Pub Date : 2023-05-01DOI: 10.1353/csd.2023.a901172
Robin Hill, Stuart I. Hammond
Abstract:Service-learning is a pedagogical practice that enhances university coursework through volunteering. Current challenges for the field are understanding the benefits of service-learning in relation to volunteering and with regard to pre-service student characteristics. Although students are the focus of service-learning research and practice, understanding how institutions structure service-learning is needed to appreciate its benefits. A model of institutional structuring of service-learning (offered or not, elective or mandatory) is presented. The model is used to inform a study of the academic, psychological, and prosocial characteristics among 266 undergraduate students enrolled in an elective service-learning course at a single large Canadian public university. The study revealed four groups of students: (a) service-learners with prior volunteer engagements, (b) volunteers, (c) non-volunteers, and (d) service-learners with no prior volunteer engagements. The paper is the first to identify and examine service-learners with no prior volunteer engagements and to situate these students in the context of other service-learners, volunteers, and non-volunteers. Although service-learners with prior volunteer engagement resembled volunteers, service-learners with no other volunteer engagement differed from all other groups. The findings are discussed with regard to the benefits of service-learning and volunteering in a variety of institutions.
{"title":"Service-Learning as Entry Into or Enhancement of University Volunteering? Student Characteristics at an Elective Service-Learning Institution","authors":"Robin Hill, Stuart I. Hammond","doi":"10.1353/csd.2023.a901172","DOIUrl":"https://doi.org/10.1353/csd.2023.a901172","url":null,"abstract":"Abstract:Service-learning is a pedagogical practice that enhances university coursework through volunteering. Current challenges for the field are understanding the benefits of service-learning in relation to volunteering and with regard to pre-service student characteristics. Although students are the focus of service-learning research and practice, understanding how institutions structure service-learning is needed to appreciate its benefits. A model of institutional structuring of service-learning (offered or not, elective or mandatory) is presented. The model is used to inform a study of the academic, psychological, and prosocial characteristics among 266 undergraduate students enrolled in an elective service-learning course at a single large Canadian public university. The study revealed four groups of students: (a) service-learners with prior volunteer engagements, (b) volunteers, (c) non-volunteers, and (d) service-learners with no prior volunteer engagements. The paper is the first to identify and examine service-learners with no prior volunteer engagements and to situate these students in the context of other service-learners, volunteers, and non-volunteers. Although service-learners with prior volunteer engagement resembled volunteers, service-learners with no other volunteer engagement differed from all other groups. The findings are discussed with regard to the benefits of service-learning and volunteering in a variety of institutions.","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":"44424707","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 : 2023-05-01DOI: 10.1353/csd.2023.a901168
Ezekiel W. Kimball, Rachel E. Friedensen, Andrew G. Ryder
Abstract:Student affairs professionals face increasing pressure from ideologies, people, and organizations outside of higher education institutions. Historically, student affairs practice has been focused on student development theory. In this constructivist grounded theory study, we explore this tension using interviews with 21 early-career, mid-level, and senior student affairs practitioners. Our findings highlight the complex forces now shaping student affairs practice, including external demands related to (a) efficacy and efficiency of student services; (b) compliance with local, state, and federal laws; and (c) student and public relations crises. We theorize these pressures relative to Foucault’s thinking about surveillance and self-regulation within total institutional spaces, using these ideas to offer new insight into student affairs practice.
