Journal of College Student Development最新文献

{"title":"International Experiences and Global Competence of Chinese Graduate Students Amid the COVID-19 Pandemic","authors":"Yuhao Cen, Yuan Yang","doi":"10.1353/csd.2023.a907345","DOIUrl":"https://doi.org/10.1353/csd.2023.a907345","url":null,"abstract":"International Experiences and Global Competence of Chinese Graduate Students Amid the COVID-19 Pandemic Yuhao Cen (bio) and Yuan Yang (bio) Graduate education is the fastest-growing segment of postsecondary enrollment in China. In 2011, the total enrollment of graduate students was 1.66 million. In 2021, the number doubled to 3.33 million, among whom 2.82 million were master's students (Ministry of Education, 2022). The central government held the National Graduate Education Congress in 2020, the first of its kind since 1949, highlighting the strategic role of graduate education in economic and social development. A number of policies followed, one promoting the internationalization of graduate education to prepare high-level talents with global competence. Global competence, defined as \"having an open mind while actively seeking to understand cultural norms and expectations of others [and] leveraging this gained knowledge to interact, communicate and work effectively outside one's environment\" (Hunter et al., 2006, p.277), is a multidimensional construct. Many studies have suggested it has three components: (a) knowledge, (b) skills, and (c) attitudes (Deardorff, 2006; Hunter et al., 2006; Olson & Kroeger, 2001; Salzer & Roczen, 2018). Graduate students' global competence can be developed by pursuing degrees abroad or through overseas academic experiences (OAE). Higher education students in China with overseas experience display a significantly higher level of global competence, and studying abroad is the largest impactor of global competence (Cen et al., 2020; Hu & Li, 2021). Internationalizationat-home (IaH), the purposeful integration of international and intercultural experiences for all students within domestic learning environments (Beelen & Jones, 2015), is another approach to cultivating global competence (Cen & Yang, 2022; Flammia et al., 2019; Jon, 2013). In Chinese higher education, students' IaH participation has been much higher than their participation in cross-border activities, while those with overseas experiences have tended to be more active and engaged in IaH (Xu et al., 2019). During the COVID-19 pandemic, academic mobility was impeded by border closures, travel restrictions, and campus lockdowns. The zero-tolerance approach was administered in mainland China for three years following the onset of the pandemic in 2020. Chinese students who had considered pursuing graduate degrees abroad turned to graduate education at home. Meanwhile, international cooperative [End Page 491] Click for larger view View full resolution Table 1. Student Composition and Response Rate programs and overseas academic opportunities were minimized. Did the global competence of graduate students decrease over these three years? Did student participation in IaH activities increase as an alternative? The present study sought to assess the changes in international engagement and global competence among graduate students in China. METHOD Data and Sample T","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":"135807444","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":"Working on \"A Never-Ending Puzzle\": A Narrative Study Examining How Latina Collegians' Mothers Informed Their Meaning Making About Intersecting Identities","authors":"Hannah L. Reyes, Antonio Duran","doi":"10.1353/csd.2023.a907340","DOIUrl":"https://doi.org/10.1353/csd.2023.a907340","url":null,"abstract":"Abstract: Higher education scholarship has underscored how contextual influences within and outside institutional settings influence students' developmental journeys. A subset of research has examined how Latinx/a/o students broach questions of identity while in college and how families inform their development. Yet, little scholarship has investigated how Latina collegians uniquely experience familial influences given their multiple minoritized identities. Centering the stories of 12 Latina collegians, this narrative study explored how they made meaning of their intersecting identities as they entered and moved through higher education, with their maternal relationships as a central area of interest. We studied how Latinas described verbal and implicit messages from their mothers; we then analyzed how these participants discussed their meaning-making processes relative to those messages using the intersectional model of multiple dimensions of identity (Jones et al., 2013) as a framework. Findings revealed the following: (a) maternal figures' early influence on the recognition of one's social location and systems reinforcing their positioning, (b) meaning making in college that complicated what participants learned about their identities from their mothers, and (c) strategies Latina collegians used to reconcile