Pub Date : 2023-09-01DOI: 10.1353/csd.2023.a911794
Peng Yin
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
{"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}
Pub Date : 2023-09-01DOI: 10.1353/csd.2023.a911795
Xiaodan Hu, Quortne Hutchings
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
随着社区大学重新构想其身份和多重使命(Culp & O 'Banion, 2021)， Isserles对大学毕业危机的假设进行了质疑，并提出了干预措施和解决方案。在…
{"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}
Pub Date : 2023-09-01DOI: 10.1353/csd.2023.a911791
Stephen Santa-Ramirez, Kayon A. Hall
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.
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Pub Date : 2023-09-01DOI: 10.1353/csd.2023.a911792
Quortne R. Hutchings
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
黑人酷儿师徒关系:师徒关系项目中的教职员工经验——引用R.哈钦斯(传记)这很有趣。我想我只是好奇他们是如何体验生活的。我一直对年轻人很感兴趣，他们的生活很自然，你知道，作为一个酷儿。这对我来说太陌生了，你知道，在我十几岁的时候，甚至在我20岁出头的时候，我就像，“你是谁?你们的对话是什么样的?”你知道，因为我认为，对我来说，任何时候我发现一个秘密的人，就像，同性恋或其他什么，就像我们在谈论事实…谈论所有我们不能公开谈论的禁忌，因为我们必须以异性恋的身份出现。所以，我发现自己对他们的生活超级好奇…除了谈论课堂。在社区中存在的戏剧，可能是从对话到主题的点缀。这一反思反映了高等教育中两个黑人酷儿男之间的酷儿导师关系微妙而美好的意义。我介绍Brendan的故事是为了强调黑人酷儿员工与有色人种黑人酷儿之间的指导关系的重要性。布兰登反思了他如何重视与他的酷儿学生建立牢固的联系，同时也发现了他作为一个酷儿的大学经历是如何影响他与这些学生的交往的。对于在高等教育中担任导师角色的酷儿教职员工和有色人种教职员工来说，这种协商和意义形成过程是现实。酷儿教职员工和有色人种教师在维护各种机构责任的同时，对指导学生有更高的要求和期望(Aguilar & Johnson, 2017)。辅导来自弱势背景的学生的困境对有色人种的酷儿教职员工来说尤其沉重，他们被辅导和服务同性恋、双性恋、酷儿学生和有色人种学生的请求淹没了，经历了微侵犯，同事对他们交叉身份的承认有限，缺乏机构支持(Aguilar & Johnson, 2017)。对于少数族裔酷儿教职员工来说，机构环境往往具有挑战性，特别是对于黑人、同性恋、双性恋和酷儿教职员工，他们必须在固有的异性恋规范和异性恋的机构环境中协商他们的交叉身份(Preston & Hoffman, 2015)。当他们在自己的黑人和酷儿身份中挣扎于工作职责和“做多样性工作”的劳动时，他们继续担任大学校园学生的导师(Aguilar & Johnson, 2017, p. 64)。[endpage 589]黑人男性倡议和有色人种男性指导关系中的师徒关系已经研究了大学教职员工支持学生指导关系的各种制度背景(broom, 2018;Smith et al.， 2019)。支持大学生学业和社会成功的指导设置包括黑人男性倡议(BMI)和有色人种男性指导计划(MoC)。尽管这些程序性干预措施有助于男性在大学中导航，但它们往往缺乏一种交叉的方法(例如，种族、性别、性取向)来解决同性恋、双性恋和酷儿男性的复杂性(Smith et al.， 2019)。一些研究已经研究了BMI项目中与教职员工的指导关系(broom, 2019)，但有必要在这种指导背景下探索黑人、同性恋、双性恋和酷儿男性(BGBQM)教职员工的经历。因此，这些指导计划的设置未能解决和关注支持黑人，同性恋，双性恋和酷儿的个人的交叉需求(Hutchings, 2023)。由于师徒关系对学员和导师的成功至关重要，我关注的是师徒关系和身份在这些关系中相互作用的独特方式。由于师徒关系本质上是异性恋的，因此有必要强调权力动态、种族和酷儿身份如何直接影响涉及BGBQM员工的关系如何随着时间的推移而发展。BGBQM的工作人员导师利用他们的力量将他们的酷儿学生与学术、社会和职业机会联系起来，同时为他们提供支持，帮助他们以黑人酷儿学生的身份在大学环境中导航。在黑人酷儿导师和学生之间有一种共同的权力平衡，这种平衡集中和培养了关系和归属感的概念，并创造了理解酷儿导师关系的独特之处的新方法。在现象学研究中……
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Pub Date : 2023-09-01DOI: 10.1353/csd.2023.a911788
Antonio Duran
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.