{"title":"“Referees on a Field:” A Grounded Theory Analysis of How Student Affairs Professionals Think About External Demands on Practice","authors":"Ezekiel W. Kimball, Rachel E. Friedensen, Andrew G. Ryder","doi":"10.1353/csd.2023.a901168","DOIUrl":"https://doi.org/10.1353/csd.2023.a901168","url":null,"abstract":"Abstract:Student affairs professionals face increasing pressure from ideologies, people, and organizations outside of higher education institutions. Historically, student affairs practice has been focused on student development theory. In this constructivist grounded theory study, we explore this tension using interviews with 21 early-career, mid-level, and senior student affairs practitioners. Our findings highlight the complex forces now shaping student affairs practice, including external demands related to (a) efficacy and efficiency of student services; (b) compliance with local, state, and federal laws; and (c) student and public relations crises. We theorize these pressures relative to Foucault’s thinking about surveillance and self-regulation within total institutional spaces, using these ideas to offer new insight into student affairs practice.","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":"42285289","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 : 2023-05-01DOI: 10.1353/csd.2023.a901169
Ellen M. Broido, Val M. Erwin, Katherine N. Stygles, Lawryn Fraley, Rachel Najdek
Abstract:We explored how students engaged in disability leadership and activism changed their understandings of disability and the implications of those changes. Disability has multiple and contested definitions; understanding how students construct disabled identities individually and collectively will help higher education professionals foster disabled students’ development of affirmative, collective, and politicized identities for themselves and for disabled people generally as well as guide disabled students to engage in more effective social change efforts. Significant catalysts of students’ affirmative disability identity development include gaining disability content knowledge, experiencing disability community, rejecting internalized ableism, and experiencing disability through minoritized identities. One notable consequence of this development is these students’ shift from identifying themselves with diagnosis-specific labels to identifying as disabled and recognizing that term as encompassing all forms of disability. Additionally, they were better able to label and address ableism, and they expressed the need to engage in cross-disability collective activism. Implications call for professionals in higher education to provide exposure to multiple models of disability, support the development of disability community, and help disabled students recognize the implications of their intersecting identities.
{"title":"“Disability is Something You Can be Proud Of”: College Student Activists Claiming Disability Identities and Creating Cross-disability Communities","authors":"Ellen M. Broido, Val M. Erwin, Katherine N. Stygles, Lawryn Fraley, Rachel Najdek","doi":"10.1353/csd.2023.a901169","DOIUrl":"https://doi.org/10.1353/csd.2023.a901169","url":null,"abstract":"Abstract:We explored how students engaged in disability leadership and activism changed their understandings of disability and the implications of those changes. Disability has multiple and contested definitions; understanding how students construct disabled identities individually and collectively will help higher education professionals foster disabled students’ development of affirmative, collective, and politicized identities for themselves and for disabled people generally as well as guide disabled students to engage in more effective social change efforts. Significant catalysts of students’ affirmative disability identity development include gaining disability content knowledge, experiencing disability community, rejecting internalized ableism, and experiencing disability through minoritized identities. One notable consequence of this development is these students’ shift from identifying themselves with diagnosis-specific labels to identifying as disabled and recognizing that term as encompassing all forms of disability. Additionally, they were better able to label and address ableism, and they expressed the need to engage in cross-disability collective activism. Implications call for professionals in higher education to provide exposure to multiple models of disability, support the development of disability community, and help disabled students recognize the implications of their intersecting identities.","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":"43479887","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}
Abstract:Previous research has documented that lesbian, gay, bisexual, and transgender (LGBT) university students face more hostile campus environments than their heterosexual, cisgender (nontrans-gender) peers. Less is known, however, about the independent relationship between gender expression and students’ undergraduate experiences. This study used undergraduate survey data from a large, multi-campus university system to describe associations between cisgender students’ conforming and nonconforming gender expression and their experience of campus climate, ability to meet basic needs, and academic engagement. The results suggest that cisgender students with non-conforming gender expression are marginalized in the university community, experience a worse climate, and feel less safe on campus on average. In addition, gay and bisexual cisgender men who have nonconforming-gender expression have far more concerns about meeting basic needs.