maternal and other external influences as they moved toward living authentically. We provide implications for future research on Latina collegians' identity development, as well as recommendations for higher education and student affairs practice.","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":"135807446","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":"\"I Am Not Latino Enough\": Latinx Ethnic Identity and Participation at La Casa","authors":"Sylvia Martinez, Amy J. Nuñez","doi":"10.1353/csd.2023.a907341","DOIUrl":"https://doi.org/10.1353/csd.2023.a907341","url":null,"abstract":"Abstract: While more Latinx students are enrolling in higher education, underrepresentation in four-year degree attainment persists. Connecting Latinx students with culture centers on college campuses has been a promising intervention. Such centers have been shown to play a critical role in student integration, learning, and, thus, retention of Students of Color. However, we know little about how ethnic identity impacts participation at culture centers and why racially/ethnically minoritized students do not access these resources. Using a LatCrit theoretical framework, this mixed method study explored the role that Latinx ethnic identity played in participation at a Latinx cultural center and identified the reasons for participation (or lack thereof). Results showed that for many Latinx students, the culture center on campus was a place that felt \"like home,\" as other research corroborates. For others, such as multiracial Latinx students, it was a place where ethnic identities were questioned because they failed to fit essentialist notions of Latinx identity. Recommendations point to the increased need for campus programming that disrupts monolithic conceptualizations of Latinx ethnic identity and fills the needs of an increasingly diverse Latinx student population on college and university campuses.","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":"135807442","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":"Spirituality Empowers Black Leadership: A Phenomenological Study of Black Men College Students Leaders","authors":"Keven Allen, Cristobal Salinas, Deborah L. Floyd","doi":"10.1353/csd.2023.a907338","DOIUrl":"https://doi.org/10.1353/csd.2023.a907338","url":null,"abstract":"Abstract: In this qualitative study, the spiritual experiences and leadership of 15 Black collegiate men enrolled at higher education institutions were examined. The purpose of this phenomenological study was to understand how Black men student leaders make meaning of spirituality. The first finding described how Black men students make meaning of spirituality to navigate life challenges and empower their leadership. The second finding revealed how Black men student leaders defined spirituality, which was influenced by but not exclusive to their religious beliefs. And the last finding underscored who they were as Black men and leaders, providing context to spirituality's meaning in their leadership experiences. Overall, the central focus of this study was the phenomenon of spirituality and leadership; however, this study revealed that research needs to focus on the intersection of leadership development, racial identity development, and spirituality. This article provides recommendations for administrators, faculty, and staff to be more inclusive of spirituality in the leadership development of Black men college students.","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":"135807443","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":"\"We Can Change our Society\": Korean College Student Activists' Motivations, Experiences, and Perceptions","authors":"Jessie Jungeun Hong-Dwyer","doi":"10.1353/csd.2023.a907343","DOIUrl":"https://doi.org/10.1353/csd.2023.a907343","url":null,"abstract":"Abstract: Student activism plays an important role in student development, so understanding student activists' thoughts, identifying challenges they have encountered, and figuring out ways to support their activities are critical for higher education institutions. A group of college students in Korea has established a student organization actively engaging in varying ways to address the Japanese military sexual slavery (so-called \"comfort women\") issue. This study examined the motivations, experiences, and perceptions of Korean college students actively participating in this work. Using a case study research design, in-depth, open-ended, semi-structured interviews with 10 organization members were collected and analyzed thematically. Relevant documents showing their various activities were also collected as supplementary data for better understanding of the context. Participants' desire for engagement, the benefits they gained from the KorPeaceWomen activities (i.e., personal growth, sense of solidarity, and awareness of other issues), and overcoming challenges show their development. However, it is necessary to consider the cultural, historical, social, and political contexts in Korea to fully understand