{"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}
Pub Date : 2023-07-01DOI: 10.1353/csd.2023.a907347
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
高等教育中的多种族经验:争夺知识、尊重声音和创新实践，作者:马克·p·约翰逊-格雷罗、特里尔·o·泰勒、c·凯西·尾崎《高等教育中的多种族经验:争夺知识、尊重声音和创新实践》，作者:马克·p·约翰逊-格雷罗、Charmaine L. Wijeyesinghe斯特林，弗吉尼亚州:Stylus Publishing, LLC, 2021, 273页，平装版，35美元竞赛知识、尊重声音和创新实践为高等教育学生和专业人士提供了一个重要的探索视角，特别是在身份、地位和背景的接近中。当我们开始阅读的时候，很快就发现，在编写我们的评论时，我们需要进行一种类似于作者在写书时所使用的反身性。作者强调了身份和社会地位的交叉方面是如何构建我们的世界观的，这后来影响了我们对这本书的理解。因此，我们也必须审视我们的身份和生活经历如何塑造了这篇评论的来源、理解和写作的基础。第一作者是一名黑人、双性恋和顺性人，他是一名即将上任的咨询心理学助理教授。第二名作者自称是一名多种族、异性恋、顺性别的女性，也是一名身体健全的高等教育研究正教授。这篇评论的后续叙述是围绕我们的身份、经历和社会地位展开的。正如Marc P. Johnston-Guerrero和Charmaine L. Wijeyesinghe在他们的开场白中最好地陈述的那样，这篇文章在编辑、内容和贡献者方面提供了代际合作。书中描述了经过深入研究的基础和领域，我们可以进一步学习的新知识和实践，以及摆在真正创新和革命性未来地平线上的问题和问题……我们提供这本书及其章节，作为理解高等教育中多种族经历复杂性的进化旅程的又一步。(第21页)在引言和序言中，编辑和作者显然是有意为之。他们对理论框架和模型、经验和应用进行了发人深省的概念分析，以帮助读者理解、综合和联系材料。这篇文章也以一种挑战读者的方式来质疑、批判和重新审视他们自己对身份是什么、它是如何表现的、以及为什么会发生变化(第1部分)。这一点得到了同事们的贡献的加强，他们提供了自己和其他多种族学生和专业人士在高等教育空间中的导航(第2部分)。这项工作的作者和贡献者的声音提供了一个独特而雄辩的写照，它来源于理论、研究、以及在高等教育背景下、跨机构和专业层面上的实践，同时为进一步应用提供资源(第3部分)。编辑和撰稿人进一步挑战读者抵制受历史、结构和文化动态限制的观念，这些观念有利于现状，往往导致对有色人种的伤害，更具体地说，是对多种族人群的伤害。最后，编辑们聚在一起，对章节进行代际反思，并为向前发展提供建议(第4部分)。在回顾这项工作时，我们思考了它如何在视角上保持一致，并与认识论正义相一致(Kidd等人，2017)，因为它呼吁读者考虑、检查和质疑认识和学习的历史概念如何使某些身份获得特权，同时使其他身份边缘化。在高等教育和学术界，这常常导致那些受影响最大的人的声音被贬低。这项工作提供了一个急需的概述多种族理论，叙述，并在高等教育中的应用。先前的文献已经推进了多种族认同，描述了历史，并以深刻而往往是孤立的方式质疑了单一主义(丹尼尔，2002;Johnston & Nadal, 2010;Renn, 2004;Wijeyesignhe & Jackson, 2001,2012)，但Johnston-Guerrero和Wijeyesinghe的文本是第一个将这些文献汇总在一起，提供关键的总结、见解和建议的。我们赞扬和认可他们的贡献，并强调这项工作不仅对高等教育领域，而且对在其中工作的多种族人员都有重大好处。在前言中，作者阐明了……
{"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}
Pub Date : 2023-07-01DOI: 10.1353/csd.2023.a907342
Tania D. Mitchell, Leah N. Fulton, Leslie W. Boey, Tabatha Cruz
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.