{"title":"Gender Expression and Students’ Lived Experiences on College Campuses","authors":"J. V. Van Matre","doi":"10.3102/1581232","DOIUrl":"https://doi.org/10.3102/1581232","url":null,"abstract":"Abstract:Previous research has documented that lesbian, gay, bisexual, and transgender (LGBT) university students face more hostile campus environments than their heterosexual, cisgender (nontrans-gender) peers. Less is known, however, about the independent relationship between gender expression and students’ undergraduate experiences. This study used undergraduate survey data from a large, multi-campus university system to describe associations between cisgender students’ conforming and nonconforming gender expression and their experience of campus climate, ability to meet basic needs, and academic engagement. The results suggest that cisgender students with non-conforming gender expression are marginalized in the university community, experience a worse climate, and feel less safe on campus on average. In addition, gay and bisexual cisgender men who have nonconforming-gender expression have far more concerns about meeting basic needs.","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":"44360207","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 : 2023-05-01DOI: 10.1353/csd.2023.a901178
Krista M. Soria
{"title":"Social Class Supports: Programs and Practices to Serve and Sustain Poor and Working-Class Students Through Higher Education ed. by Georgianna L. Martin and Sonja Ardoin (review)","authors":"Krista M. Soria","doi":"10.1353/csd.2023.a901178","DOIUrl":"https://doi.org/10.1353/csd.2023.a901178","url":null,"abstract":"","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":"45610868","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 : 2023-05-01DOI: 10.1353/csd.2023.a901173
Joseph Charles Van Matre
Previous research has documented that lesbian, gay, bisexual, and transgender (LGBT) university students face more hostile campus environments than their heterosexual, cisgender (nontrans-gender) peers. Less is known, however, about the independent relationship between gender expression and students’ undergraduate experiences. This study used undergraduate survey data from a large, multi-campus university system to describe associations between cisgender students’ conforming and nonconforming gender expression and their experience of campus climate, ability to meet basic needs, and academic engagement. The results suggest that cisgender students with non-conforming gender expression are marginalized in the university community, experience a worse climate, and feel less safe on campus on average. In addition, gay and bisexual cisgender men who have nonconforming-gender expression have far more concerns about meeting basic needs.
{"title":"Gender Expression and Students’ Lived Experiences on College Campuses","authors":"Joseph Charles Van Matre","doi":"10.1353/csd.2023.a901173","DOIUrl":"https://doi.org/10.1353/csd.2023.a901173","url":null,"abstract":"Previous research has documented that lesbian, gay, bisexual, and transgender (LGBT) university students face more hostile campus environments than their heterosexual, cisgender (nontrans-gender) peers. Less is known, however, about the independent relationship between gender expression and students’ undergraduate experiences. This study used undergraduate survey data from a large, multi-campus university system to describe associations between cisgender students’ conforming and nonconforming gender expression and their experience of campus climate, ability to meet basic needs, and academic engagement. The results suggest that cisgender students with non-conforming gender expression are marginalized in the university community, experience a worse climate, and feel less safe on campus on average. In addition, gay and bisexual cisgender men who have nonconforming-gender expression have far more concerns about meeting basic needs.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135382869","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 : 2023-05-01DOI: 10.1353/csd.2023.a901177
K. Cho
{"title":"Campus Counterspaces: Black and Latinx Students’ Search for Community at Historically White Institutions by Micere Keels (review)","authors":"K. Cho","doi":"10.1353/csd.2023.a901177","DOIUrl":"https://doi.org/10.1353/csd.2023.a901177","url":null,"abstract":"","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":"49586437","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}
Daniel Tillapaugh, Nancy J. Evans, Ellen M. Broido, Jody A. Kunk-Czaplicki, Val M. Erwin, Charlie E. Varland, Morgan M. Strimel, G. Francis, Jodi M. Duke, K. Mostert, Carlien Kahl, Nomfanelo V. Manaka, Yifei Li, L. O’Sullivan, Charlene F Belu, Rice B. Fuller, Morgan E. Richard, T. Strayhorn, Joseph A. Kitchen, Tory L. Brundage, Gayle S. Christensen, A. Althauser, Sudha Sharma, Laila I. McCloud, Niki Messmore, Emerald Templeton, ReChard Peel, Maurice Shirley
Abstract:In this article, I explore the individual and systemic impact of hegemonic masculinity on college men serving as peer educators in sexual violence prevention programs. This ethnographic study was completed during the 2017–2018 academic year at a public university in the Southwest. Following an organization in the midst of a great deal of transition, I observed how hegemonic masculinity, particularly by way of male/men privilege and cisheteropatriarchy, was entrenched, actualized through curriculum, and occasionally resisted and critiqued. Through this article, I outline how the program allowed college men participants opportunities for further self-awareness around hegemonic masculinity, yet the program's systemic outcomes did not always play out in expected ways. Implications for future practice and research are discussed.
