{"title":"Investing in the Educational Success of Black Women and Girls ed. by Lori D. Patton, Venus E. Evans-Winters, and Charlotte E. Jacobs (review)","authors":"Emerald Templeton","doi":"10.1353/csd.2023.0023","DOIUrl":"https://doi.org/10.1353/csd.2023.0023","url":null,"abstract":"","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":"42541195","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}
Earning a college degree can be a transformational life experience for low-income students that breaks cycles of poverty and opens doors to rewarding career opportunities and increased quality of life (White House, 2014). The share of students from low-income backgrounds attending college has increased over the past few decades, and they make up a substantial proportion of today’s college students (Fry & Cilluffo, 2019). However, they are much less likely to complete college compared with their higher-income counterparts (Cahalan et al., 2018, Fry & Cilluffo, 2019; NCES, 2018). Much attention has been paid to the financial factors that influence low-income students’ college completion; however, low-income students face many cultural and social challenges in college that also have implications for their completion and are equally deserving of scholars’ attention (Kezar, 2011). Developing a sense of belonging in culturally alienating college environments that privilege middleand upper-class norms, values, language, and knowledge is one such challenge facing low-income students that has implications for their college success and completion (Hurst, 2010; Soria & Stebleton, 2013; see Strayhorn, 2019 for a comprehensive discussion of college sense of belonging). Researchers have revealed a strong association between sense of belonging and students’ social class and economic background (Bettencourt, 2021; Ostrove & Long, 2007; Soria & Bultmann, 2014). Notably, students from less advantaged economic and class backgrounds typically report a lower sense of belonging in college compared with their middle and upper-class peers (Bettencourt, 2021; Soria & Stebleton, 2013). They also face difficulty finding staff, faculty, and peers to connect with who share their social class backgrounds and experiences. To address gaps in college completion, educators (i.e., faculty, staff) bear responsibility for increasing low-income students’ sense of belonging and identifying assetand strengths-based practices that effectively promote low-income students’ belonging (Colyar, 2011; Rendón & Muñoz, 2011). Validation is one such promising practice that focuses on how student support is delivered by staff and faculty rather than on what specific support offices and services are offered (Rendón & Muñoz, 2011. Validation is a holistic process initiated by educators who (a) proactively reach out to students early on and consistently; (b) build genuine, caring relationships in and out of the classroom; (c) discover and affirm students’ backgrounds and identities; (d) communicate to students that their backgrounds are valuable assets and have a critical role in their education; (e) reassure students of their innate capabilities and potential for success; and (f ) actively connect students to support that is tailored to their Research in Brief Jason C. Garvey, executive associate editor
{"title":"Developing Low-income College Students' Sense of Belonging: The Role of Validation","authors":"Joseph A. Kitchen","doi":"10.1353/csd.2023.0020","DOIUrl":"https://doi.org/10.1353/csd.2023.0020","url":null,"abstract":"Earning a college degree can be a transformational life experience for low-income students that breaks cycles of poverty and opens doors to rewarding career opportunities and increased quality of life (White House, 2014). The share of students from low-income backgrounds attending college has increased over the past few decades, and they make up a substantial proportion of today’s college students (Fry & Cilluffo, 2019). However, they are much less likely to complete college compared with their higher-income counterparts (Cahalan et al., 2018, Fry & Cilluffo, 2019; NCES, 2018). Much attention has been paid to the financial factors that influence low-income students’ college completion; however, low-income students face many cultural and social challenges in college that also have implications for their completion and are equally deserving of scholars’ attention (Kezar, 2011). Developing a sense of belonging in culturally alienating college environments that privilege middleand upper-class norms, values, language, and knowledge is one such challenge facing low-income students that has implications for their college success and completion (Hurst, 2010; Soria & Stebleton, 2013; see Strayhorn, 2019 for a comprehensive discussion of college sense of belonging). Researchers have revealed a strong association between sense of belonging and students’ social class and economic background (Bettencourt, 2021; Ostrove & Long, 2007; Soria & Bultmann, 2014). Notably, students from less advantaged economic and class backgrounds typically report a lower sense of belonging in college compared with their middle and upper-class peers (Bettencourt, 2021; Soria & Stebleton, 2013). They also face difficulty finding staff, faculty, and peers to connect with who share their social class backgrounds and experiences. To address gaps in college completion, educators (i.e., faculty, staff) bear responsibility for increasing low-income students’ sense of belonging and identifying assetand strengths-based practices that effectively promote low-income students’ belonging (Colyar, 2011; Rendón & Muñoz, 2011). Validation is one such promising practice that focuses