{"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}
Pub Date : 2023-07-01DOI: 10.1353/csd.2023.a907339
Brett Ranon Nachman
Abstract: As more autistic students enroll in postsecondary education, they embark on a journey that leads them to not only process their identities as college students but also as autistic individuals. This social constructivist grounded theory study elevated autistic college students' perspectives as they made sense of their identities while participating in an autism-specific college support program. The study presents a new conceptual framework: the Nachman Autistic College Student Identity Development Model. This model relays three key stages that influence the sense-making of autistic college students: (a) discovering their disabilities, (b) approaching independence, and (c) determining autistic affiliation. Scholars and practitioners can draw from this model and the study's findings to inform how to account more holistically for autistic college students' iterative identity development.
{"title":"\"It's Like You're a Jockey Riding a Horse and You're in a World of Centaurs\": Unmasking Autistic College Students' Identity Development","authors":"Brett Ranon Nachman","doi":"10.1353/csd.2023.a907339","DOIUrl":"https://doi.org/10.1353/csd.2023.a907339","url":null,"abstract":"Abstract: As more autistic students enroll in postsecondary education, they embark on a journey that leads them to not only process their identities as college students but also as autistic individuals. This social constructivist grounded theory study elevated autistic college students' perspectives as they made sense of their identities while participating in an autism-specific college support program. The study presents a new conceptual framework: the Nachman Autistic College Student Identity Development Model. This model relays three key stages that influence the sense-making of autistic college students: (a) discovering their disabilities, (b) approaching independence, and (c) determining autistic affiliation. Scholars and practitioners can draw from this model and the study's findings to inform how to account more holistically for autistic college students' iterative identity development.","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":"135807440","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}
Pub Date : 2023-07-01DOI: 10.1353/csd.2023.a907344
Jason C. Garvey, Elizabeth Niehaus, Max Cordes Galbraith
LGBTQ Students' Campus Climate Perceptions Across Academic Disciplines Jason C. Garvey (bio), Elizabeth Niehaus (bio), and Max Cordes Galbraith (bio) Academic disciplines are important contexts for lesbian, gay, bisexual, trans, and queer (LGBTQ) students' experiences and greatly affect their collegiate journeys (Garvey & Dolan, 2021). Yet, LGBTQ students must often navigate hostile learning environments where they may be silenced, tokenized, or underrepresented in curricula (Atteberry-Ash et al., 2019; Forbes, 2020; Garvey et al., 2015). Negative classroom environments can lead to disengagement (Woodford & Kulick, 2015), reduced health and wellness (Cech & Rothwell, 2018), and a higher likelihood of leaving campus among LGBTQ collegians (Tetreault et al., 2013). Conversely, positive relationships with faculty promote academic and social integration (Woodford & Kulick, 2015) and make LGBTQ students feel validated and supported (Linley et al., 2016). Given the vastly different learning environments across academic disciplines, including faculty representation, pedagogy, and content, there is a pressing need to understand how LGBTQ undergraduate students may experience campus climate differently across college majors (Forbes, 2020; Ueno et al., 2023). Yet, researchers have not extensively examined how LGBTQ students may experience campus-wide environmental influences differently depending on their academic disciplines. As such, the purpose of our study is to explore the relationships among college majors, academic environments, and perceptions of campus climate for LGBTQ students. Our intended audience is primarily campus administrators, given their positional and political power to enact positive systemic change across the institution for LGBTQ students. THEORETICAL FRAMEWORK Campus climate describes "the cumulative attitudes, behaviors, and standards of employees and students concerning access for, inclusion of, and level of respect for individual and group needs, abilities, and potential" (Rankin, 2005, p. 17). We conceptualized campus climate using Hurtado and colleague's (2012) multicontextual