{"title":"Individual and Systemic Impacts of Hegemonic Masculinity on College Men Sexual Violence Peer Educators","authors":"Daniel Tillapaugh, Nancy J. Evans, Ellen M. Broido, Jody A. Kunk-Czaplicki, Val M. Erwin, Charlie E. Varland, Morgan M. Strimel, G. Francis, Jodi M. Duke, K. Mostert, Carlien Kahl, Nomfanelo V. Manaka, Yifei Li, L. O’Sullivan, Charlene F Belu, Rice B. Fuller, Morgan E. Richard, T. Strayhorn, Joseph A. Kitchen, Tory L. Brundage, Gayle S. Christensen, A. Althauser, Sudha Sharma, Laila I. McCloud, Niki Messmore, Emerald Templeton, ReChard Peel, Maurice Shirley","doi":"10.1353/csd.2023.0013","DOIUrl":"https://doi.org/10.1353/csd.2023.0013","url":null,"abstract":"Abstract:In this article, I explore the individual and systemic impact of hegemonic masculinity on college men serving as peer educators in sexual violence prevention programs. This ethnographic study was completed during the 2017–2018 academic year at a public university in the Southwest. Following an organization in the midst of a great deal of transition, I observed how hegemonic masculinity, particularly by way of male/men privilege and cisheteropatriarchy, was entrenched, actualized through curriculum, and occasionally resisted and critiqued. Through this article, I outline how the program allowed college men participants opportunities for further self-awareness around hegemonic masculinity, yet the program's systemic outcomes did not always play out in expected ways. Implications for future practice and research are discussed.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262844","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}
Abstract:We describe relationships among epistemological, interpersonal, and intrapersonal development in Chinese college students from the perspective of self-authorship theory. The themes that emerged from interviews with 13 junior or senior students offer insights into unique aspects of self-authorship development in the Chinese higher education context as well as similarities to development in the US context. We used students' narratives about their college experiences to illustrate their journey toward self-authorship. Findings suggest that a style based on hierarchy and interpersonal connection in Chinese culture plays an important role in student development.
{"title":"Self-Authorship Development of Chinese College Students: Relationships Among Epistemological, Interpersonal, and Intrapersonal Dimensions","authors":"Yifei Li, Ellen M. Broido","doi":"10.1353/csd.2023.0017","DOIUrl":"https://doi.org/10.1353/csd.2023.0017","url":null,"abstract":"Abstract:We describe relationships among epistemological, interpersonal, and intrapersonal development in Chinese college students from the perspective of self-authorship theory. The themes that emerged from interviews with 13 junior or senior students offer insights into unique aspects of self-authorship development in the Chinese higher education context as well as similarities to development in the US context. We used students' narratives about their college experiences to illustrate their journey toward self-authorship. Findings suggest that a style based on hierarchy and interpersonal connection in Chinese culture plays an important role in student development.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451805","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}
1 LLCs are typically defined as “a group of students who live together in the same on-campus building and share similar academic or special interests” (Inkelas et al., 2018, p. 1). Strong social connections and supportive relationships with others on campus have been consistently linked with college students’ sense of belonging, a major correlate of educational success (Strayhorn, 2019). Sense of belonging refers to the “psychological sense that one is a valued member of the college community” (Hausmann et al., 2007, p. 804). It is, indeed, “a feeling that members matter to one another . . . and a shared faith that members’ needs will be met through their commitment to be together” (Strayhorn, 2019, p. 11). Although a basic human need, belonging takes on heightened importance in some college settings, especially for ethnoracial minorities in majority institutions such as Black students at predominantly White institutions (PWIs), professional schools (Strayhorn, 2020a), and historically Black colleges and universities (HBCUs) (Strayhorn, 2021). The weight of empirical evidence consistently shows that Black students’ sense of belonging, like their non-Black peers, is positively associated with critical learning and development outcomes, including grades, identity, and persistence (Jessup-Anger et al., 2012; Maestas