Cinthya Salazar, Paula Alderete Puig, Paula Morales Rojas, Alejandro J. Zúñiga
{"title":"Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.","authors":"Cinthya Salazar, Paula Alderete Puig, Paula Morales Rojas, Alejandro J. Zúñiga","doi":"10.1037/dhe0000459","DOIUrl":"https://doi.org/10.1037/dhe0000459","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"63 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85895744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Seanna C. Leath, Edward D. Scott, Ariana J Rivens, Martinque K. Jones, Neemah Koroma
{"title":"“We need to see action”: An institutional case study of the Summer of Hate and Black student resistance.","authors":"Seanna C. Leath, Edward D. Scott, Ariana J Rivens, Martinque K. Jones, Neemah Koroma","doi":"10.1037/dhe0000458","DOIUrl":"https://doi.org/10.1037/dhe0000458","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77840077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. M. Alcantar, Rachel E. Freeman, Victoria Kim, 'Inoke Hafoka, Martha Ortega Mendoza
{"title":"(Un)deserving Mexican activists: How online news media during the Trump era (un)justly represents undocumented students in higher education across differing state contexts.","authors":"C. M. Alcantar, Rachel E. Freeman, Victoria Kim, 'Inoke Hafoka, Martha Ortega Mendoza","doi":"10.1037/dhe0000450","DOIUrl":"https://doi.org/10.1037/dhe0000450","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"14 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85019918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Perez, Genia M. Bettencourt, Liane I. Hypolite, Ronald E. Hallett
As institutions of higher education prepare students for their careers, there is often a focus on teaching students how to demonstrate professional behavior to secure employment. Yet, de fi nitions of professionalism may vary across contexts, and many re fl ect hegemonic norms, which are not re fl ective of the realities of low-income students. As such, teaching these students about professionalism may highlight the tensions between framing higher education as a lever for social advancement while it concurrently serves as a tool of social reproduction. Acknowledging these tensions, this constructivist qualitative case study examined how a comprehensive college transition program designed to serve low-income students socialized these students to notions of professionalism. Drawing from observational data collected over 4 years, we found that the program largely framed professionalism as essential for students ’ social mobility and used programming to provide information about professional dress, communication, and interactions through a lens that re fl ected middle-class, gender normative values. Complicatedly, the program also at times describedprofessionalismasatoolthatcouldbeusedtoadvanceone ’ sabilitiesasaleaderandtoserveone ’ s communities. Our fi ndings have implications for educators working to support low-income students ’ career preparation and to promote their success.
{"title":"The tensions of teaching low-income students to perform professionalism.","authors":"R. Perez, Genia M. Bettencourt, Liane I. Hypolite, Ronald E. Hallett","doi":"10.1037/dhe0000455","DOIUrl":"https://doi.org/10.1037/dhe0000455","url":null,"abstract":"As institutions of higher education prepare students for their careers, there is often a focus on teaching students how to demonstrate professional behavior to secure employment. Yet, de fi nitions of professionalism may vary across contexts, and many re fl ect hegemonic norms, which are not re fl ective of the realities of low-income students. As such, teaching these students about professionalism may highlight the tensions between framing higher education as a lever for social advancement while it concurrently serves as a tool of social reproduction. Acknowledging these tensions, this constructivist qualitative case study examined how a comprehensive college transition program designed to serve low-income students socialized these students to notions of professionalism. Drawing from observational data collected over 4 years, we found that the program largely framed professionalism as essential for students ’ social mobility and used programming to provide information about professional dress, communication, and interactions through a lens that re fl ected middle-class, gender normative values. Complicatedly, the program also at times describedprofessionalismasatoolthatcouldbeusedtoadvanceone ’ sabilitiesasaleaderandtoserveone ’ s communities. Our fi ndings have implications for educators working to support low-income students ’ career preparation and to promote their success.","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79200710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"They were surprised: Professional legitimacy, social bias, and dual-career academic couples.","authors":"Dawn Culpepper","doi":"10.1037/dhe0000454","DOIUrl":"https://doi.org/10.1037/dhe0000454","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"23 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82382852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Crip places: Dismantling disability discourse in the 2-year college literature.","authors":"B. Nachman, Kirsten R. Brown","doi":"10.1037/dhe0000443","DOIUrl":"https://doi.org/10.1037/dhe0000443","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88294090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Martin, T. Scheadler, Yannick Kluch, Andrew Mac Intosh, Emma Calow, Shannon Jolly
{"title":"The role of challenges and supports in engaging white athletes in activism for racial justice.","authors":"E. Martin, T. Scheadler, Yannick Kluch, Andrew Mac Intosh, Emma Calow, Shannon Jolly","doi":"10.1037/dhe0000447","DOIUrl":"https://doi.org/10.1037/dhe0000447","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80363531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“I don’t think it can solve any problems”: Chinese international students’ perceptions of racial justice movements during COVID-19.","authors":"Jing Yu","doi":"10.1037/dhe0000457","DOIUrl":"https://doi.org/10.1037/dhe0000457","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"205 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77484362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Oswaldo Moreno, Raquel Sosa, Cindy Hernandez, H. K. Nienhusser, Germán A. Cadenas
{"title":"Immigration status, mental health, and intent to persist among immigrant college students.","authors":"Oswaldo Moreno, Raquel Sosa, Cindy Hernandez, H. K. Nienhusser, Germán A. Cadenas","doi":"10.1037/dhe0000456","DOIUrl":"https://doi.org/10.1037/dhe0000456","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"224 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80083579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Denson, Marsha Ing, Dina A N Arch, Adam C Garber, Mei-ki Chan, D. Carter, Karen Nylund-Gibson
{"title":"A latent class analysis of students’ openness to learning from diverse others.","authors":"N. Denson, Marsha Ing, Dina A N Arch, Adam C Garber, Mei-ki Chan, D. Carter, Karen Nylund-Gibson","doi":"10.1037/dhe0000451","DOIUrl":"https://doi.org/10.1037/dhe0000451","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"132 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73255310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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