This article reports findings from semi‐structured, individual interviews with 14 Black women faculty and administrators to decipher the ways Black feminist thought (BFT) informed and was evident in their work with students.
{"title":"Black women faculty and administrators leveraging Black feminist consciousness to enhance the experiences of postsecondary college students","authors":"Nicole M. West","doi":"10.1002/ss.20471","DOIUrl":"https://doi.org/10.1002/ss.20471","url":null,"abstract":"This article reports findings from semi‐structured, individual interviews with 14 Black women faculty and administrators to decipher the ways Black feminist thought (BFT) informed and was evident in their work with students.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77952270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Black cis/trans women faculty face many challenges that impact their access to and success within administrative positions. We use critical race feminism (CRF) to highlight the role of mentoring in subverting multiple axes of power Black women encounter along the pathway to academic administration.
{"title":"Mentoring to subvert racialized‐gendered spaces: Critical perspectives of black women academic administrators","authors":"Deirdre Cobb-Roberts, T. Esnard","doi":"10.1002/ss.20472","DOIUrl":"https://doi.org/10.1002/ss.20472","url":null,"abstract":"Black cis/trans women faculty face many challenges that impact their access to and success within administrative positions. We use critical race feminism (CRF) to highlight the role of mentoring in subverting multiple axes of power Black women encounter along the pathway to academic administration.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87784189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As editor of the 2003 New Directions for Student Services monograph that centered the experiences of Black women in US higher education, my present observation is this: although strides have been made, Black women continue to face stalling, stone walling, and diversion tactics that impede our inclusion in the academy. In this issue, we are “reclaiming our time” to refocus attention on issues that illuminate our current positioning in higher education, as well as strategies with potential to enhance our success and well‐being in the next 20 years.
{"title":"Black Women in higher education reclaiming our time","authors":"Mary F. Howard-Hamilton","doi":"10.1002/ss.20462","DOIUrl":"https://doi.org/10.1002/ss.20462","url":null,"abstract":"As editor of the 2003 New Directions for Student Services monograph that centered the experiences of Black women in US higher education, my present observation is this: although strides have been made, Black women continue to face stalling, stone walling, and diversion tactics that impede our inclusion in the academy. In this issue, we are “reclaiming our time” to refocus attention on issues that illuminate our current positioning in higher education, as well as strategies with potential to enhance our success and well‐being in the next 20 years.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75745235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The editors describe the purpose of and continuing need for this 20th anniversary edition, explicate their positionality as Black women who study Black women's experiences in higher education and student affairs, and introduce the contents of the 2023 monograph.
{"title":"The state of Black women in higher education: A critical perspective 20 years later","authors":"Nicole M. West, C. Porter","doi":"10.1002/ss.20463","DOIUrl":"https://doi.org/10.1002/ss.20463","url":null,"abstract":"The editors describe the purpose of and continuing need for this 20th anniversary edition, explicate their positionality as Black women who study Black women's experiences in higher education and student affairs, and introduce the contents of the 2023 monograph.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77858563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating the conditions for thriving at a Catholic Hispanic‐Serving Institution (C‐HSI) through culturally engaging ministry","authors":"John DeCostanza, Gina A. Garcia","doi":"10.1002/ss.20454","DOIUrl":"https://doi.org/10.1002/ss.20454","url":null,"abstract":"","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73535354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Grounding summer bridge programs in virtual cultural engagement strategies during an international pandemic: Future considerations for practice","authors":"Charles Lu, Shannon Milligan","doi":"10.1002/ss.20452","DOIUrl":"https://doi.org/10.1002/ss.20452","url":null,"abstract":"","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89287342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacqueline Mac, Sara Boxell Hoang, Pratna Kem, P. Kiang, Devan R Romero, K. D’Anna-Hernandez
{"title":"Leveraging culture and identity in writing‐intensive initiatives and courses at minority serving institutions","authors":"Jacqueline Mac, Sara Boxell Hoang, Pratna Kem, P. Kiang, Devan R Romero, K. D’Anna-Hernandez","doi":"10.1002/ss.20455","DOIUrl":"https://doi.org/10.1002/ss.20455","url":null,"abstract":"","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74044412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Authors discuss traps institutional leaders may fall into when supporting or leveraging high‐impact practices to promote equitable student success and then provide recommendations for leaders to support educators in cultivating culturally relevant and responsive practices for diverse student populations that can become high impact.
