwardly mobile in relation to their parents. However, such cases were more likely to occur when there was low mobility, with the father or mother having completed high school. This study’s findings would help public policymakers seeking to promote intergenerational educational mobility and reduce inequality. The results suggest motivation can be fostered and developed in children and adolescents, and the mechanisms for doing so, be they extrinsic or even intrinsic, need to be considered.

Abstract:

Higher education historians agree that the earliest direct antecedents to today’s student affairs professionals were deans of women (DOWs) and deans of men (DOMs), administrative positions that first arose in the 19th century. While DOWs were expected to supervise women students within newly coeducational environments, they professionalized the role—and the field of student affairs—by building professional networks, conducting scholarship, and pursuing graduate education. This historical study used archival records to explore the earliest student affairs graduate program, a professional diploma for DOWs at Teachers College, Columbia University, started in 1914. Findings explore the development of the diploma program throughout its lifespan, including its origins and the Teachers College context, diploma name changes, the first program-specific courses, and curricular changes. The Teachers College DOW professional diploma program ran for 30 years, ending after the 1944–45 academic year. This research provides insight into the history of student affairs as a field of study and illustrates the field’s long-standing values and philosophy, particularly the importance of supporting and advocating for minoritized students (ACPA, n.d.). Student affairs scholars and practitioners can use this history to better understand and articulate the context and purpose of their work today.

Abstract:

This queer narrative study examined the stories of two gay college men living with HIV and their relationship to HIV/AIDS. Foucault’s technologies of the self served as the conceptual framework. Technologies of the self are practices, strategies, and narratives participants used to resist the stigma-tizing symbolic violence of AIDS. The men practiced different yet interlocking technologies of the self. They took partial control of the meaning of HIV/AIDS in ways that improved their lives and helped them navigate college. However, homophobic AIDS signifiers resulted in them taking personal responsibility for HIV/AIDS rather than understanding it as a structural inequity, which limited them personally and academically. Higher education environments were a place of stigma and support, leaving the men unsure of how to navigate oppressive environments on campus. Implications for reframing college student identity theory, addressing AIDS stigma on campus and beyond, and supporting students living with HIV are provided.