their challenges and concerns as student activists. The findings may help us understand student activists' motives, concerns, and needs and explore their engagement as a form of 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":"135807448","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":"Development of a College Student Validation Survey: A Design-Based Research Approach","authors":"Toni A. May, Dara Bright, Y. Fan, Chris Fornaro, Kristin L. K. Koskey, T. Heverin","doi":"10.1353/csd.2023.a901175","DOIUrl":"https://doi.org/10.1353/csd.2023.a901175","url":null,"abstract":"Rendón’s (1994) seminal research on validation theory (VT) provided a model for understanding how validating experiences can positively influence “culturally diverse” (p. 33) students in higher education. Validation is “an enabling, confirming and supportive process initiated by inand out-of-class agents that fosters academic and interpersonal development” (Rendón, 1994, p. 44) and is critical for the transition, persistence, and success of college students (Rendón, 1994, 2002). Through this theoretical model, scholars have extensively explored how institutions can provide validating experiences by developing supportive learning environments for general undergraduate populations and specific groups such as Black, Latinx, low-income, first-generation, and two-year college students (e.g., Allen, 2016; Bauer, 2014). Many prior studies have relied on qualitative methods. While Rendón and Muñoz (2011) have called for further study of validation’s impact on student outcomes through quantitative methods, few quantitative instruments of VT exist. The primary tool used for assessing VT consists of two scales from the larger Diverse Learning Environments (DLE; Hurtado et al., 2011) survey that have demonstrated their effectiveness for measuring academic validation in class and general interpersonal validation among college students at large (Hurtado et al., 2015). DLE scales were not, however, designed to match Rendón’s full fourcomponent conception of VT (i.e., academic in-class, academic out-of-class, interpersonal in-class, interpersonal out-of-class). Thus, a new measure of VT is necessary to capture quantitative information aligned with Rendón’s model. The purpose of this study was to expand the field of quantitative VT research by presenting validity evidence from a new survey entitled the Validation Theory Survey (VTS) that was designed to align with Rendón’s VT model and to be used with undergraduate students. One overarching research question guided this study: To what extent did validity evidence (i.e., content, response process, consequential, and internal structure) support the use of the VTS to evaluate undergraduates’ perceptions of their academic and interpersonal validating experiences inside and outside higher education classrooms?","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41304122","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":"Development and Validation of a Survey to Identify Predictors of Choice and Early Departure Among Tennessee Promise Scholarship Recipients","authors":"J. P. Biddix, Gresham D. Collom","doi":"10.1353/csd.2023.a901174","DOIUrl":"https://doi.org/10.1353/csd.2023.a901174","url":null,"abstract":"The decision to attend community or technical college is influenced by a variety of individual and institutional factors, including financial barriers, academic preparation and selfefficacy, and support structures (Perna, 2006). To address the cost of college, the most consistent barrier to enrollment for students (Kelchen et al., 2017; Kinzie et al., 2004), several states and individual institutions introduced “free” college, or “promise” initiatives (Perna et al., 2017). Early research on these programs has shown that although enrollment rates increased (Collom, 2022; Jaggars, 2020), traditionally underserved students, including low-income and marginalized populations, still face significant barriers (Collom et al., 2021; Perna et al., 2021). Many of these factors persist beyond the initial barrier of enrolling in college and influence the decision to drop out. To date, no survey instruments specific to the college choice and early departure process within the context of promise programs have been published. The purpose of this study was to develop and validate an instrument to reveal factors affecting college choice and early community or technical college departure among promiseeligible students. The instrument was developed using a sequential exploratory mixed-methods design (Creswell & Plano-Clark, 2017), where the results of an initial exploratory qualitative phase were used to develop and validate a survey in a sequential quantitative phase (Biddix, 2018; Greene et al., 1989). The resulting instrument may be used by student and academic affairs professionals, especially in admissions, advising, and retention, to understand factors that specifically affect college choice and departure for this population. In addition, such understanding bears implications for policy, practice, and research on student success.