{"title":"How institutional leaders can support educators in making practices high impact","authors":"Lucy A. LePeau, Samuel D. Museus","doi":"10.1002/ss.20456","DOIUrl":"https://doi.org/10.1002/ss.20456","url":null,"abstract":"Abstract Authors discuss traps institutional leaders may fall into when supporting or leveraging high‐impact practices to promote equitable student success and then provide recommendations for leaders to support educators in cultivating culturally relevant and responsive practices for diverse student populations that can become high impact.","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135469274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New Directions for Student ServicesVolume 2023, Issue 181 p. 5-6 EDITORIAL Editors’ notes Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author First published: 21 June 2023 https://doi.org/10.1002/ss.20457Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 1– 27). Routledge. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter: Association of American Colleges and Universities. Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189– 227). Springer. Museus, S. D., Chang, T., & Zilvinskis, J. (2020). Merging cultural diversity and academic quality to (re)envision 21st century college campuses: The promise and power of culturally relevant high-impact practices in promoting racial equity in higher education. In C. B. Newman, C. S. Platt, A. A. Hilton, & B. Hinnant-Crawford (Eds.), Multicultural education in the 21st century: Innovative research and practices. Information Age Publishing. National Center for Education Statistics (2017). Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008. Author. Volume2023, Issue181Special Issue: The Role of Culture and Identity in Making Practices High ImpactSpring 2023Pages 5-6 ReferencesRelatedInformation
《学生服务新方向》第2023卷，第181期，第5-6页编辑注释Lucy A. LePeau, Lucy A. LePeau查找本作者的更多论文Samuel D. Museus, Samuel D. museus查找本作者的更多论文Lucy A. LePeau, Lucy A. lepeus查找本作者的更多论文Samuel D. Museus, Samuel D. museus查找本作者的更多论文首次出版:2023年6月21日https://doi.org/10.1002/ss.20457Read全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。本文没有摘要。参考文献Jayakumar, U. M.和Museus, S. D.(2012)。绘制校园文化的交叉点和种族多样化学生群体的公平结果。在s.d. Museus和u.m. Jayakumar(编)，创造校园文化:在不同种族的学生群体中培养成功(第1 - 27页)。劳特利奇。库，g.d.(2008)。高影响力教育实践:它们是什么，谁可以使用它们，为什么它们很重要:美国学院和大学协会。缪斯，s.d.(2014)。文化参与的校园环境(CECE)模式:种族多样化学生群体中大学成功的新理论。在m.b.保尔森(编)，高等教育:理论与研究手册(第29卷，第189 - 227页)。施普林格。缪斯，s.d.， Chang, T.，和Zilvinskis, J.(2020)。融合文化多样性和学术质量以(重新)展望21世纪大学校园:促进高等教育中种族平等的文化相关高影响力实践的承诺和力量。C. B.纽曼，C. S.普拉特，A. A.希尔顿，和B.欣南特-克劳福德(编)，21世纪的多元文化教育:创新研究与实践。信息时代出版。国家教育统计中心(2017)。第一次在四年制高等教育机构攻读全日制学士学位的学生从第一所大学的毕业率，按种族/民族、完成时间、性别、机构控制和录取率:1996年至2008年选定的队列入学年份。作者。第2023卷，第181期特刊:文化和身份在使实践高影响中的作用，春季2023页5-6参考文献
{"title":"Editors’ notes","authors":"Lucy A. LePeau, Samuel D. Museus","doi":"10.1002/ss.20457","DOIUrl":"https://doi.org/10.1002/ss.20457","url":null,"abstract":"New Directions for Student ServicesVolume 2023, Issue 181 p. 5-6 EDITORIAL Editors’ notes Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author Lucy A. LePeau, Lucy A. LePeauSearch for more papers by this authorSamuel D. Museus, Samuel D. MuseusSearch for more papers by this author First published: 21 June 2023 https://doi.org/10.1002/ss.20457Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. REFERENCES Jayakumar, U. M., & Museus, S. D. (2012). Mapping the intersection of campus cultures and equitable outcomes among racially diverse student populations. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 1– 27). Routledge. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter: Association of American Colleges and Universities. Museus, S. D. (2014). The Culturally Engaging Campus Environments (CECE) Model: A new theory of college success among racially diverse student populations. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (Vol. 29, pp. 189– 227). Springer. Museus, S. D., Chang, T., & Zilvinskis, J. (2020). Merging cultural diversity and academic quality to (re)envision 21st century college campuses: The promise and power of culturally relevant high-impact practices in promoting racial equity in higher education. In C. B. Newman, C. S. Platt, A. A. Hilton, & B. Hinnant-Crawford (Eds.), Multicultural education in the 21st century: Innovative research and practices. Information Age Publishing. National Center for Education Statistics (2017). Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008. Author. Volume2023, Issue181Special Issue: The Role of Culture and Identity in Making Practices High ImpactSpring 2023Pages 5-6 ReferencesRelatedInformation","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135469275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The devil in the details: How high‐impact practices can miss the mark","authors":"Samuel D. Museus, Lucy LePeau","doi":"10.1002/ss.20451","DOIUrl":"https://doi.org/10.1002/ss.20451","url":null,"abstract":"","PeriodicalId":19211,"journal":{"name":"New Directions for Student Services","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81089986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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