model for diverse learning environments (MMDLE), which examines the dynamic interaction across an "educational environment enveloped in a climate that reflects the [End Page 485] institutional- and also individual-level lived experiences" (p. 58). The model centers institutional context, detailing how climate is embedded in student and faculty/staff identities, course content and cocurricular programming, and methods of teaching and professional practice. Given our central focus on academic disciplines, we focus on the curricular context within Hurtado and colleagues' (2012) model. METHOD Data Source and Sample Data for this study originate from The National LGBTQ Alumnx Survey (Garvey, 2016), which asked LGBTQ respondents questions about their undergraduate experiences. Data collection involved methods to promote participation, including snowball sampli
Jason C. Garvey(生物)，Elizabeth Niehaus(生物)和Max Cordes Galbraith(生物)学科是女同性恋、男同性恋、双性恋、跨性别和酷儿(LGBTQ)学生经历的重要背景，并极大地影响了他们的大学旅程(Garvey & Dolan, 2021)。然而，LGBTQ学生必须经常面对充满敌意的学习环境，在这些环境中，他们可能会被沉默、标记化或在课程中代表性不足(Atteberry-Ash等人，2019;《福布斯》,2020;Garvey et al.， 2015)。消极的课堂环境会导致LGBTQ学生脱离校园(Woodford & Kulick, 2015)，降低健康水平(Cech & Rothwell, 2018)，并且更有可能离开校园(Tetreault等人，2013)。相反，与教师的积极关系促进学术和社会融合(Woodford & Kulick, 2015)，并使LGBTQ学生感到被认可和支持(Linley et al.， 2016)。考虑到不同学科的学习环境(包括教师代表、教学方法和内容)存在巨大差异，我们迫切需要了解LGBTQ本科生在不同大学专业中如何体验不同的校园环境(福布斯，2020;上野等人，2023)。然而，研究人员并没有广泛地研究LGBTQ学生如何根据他们的学科不同而经历校园环境影响。因此，本研究的目的是探讨大学专业、学术环境和LGBTQ学生对校园氛围的感知之间的关系。我们的目标受众主要是校园管理人员，因为他们的地位和政治权力可以在整个机构中为LGBTQ学生制定积极的系统性变革。校园氛围描述了“员工和学生对个人和群体需求、能力和潜力的获取、包容和尊重程度的累积态度、行为和标准”(Rankin, 2005, p. 17)。我们使用Hurtado及其同事(2012)的多元学习环境(MMDLE)的多情境模型对校园气候进行了概念化，该模型研究了“笼罩在反映机构和个人层面生活经验的气候中的教育环境”的动态互动(第58页)。该模型以机构背景为中心，详细说明了气候如何嵌入到学生和教职员工的身份、课程内容和课程规划、教学方法和专业实践中。鉴于我们的中心重点是学科，我们将重点放在Hurtado及其同事(2012)模型中的课程背景上。数据来源和样本本研究的数据来源于《全国LGBTQ校友调查》(Garvey, 2016)，该调查向LGBTQ受访者询问了他们的本科经历。数据收集涉及促进参与的方法，包括通过LGBTQ社区、高校和社交媒体进行雪球抽样(Garvey, 2016;Johnson et al.， 2016)。我们在这项研究中使用了国家数据集中的1556个案例，并且只包括2004年至2013年毕业的受访者。为此，我们创建了一组LGBTQ人群，他们在类似的社会政治背景下被美国高等教育录取为本科生。在性别认同方面，52% (n = 805)的受访者认为自己是顺性男性，31% (n = 488)认为自己是顺性女性，9% (n = 134)认为自己是另一种性别认同(如流动性别、非二元性别、跨性别)。关于受访者的性取向，63% (n = 984)的人认为自己是双性恋、男同性恋或女同性恋;25% (n = 392)被认定为变性、泛性恋或酷儿;3% (n = 52)认同另一种性身份(如无性恋、异性恋、质疑性)。我们将受访者分为8个主要的本科专业，这些专业来自国家教育统计中心的教学项目分类:艺术和人文(AH;34%， n = 535)，社会和行为科学(SBS;33%， n = 516)，专业课程(PP;即护理和商业;11%， n = 169)，生命科学(LS;8%， n = 124)，工程学(ENG;5%， n = 81)，物理科学(PS;5%， n = 74)，教育(ED;4%， n = 57)。我们的主要变量测量了受访者在本科入学时对LGBTQ人群的欢迎程度的看法，这是使用LGBTQ学生量表的五个项目校园气候来操作的。先前的研究表明，该量表具有较强的内部信度(α = 0.86;加维,2016)。学术专业是用一个单独的项目来衡量的，这个项目要求参与者选择最符合他们本科主要专业的类别。由于没有理由设置一个特定的专业作为参照组，我们使用效果编码来使用平均反应作为…
{"title":"LGBTQ Students' Campus Climate Perceptions Across Academic Disciplines","authors":"Jason C. Garvey, Elizabeth Niehaus, Max Cordes Galbraith","doi":"10.1353/csd.2023.a907344","DOIUrl":"https://doi.org/10.1353/csd.2023.a907344","url":null,"abstract":"LGBTQ Students' Campus Climate Perceptions Across Academic Disciplines Jason C. Garvey (bio), Elizabeth Niehaus (bio), and Max Cordes Galbraith (bio) Academic disciplines are important contexts for lesbian, gay, bisexual, trans, and queer (LGBTQ) students' experiences and greatly affect their collegiate journeys (Garvey & Dolan, 2021). Yet, LGBTQ students must often navigate hostile learning environments where they may be silenced, tokenized, or underrepresented in curricula (Atteberry-Ash et al., 2019; Forbes, 2020; Garvey et al., 2015). Negative classroom environments can lead to disengagement (Woodford & Kulick, 2015), reduced health and wellness (Cech & Rothwell, 2018), and a higher likelihood of leaving campus among LGBTQ collegians (Tetreault et al., 2013). Conversely, positive relationships with faculty promote academic and social integration (Woodford & Kulick, 2015) and make LGBTQ students feel validated and supported (Linley et al., 2016). Given the vastly different learning environments across academic disciplines, including faculty representation, pedagogy, and content, there is a pressing need to understand how LGBTQ undergraduate students may experience campus climate differently across college majors (Forbes, 2020; Ueno et al., 2023). Yet, researchers have not extensively examined how LGBTQ students may experience campus-wide environmental influences differently depending on their academic disciplines. As such, the purpose of our study is to explore the relationships among college majors, academic environments, and perceptions of campus climate for LGBTQ students. Our intended audience is primarily campus administrators, given their