on how student support is delivered by staff and faculty rather than on what specific support offices and services are offered (Rendón & Muñoz, 2011. Validation is a holistic process initiated by educators who (a) proactively reach out to students early on and consistently; (b) build genuine, caring relationships in and out of the classroom; (c) discover and affirm students’ backgrounds and identities; (d) communicate to students that their backgrounds are valuable assets and have a critical role in their education; (e) reassure students of their innate capabilities and potential for success; and (f ) actively connect students to support that is tailored to their 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":"45723628","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:In institutions of higher education, disability resource professionals (DRPs) have the responsibility of upholding compliance with federal legislation regarding college students with disabilities. Specifically, DRPs are tasked with determining reasonable accommodations to ensure access to all aspects of the campus community while simultaneously maintaining the integrity of academic programs. Despite the complexity of this role, there is limited research and guidance on how to make accommodation decisions. Further, existing guidance provides inconsistent recommendations for practice. As a result, DRPs use multiple, largely unexplored processes to determine accommodations unique to their institutional or professional discretion. The purpose of this study, therefore, was to explore how DRPs approach accommodation decision-making for college students with disabilities. DRP participants discussed factors they considered when making accommodation decisions, processes used to determine accommodations, and exceptions to these processes. The authors conclude with directions for future research and recommendations for higher education disability resources.
{"title":"\"We're not the Gods of Accommodations:\" Disability Resource Professionals and Accommodation Decision-Making","authors":"Morgan M. Strimel, G. Francis, Jodi M. Duke","doi":"10.1353/csd.2023.0015","DOIUrl":"https://doi.org/10.1353/csd.2023.0015","url":null,"abstract":"Abstract:In institutions of higher education, disability resource professionals (DRPs) have the responsibility of upholding compliance with federal legislation regarding college students with disabilities. Specifically, DRPs are tasked with determining reasonable accommodations to ensure access to all aspects of the campus community while simultaneously maintaining the integrity of academic programs. Despite the complexity of this role, there is limited research and guidance on how to make accommodation decisions. Further, existing guidance provides inconsistent recommendations for practice. As a result, DRPs use multiple, largely unexplored processes to determine accommodations unique to their institutional or professional discretion. The purpose of this study, therefore, was to explore how DRPs approach accommodation decision-making for college students with disabilities. DRP participants discussed factors they considered when making accommodation decisions, processes used to determine accommodations, and exceptions to these processes. The authors conclude with directions for future research and recommendations for higher education disability resources.","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":"41964211","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}
Because of ongoing pessimism and frustration with the increased work expectations that do not correlate with increased financial compensation, student affairs professionals are left wondering what the future of student affairs is (21st Century Task Force, 2020). Graduate preparation programs and professional associations that have maintained their position as significant socialization agents for the field (Duran & Allen, 2020; Perez, 2016) are also wrestling with this question. Many student affairs professionals spend several years in graduate school being socialized into ways of being, thinking, and doing that often perpetuate whiteness. This socialization shows up in the classroom where faculty position graduate Students of Color as the experts on race-related issues (Harris & Linder, 2018) while failing to encourage racial identity development among white graduate students (Briscoe & Jones, 2022). This socialization continues as educators become enmeshed in their institution’s culture. When these graduate students transition into full-time employment, the positioning of particular groups of people as experts on certain issues will follow them. The presumption of expertise on certain topics (e.g., anything diversity related) carries over into the availability of professional development opportunities. In recent years, opportunities for student affairs educators to pursue professional development have increased. These opportunities include pursuing additional degrees (e.g., a master’s or doctoral degree or certificates) or learning experiences sponsored by professional associations (e.g., conferences, C.E.Us., or certificates). However, these opportunities come with physical and financial costs that need to be collectively assessed and evaluated by professionals and faculty compared to their effectiveness in enhancing student affairs practice and improving the quality of life for student affairs educators. Graduate preparation programs and professional associations have pushed practitioners and faculty to think about the role of credentialism in perpetuating whiteness, neoliberalism, and labor inequity that fuel our current evolution.