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585975","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 Family in the Civic Lives of Undocumented Asian College Students","authors":"C. M. Alcantar, Rachel E. Freeman-Wong, Victoria Kim, 'Inoke Hafoka, Trisha Mazumder, Set Hernandez Rongkilyo","doi":"10.1353/csd.2023.a901171","DOIUrl":"https://doi.org/10.1353/csd.2023.a901171","url":null,"abstract":"Abstract:Stemming from a participatory action research approach, this qualitative study examined the role of family in the civic development of undocumented Asian college students. Guided by theories of civic development, family politics, and family activism, this study presents three portraits of undocumented Asian college students to draw attention to the central role of both given and chosen families in supporting undocumented Asian (Chinese and Filipino) students’ civic development and engagement. Through the three portraits, we highlighted the intergenerational and intragenerational transmission of civic values and engagement and a broader conceptualization of family in the lives of undocumented Asian students. This research has important implications for understanding how family is a central pillar of activism and resistance against an oppressive society for undocumented and mixed-status immigrant families.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816194","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":"Humanizing Academic Advising: Using Culturally Responsive Approaches to Advise Students of Color","authors":"J. Ford, Dawn Y. Matthews, Francine A. Coker","doi":"10.1353/csd.2023.a901176","DOIUrl":"https://doi.org/10.1353/csd.2023.a901176","url":null,"abstract":"Academic advising, an acknowledged necessity for all college students, can be particularly beneficial for Students of Color due to the increasing disparities in academic settings (see Matthews et al., 2022; Museus & Ravello, 2010; Smith et al., 2021). Many practitioners view advising as “the provision of educationally related information and guidance to students confronted with choices and alternative paths in their education” (Trombley & Holmes, 1981, p. 2). Advising should be viewed as an ongoing, multilayered, and multidimensional process between students and student affairs professionals (SAPs). The benefits of academic advising in college settings have been well-established (Bloom et al., 2008; Ford et al., 2021), but college campuses operate as racialized organizations (Ray, 2019), which affects all aspects of campus life for Students of Color (Matthews et al., 2021). As such, we base this scholarship on our personal and professional experiences as SAPs committed to the retention, matriculation, and graduation of Students of Color. Collectively, our experiences span multiple institution types and a wide range of roles, but one constant remains for each of us: centering the understanding and pursuit of humanizing culturally responsive academic advising practices for Students of Color. This scholarship is intended to serve as a call to action for all academic advisors and educators to be bold, genuine, and innovative in their attempts to prepare Students of Color at a time when existing racial inequities are exacerbated by the COVID-19 pandemic. To do this, we present two overarching challenges facing Students of Color and offer recommendations in the ongoing effort to recruit, retain, and advise this population.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46743090","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":"Using Veteran Critical Theory to Understand the Experiences of Student Veterans: The Role of Buddies and Camaraderie Along the Road of Higher Education","authors":"David Kartchner, Kristin Ann Searle","doi":"10.1353/csd.2023.a901170","DOIUrl":"https://doi.org/10.1353/csd.2023.a901170","url":null,"abstract":"Abstract:Veterans are a growing presence on higher education campuses around the country, and as they become more ubiquitous, there is an increasing need to better understand this unique population of students. Veteran critical theory (VCT) addresses the necessity of understanding the student veteran experience by focusing on their narratives and counternarratives while pushing for a generative model of practice and inquiry. We report on data from a study of student veterans’ experiences of higher education, with a particular focus on the importance of friendships and camaraderie with other student veterans in their ongoing educational journeys. The project was conducted as a thematic narrative analysis using journey maps and a single interview, which was analyzed using VCT. We found that friendships, camaraderie, and purpose are important factors in the educational journeys of student veterans. We conclude with a discussion of how our findings contribute to the elaboration of VCT.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44902981","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}