positional and political power to enact positive systemic change across the institution for LGBTQ students. THEORETICAL FRAMEWORK Campus climate describes \"the cumulative attitudes, behaviors, and standards of employees and students concerning access for, inclusion of, and level of respect for individual and group needs, abilities, and potential\" (Rankin, 2005, p. 17). We conceptualized campus climate using Hurtado and colleague's (2012) multicontextual model for diverse learning environments (MMDLE), which examines the dynamic interaction across an \"educational environment enveloped in a climate that reflects the [End Page 485] institutional- and also individual-level lived experiences\" (p. 58). The model centers institutional context, detailing how climate is embedded in student and faculty/staff identities, course content and cocurricular programming, and methods of teaching and professional practice. Given our central focus on academic disciplines, we focus on the curricular context within Hurtado and colleagues' (2012) model. METHOD Data Source and Sample Data for this study originate from The National LGBTQ Alumnx Survey (Garvey, 2016), which asked LGBTQ respondents questions about their undergraduate experiences. Data collection involved methods to promote participation, including snowball sampli","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":"135807445","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}
Pub Date : 2023-07-01DOI: 10.1353/csd.2023.a907346
Amy E. French, Dena R. Kniess
A Case Analysis of Graduate Programs' Usage of ACPA/NASPA Competencies Amy E. French (bio) and Dena R. Kniess (bio) The ACPA/NASPA (2015) Professional Competency Areas for Student Affairs Educators (PCASAE) were intended to educate students and professionals as whole individuals while providing guidelines for specific knowledge areas and expected skill sets. They can be used for self-assessment, professional development, and staff training. Student affairs graduate preparation programs (GPPs) are part of the formal socialization process for master's students as they develop the knowledge, skills, and dispositions needed for professional practice (Weidman et al., 2001). GPPs seek to provide the next generation of college educators with the knowledge, competencies, and dispositions necessary to promote students' holistic development and learning (Carducci & Jaramillo, 2014). More specifically, such programs are designed to guide students from foundational skills to heightened proficiencies. As such, integrating theory into practice (praxis) is a key focus of competency development. The PCASAE affirmed, "Graduate preparation programs … should utilize the competencies as a means of reviewing program- and course-level learning outcomes as well as setting expectations for cocurricular learning experiences" (p. 10). Moreover, the PCASAE encouraged GPPs to adapt competencies to their respective campus contexts. This study sought to answer the question: How are the PCASAE (ACPA & NASPA, 2015) implemented in student affairs GPPs? CONCEPTUAL FRAMEWORK The conceptual model of professional socialization into student affairs within GPPs (Perez, 2016) provided our study's framework. Perez's model recognized "multiple intersecting cultural contexts" (p. 43) and incorporated research from student affairs, the helping professions, and doctoral student socialization. A variety of functional areas (e.g., campus activities, advising, housing) influence student affairs culture and socialization within national, professional, and institutional contexts. The individual level (e.g., social identities, family, socioeconomic status) impacts student affairs culture and socialization experiences. GPP coursework and field experiences are found at the intersection of the two-dimensional model described above. Within this model, classwork and field experiences reinforce one another as new professionals learn the "nature of 'good practice' in student affairs" (p. 44). For this study, our goal was to understand how the PCASAE were used in the classroom and field experiences. Since ACPA and NASPA jointly crafted and endorsed the 10 [End Page 498] professional competency areas, we recognized a need to understand how these competencies are applied in these sites. METHODOLOGY Using a case study approach, two GPPs in student affairs at public institutions served as bounded cases. The cases were bounded because each site used the PCASAE within the GPP during the 2020–2021 academic year
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