{"title":"Artificial Goods: Credentialism and Student Affairs Professional Development","authors":"Laila I. McCloud, Niki Messmore","doi":"10.1353/csd.2023.0022","DOIUrl":"https://doi.org/10.1353/csd.2023.0022","url":null,"abstract":"Because of ongoing pessimism and frustration with the increased work expectations that do not correlate with increased financial compensation, student affairs professionals are left wondering what the future of student affairs is (21st Century Task Force, 2020). Graduate preparation programs and professional associations that have maintained their position as significant socialization agents for the field (Duran & Allen, 2020; Perez, 2016) are also wrestling with this question. Many student affairs professionals spend several years in graduate school being socialized into ways of being, thinking, and doing that often perpetuate whiteness. This socialization shows up in the classroom where faculty position graduate Students of Color as the experts on race-related issues (Harris & Linder, 2018) while failing to encourage racial identity development among white graduate students (Briscoe & Jones, 2022). This socialization continues as educators become enmeshed in their institution’s culture. When these graduate students transition into full-time employment, the positioning of particular groups of people as experts on certain issues will follow them. The presumption of expertise on certain topics (e.g., anything diversity related) carries over into the availability of professional development opportunities. In recent years, opportunities for student affairs educators to pursue professional development have increased. These opportunities include pursuing additional degrees (e.g., a master’s or doctoral degree or certificates) or learning experiences sponsored by professional associations (e.g., conferences, C.E.Us., or certificates). However, these opportunities come with physical and financial costs that need to be collectively assessed and evaluated by professionals and faculty compared to their effectiveness in enhancing student affairs practice and improving the quality of life for student affairs educators. Graduate preparation programs and professional associations have pushed practitioners and faculty to think about the role of credentialism in perpetuating whiteness, neoliberalism, and labor inequity that fuel our current evolution.","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":"44654033","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:The growing concern about the mental health and psychological distress of first-year students warrants a greater understanding of their well-being. This study explored the insights of 16 staff and service providers who engage with first-year students at a South African peri-urban campus and built on quantitative studies using the Job Demands-Resources (JD-R) model to understand student well-being. In-depth interviews offered insight into the demands and resources experienced by a largely rural student population. Five themes emerged: (a) transition to university life, (b) the nature of the academic environment, (c) the economic experiences of studying, (d) accommodations and facilities, and (e) the complex lives of first-year students. The study informs the JD-R model from a student context. Implications for practice and future research are discussed.