et al., 2007; Rhee, 2008; Strayhorn, 2020b). Prior scholarship has established that myriad factors shape college students’ sense of belonging, including aspects of one’s campus environment, namely students’ living arrangements and learning conditions (Johnson et al., 2007). To this end, many colleges and universities established cultural centers, firstyear seminars within year-long experiences, and living–learning communities (LLCs)1 as high-impact practices (i.e., time-intensive academic experiences that provide structured opportunities potent for catalyzing growth; Kuh & O’Donnell, 2013; Kuh et al., 2017) that connect academic and social aspects of college life, emphasize certain learning foci, and provide supportive social networks for students to engage in challenging educational opportunities (Inkelas & Weisman, 2003). Such initiatives are also increasingly present at HBCUs (Strayhorn, 2021). Existing research has demonstrated the Research in Brief Jason C. Garvey, executive associate editor
1有限责任公司通常被定义为“一群住在同一栋校园建筑里，有着相似学术或特殊兴趣的学生”(Inkelas等人，2018年，第1页)。与校园内其他人的强大社会联系和支持关系一直与大学生的归属感有关，归属感是教育成功的主要相关因素(Strayhorn, 2019)。归属感是指“一个人作为大学社区的重要成员的心理感觉”(Hausmann et al.， 2007, p. 804)。事实上，这是“一种成员之间相互关心的感觉……以及一种共同的信念，即成员的需求将通过他们在一起的承诺得到满足”(斯特雷霍恩，2019年，第11页)。虽然归属感是一种基本的人类需求，但在一些大学环境中，归属感变得更加重要，尤其是对多数机构中的少数民族来说，比如白人占主导地位的机构(pis)、专业学校(Strayhorn, 2020a)和历史上的黑人学院和大学(HBCUs)的黑人学生(Strayhorn, 2021)。经验证据的权重一致表明，黑人学生的归属感与他们的非黑人同龄人一样，与关键的学习和发展结果呈正相关，包括成绩、身份和坚持(Jessup-Anger et al.， 2012;Maestas et al.， 2007;Rhee, 2008;Strayhorn, 2020 b)。先前的学术研究已经确定，影响大学生归属感的因素有很多，包括校园环境的各个方面，即学生的生活安排和学习条件(Johnson et al.， 2007)。为此，许多学院和大学建立了文化中心，一年的第一年研讨会，生活学习社区(llc)1作为高影响力的实践(即，时间密集的学术经验，提供结构化的机会，有力地催化成长;Kuh & O 'Donnell, 2013;Kuh等人，2017)将大学生活的学术和社会方面联系起来，强调一定的学习重点，并为学生提供支持性的社会网络，以参与具有挑战性的教育机会(Inkelas & Weisman, 2003)。这种举措也越来越多地出现在hbcu中(Strayhorn, 2021)。现有的研究已经证明了简要的研究，执行副主编杰森C.加维
{"title":"Estimating Differences in the Effects of Living–Learning Community Participation on Black Students' Sense of Belonging at Predominantly White and Historically Black Colleges and Universities","authors":"T. L. Strayhorn","doi":"10.1353/csd.2023.0019","DOIUrl":"https://doi.org/10.1353/csd.2023.0019","url":null,"abstract":"1 LLCs are typically defined as “a group of students who live together in the same on-campus building and share similar academic or special interests” (Inkelas et al., 2018, p. 1). Strong social connections and supportive relationships with others on campus have been consistently linked with college students’ sense of belonging, a major correlate of educational success (Strayhorn, 2019). Sense of belonging refers to the “psychological sense that one is a valued member of the college community” (Hausmann et al., 2007, p. 804). It is, indeed, “a feeling that members matter to one another . . . and a shared faith that members’ needs will be met through their commitment to be together” (Strayhorn, 2019, p. 11). Although a basic human need, belonging takes on heightened importance in some college settings, especially for ethnoracial minorities in majority institutions such as Black students at predominantly White institutions (PWIs), professional schools (Strayhorn, 2020a), and historically Black colleges and universities (HBCUs) (Strayhorn, 2021). The weight of empirical evidence consistently shows that Black students’ sense of belonging, like their non-Black peers, is positively associated with critical learning and development outcomes, including grades, identity, and persistence (Jessup-Anger et al., 2012; Maestas et al., 2007; Rhee, 2008; Strayhorn, 2020b). Prior scholarship has established that myriad factors shape college students’ sense of belonging, including aspects of one’s campus environment, namely students’ living arrangements and learning conditions (Johnson et al., 2007). To this end, many colleges and universities established cultural centers, firstyear seminars within year-long experiences, and living–learning communities (LLCs)1 as high-impact practices (i.e., time-intensive academic experiences that provide structured opportunities potent for catalyzing growth; Kuh & O’Donnell, 2013; Kuh et al., 2017) that connect academic and social aspects of college life, emphasize certain learning foci, and provide supportive social networks for students to engage in challenging educational opportunities (Inkelas & Weisman, 2003). Such initiatives are also increasingly present at HBCUs (Strayhorn, 2021). Existing research has demonstrated the Research in Brief Jason C. Garvey, executive associate editor","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46093810","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}
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