{"title":"Exploring First-Year Students' Demands and Resources in the South African Context","authors":"K. Mostert, Carlien Kahl, Nomfanelo V. Manaka","doi":"10.1353/csd.2023.0016","DOIUrl":"https://doi.org/10.1353/csd.2023.0016","url":null,"abstract":"Abstract:The growing concern about the mental health and psychological distress of first-year students warrants a greater understanding of their well-being. This study explored the insights of 16 staff and service providers who engage with first-year students at a South African peri-urban campus and built on quantitative studies using the Job Demands-Resources (JD-R) model to understand student well-being. In-depth interviews offered insight into the demands and resources experienced by a largely rural student population. Five themes emerged: (a) transition to university life, (b) the nature of the academic environment, (c) the economic experiences of studying, (d) accommodations and facilities, and (e) the complex lives of first-year students. The study informs the JD-R model from a student context. Implications for practice and future 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":"67000584","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":"ACPA – College Student Educators International","authors":"","doi":"10.1353/csd.2023.0025","DOIUrl":"https://doi.org/10.1353/csd.2023.0025","url":null,"abstract":"","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134996138","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}
L. O’Sullivan, Charlene F Belu, Rice B. Fuller, Morgan E. Richard
Abstract:Sexual assault continues to plague college campuses despite years of targeted intervention. Recent prevention efforts have focused on the role of bystanders in reducing rates. However, limited work has explored actual intervention behaviors as opposed to intentions to intervene or reasons why individuals might choose not to help. College students (N = 1219; aged 19–62; 66% women) completed an online survey assessing experiences as a bystander witnessing a sexual assault, willingness to intervene, helping behavior, and associated beliefs and attitudes (rape myth attitudes, perceived peer norms, perceived self-efficacy). Fifteen percent witnessed a recent situation that they believed involved sexual assault, and most students (69%) intervened. Lower rape myth endorsement, greater self-efficacy regarding intervening, and greater perceived norms that peers would intervene on behalf of a peer predicted willingness to intervene. A personal history of sexual assault and knowing of another's assault increased the odds of perceiving an assault was underway. Knowing the victim increased the odds of intervening for all groups except men. Reports were compared among students who identified as men, women, heterosexuals, and sexual minorities. This research advances our understanding of how common it is to witness sexual assault, who is willing to intervene, and cognitive–affective barriers to intervention among college students. Specific recommendations for practitioners and educators are provided.
{"title":"Did You Help? Intervening During Incidents of Sexual Assault Among College Student Bystanders","authors":"L. O’Sullivan, Charlene F Belu, Rice B. Fuller, Morgan E. Richard","doi":"10.1353/csd.2023.0018","DOIUrl":"https://doi.org/10.1353/csd.2023.0018","url":null,"abstract":"Abstract:Sexual assault continues to plague college campuses despite years of targeted intervention. Recent prevention efforts have focused on the role of bystanders in reducing rates. However, limited work has explored actual intervention behaviors as opposed to intentions to intervene or reasons why individuals might choose not to help. College students (N = 1219; aged 19–62; 66% women) completed an online survey assessing experiences as a bystander witnessing a sexual assault, willingness to intervene, helping behavior, and associated beliefs and attitudes (rape myth attitudes, perceived peer norms, perceived self-efficacy). Fifteen percent witnessed a recent situation that they believed involved sexual assault, and most students (69%) intervened. Lower rape myth endorsement, greater self-efficacy regarding intervening, and greater perceived norms that peers would intervene on behalf of a peer predicted willingness to intervene. A personal history of sexual assault and knowing of another's assault increased the odds of perceiving an assault was underway. Knowing the victim increased the odds of intervening for all groups except men. Reports were compared among students who identified as men, women, heterosexuals, and sexual minorities. This research advances our understanding of how common it is to witness sexual assault, who is willing to intervene, and cognitive–affective barriers to intervention among college students. Specific recommendations for practitioners and educators are provided.","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":"48815644","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":"Higher Education Administration for Social Justice and Equity: Critical Perspectives for Leadership ed. by Adrianna Kezar and Julie Posselt (review)","authors":"ReChard Peel, Maurice Shirley","doi":"10.1353/csd.2023.0024","DOIUrl":"https://doi.org/10.1353/csd.2023.0024","url":null,"abstract":"","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":"49450516","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}
Nancy J. Evans, Ellen M. Broido, Jody A. Kunk-Czaplicki, Val M. Erwin, Charlie E. Varland
Abstract:Involvement of students in the cocurriculum is critical to the development of desired outcomes in college. However, the literature on disabled college students centers academic experiences, largely overlooking cocurricular experiences. In this study, we explored the cocurricular involvement of disabled students, examining factors that created barriers for their involvement, how students responded to barriers, factors that made involvement possible, and those that encouraged involvement. Grounded in a critical realist approach to disability, augmented by environmental theories, and employing a descriptive-interpretive design, we used both individual interviews and focus groups to obtain data from 33 disabled students at a midwestern, comprehensive, land-grant university. We found that (a) other people's behaviors and attitudes created more barriers to disabled students' involvement than did physical or organizational factors; (b) participants reported a wide variety of emotional and behavioral responses to the barriers; (c) accessible physical design, flexible organizational policies, and assistance from others made involvement possible; (d) universally designed elements of the physical and organizational environment as well as active support from staff and peers encouraged involvement; and (e) barriers to and encouragers of involvement varied by impairment. We offer implications for further research and practice.
{"title":"Environmental Influences on Disabled Students' Cocurricular Involvement","authors":"Nancy J. Evans, Ellen M. Broido, Jody A. Kunk-Czaplicki, Val M. Erwin, Charlie E. Varland","doi":"10.1353/csd.2023.0014","DOIUrl":"https://doi.org/10.1353/csd.2023.0014","url":null,"abstract":"Abstract:Involvement of students in the cocurriculum is critical to the development of desired outcomes in college. However, the literature on disabled college students centers academic experiences, largely overlooking cocurricular experiences. In this study, we explored the cocurricular involvement of disabled students, examining factors that created barriers for their involvement, how students responded to barriers, factors that made involvement possible, and those that encouraged involvement. Grounded in a critical realist approach to disability, augmented by environmental theories, and employing a descriptive-interpretive design, we used both individual interviews and focus groups to obtain data from 33 disabled students at a midwestern, comprehensive, land-grant university. We found that (a) other people's behaviors and attitudes created more barriers to disabled students' involvement than did physical or organizational factors; (b) participants reported a wide variety of emotional and behavioral responses to the barriers; (c) accessible physical design, flexible organizational policies, and assistance from others made involvement possible; (d) universally designed elements of the physical and organizational environment as well as active support from staff and peers encouraged involvement; and (e) barriers to and encouragers of involvement varied by impairment. We offer implications for further research and practice.","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":"44152188","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}
Tory L. Brundage, Gayle S. Christensen, A. Althauser, Sudha Sharma
EXPANDING INTERNATIONAL EDUCATION Fueled by globalization, technological advances, and more accessible travel, the role of international education on college and university campuses has had a period of immense growth. According to the Institute of International Education's 2019 Open Doors report, just over 340,000 US students participated in a study abroad program for credit during the 2017–2018 academic year. [...]there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. Data Analysis An initial descriptive analysis yielded the means and standard deviations for each matching variable of interest, as well as the zero-order correlation between all matching criteria and the independent variable (see Appendix).
{"title":"Assessing Impact of Study Abroad on Graduation Rates of Underrepresented Students","authors":"Tory L. Brundage, Gayle S. Christensen, A. Althauser, Sudha Sharma","doi":"10.1353/csd.2023.0021","DOIUrl":"https://doi.org/10.1353/csd.2023.0021","url":null,"abstract":"EXPANDING INTERNATIONAL EDUCATION Fueled by globalization, technological advances, and more accessible travel, the role of international education on college and university campuses has had a period of immense growth. According to the Institute of International Education's 2019 Open Doors report, just over 340,000 US students participated in a study abroad program for credit during the 2017–2018 academic year. [...]there is interest among administrators, scholars, instructors, and policymakers to better understand the effects of study abroad on student learning and outcomes. Data Analysis An initial descriptive analysis yielded the means and standard deviations for each matching variable of interest, as well as the zero-order correlation between all matching criteria and the independent variable (see Appendix).","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":"45719627","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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