Sarah Huffines, Whitney Platzer O'Regan, Elizabeth Soto
Abstract:This mixed methodological study examines the relationship between participation in a residential commons system and sense of belonging in the context of an elite, highly residential liberal arts institution. Students of color, students from lower socioeconomic backgrounds, and students who do not participate in Greek letter organizations reported a lower sense of belonging than their peers. Qualitative findings reveal that participation in a residential commons system did not positively contribute to sense of belonging, and quantitative findings reveal a negative relationship between commons participation and sense of belonging.
{"title":"Sense of Belonging: Outcomes from a Residential Commons Model","authors":"Sarah Huffines, Whitney Platzer O'Regan, Elizabeth Soto","doi":"10.1353/csj.2023.0008","DOIUrl":"https://doi.org/10.1353/csj.2023.0008","url":null,"abstract":"Abstract:This mixed methodological study examines the relationship between participation in a residential commons system and sense of belonging in the context of an elite, highly residential liberal arts institution. Students of color, students from lower socioeconomic backgrounds, and students who do not participate in Greek letter organizations reported a lower sense of belonging than their peers. Qualitative findings reveal that participation in a residential commons system did not positively contribute to sense of belonging, and quantitative findings reveal a negative relationship between commons participation and sense of belonging.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"51 1","pages":"123 - 137"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67001222","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:This study is guided by theory and research that point to the importance of campus climate as a critical factor in college student achievement and belonging. Minoritized groups, however, are often found to have negative experiences on college campuses due to their marginalized racial and gender positions. For college women specifically, there is research that points to college climates that engender feelings of alienation and distancing, especially at the intersection of being of color and a woman. This study examines the association between campus climate—belonging and campus racial climate—and self-perceived academic competence in a racially diverse sample of college women (N = 172). We also test the mediating role of anxiety to explain why campus might influence academic competence. Campus belonging significantly predicted academic competence, and anxiety was a partial mediator. These findings demonstrate the implications of hostile environments for college women, and they point to ways college student affairs professionals can intervene to lend support to college women's mental health and positive self-concepts.
{"title":"The Relationship Between Campus Climate Perceptions, Anxiety, and Academic Competence for College Women","authors":"Cheyenne McQueen, Barbara Thelamour, D. K. Daniel","doi":"10.1353/csj.2023.0009","DOIUrl":"https://doi.org/10.1353/csj.2023.0009","url":null,"abstract":"Abstract:This study is guided by theory and research that point to the importance of campus climate as a critical factor in college student achievement and belonging. Minoritized groups, however, are often found to have negative experiences on college campuses due to their marginalized racial and gender positions. For college women specifically, there is research that points to college climates that engender feelings of alienation and distancing, especially at the intersection of being of color and a woman. This study examines the association between campus climate—belonging and campus racial climate—and self-perceived academic competence in a racially diverse sample of college women (N = 172). We also test the mediating role of anxiety to explain why campus might influence academic competence. Campus belonging significantly predicted academic competence, and anxiety was a partial mediator. These findings demonstrate the implications of hostile environments for college women, and they point to ways college student affairs professionals can intervene to lend support to college women's mental health and positive self-concepts.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"138 - 152"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44768254","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:Over the past decade, the preparation of student affairs professionals has evolved. Historically, curricular professional preparation existed solely at the graduate level. Today, there is a growing trend around designing and offering undergraduate student affairs coursework (UGSAC) packaged as stand-alone electives, minors, certificates, or concentrations within existing baccalaureate programs. Participants with experience in UGSAC and who had matriculated into or recently completed their master's in a student affairs preparation program described how UGSAC learning had a positive impact on their college experience as well as how they were able to contribute to their peers' college experience. The participants of the study described being able to immediately apply their learning to decisions about their involvement and engagement on campus, explained that UGSAC was useful in refining their leadership abilities, allowing them to intentionally apply their learning from UGSAC into practice, and described how UGSAC helped them better understand themselves and make meaning of their identities and lived experiences.
{"title":"Influence of Undergraduate Student Affairs Coursework on Undergraduate Engagement","authors":"Patty Witkowsky, Nicholas Fuselier","doi":"10.1353/csj.2023.0006","DOIUrl":"https://doi.org/10.1353/csj.2023.0006","url":null,"abstract":"Abstract:Over the past decade, the preparation of student affairs professionals has evolved. Historically, curricular professional preparation existed solely at the graduate level. Today, there is a growing trend around designing and offering undergraduate student affairs coursework (UGSAC) packaged as stand-alone electives, minors, certificates, or concentrations within existing baccalaureate programs. Participants with experience in UGSAC and who had matriculated into or recently completed their master's in a student affairs preparation program described how UGSAC learning had a positive impact on their college experience as well as how they were able to contribute to their peers' college experience. The participants of the study described being able to immediately apply their learning to decisions about their involvement and engagement on campus, explained that UGSAC was useful in refining their leadership abilities, allowing them to intentionally apply their learning from UGSAC into practice, and described how UGSAC helped them better understand themselves and make meaning of their identities and lived experiences.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"104 - 90"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46855678","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}
Rachel L. Johnson, M. Nandan, Brian Culp, Dominic Thomas
Abstract:The present study explored where and how college students sought assistance and information for themselves and their family or friends who may have needed behavioral health and substance abuse disorder assistance. Two hundred and fifty-nine college students responded to the questionnaire at one of the 50 largest public higher education institutions in the Southeastern United States. Findings confirm that help-seeking is a multifaceted process involving social and professional support. Participants indicated that they would seek assistance earlier than they had and also make personal changes in their lives to address well-being. These findings can guide higher education administrators, faculty members, counseling staff on campuses, funders, and policymakers in designing and developing accessible and user-friendly programs and services for increasing student success on campuses.
{"title":"College Students' Mental Health Help-Seeking Behaviors","authors":"Rachel L. Johnson, M. Nandan, Brian Culp, Dominic Thomas","doi":"10.1353/csj.2023.0005","DOIUrl":"https://doi.org/10.1353/csj.2023.0005","url":null,"abstract":"Abstract:The present study explored where and how college students sought assistance and information for themselves and their family or friends who may have needed behavioral health and substance abuse disorder assistance. Two hundred and fifty-nine college students responded to the questionnaire at one of the 50 largest public higher education institutions in the Southeastern United States. Findings confirm that help-seeking is a multifaceted process involving social and professional support. Participants indicated that they would seek assistance earlier than they had and also make personal changes in their lives to address well-being. These findings can guide higher education administrators, faculty members, counseling staff on campuses, funders, and policymakers in designing and developing accessible and user-friendly programs and services for increasing student success on campuses.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"73 - 89"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45607574","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:Social norms theory offers a useful frame for understanding student use of university counseling centers. This study found engagement in the forms of living and working on campus and estimation of how many students on campus are using the university counseling center was significantly associated with counseling center use. Students' estimation of other students' counseling center use also mediated the relationship between on-campus living and counseling center use. These results suggest a positive campus norm around counseling center use. Recommendations for how student affairs offices can encourage this norm are offered.
{"title":"Expanding Counseling Center Use Through Campus Engagement and Social Norming","authors":"Kathleen M. Brennan, K. Gorman","doi":"10.1353/csj.2023.0007","DOIUrl":"https://doi.org/10.1353/csj.2023.0007","url":null,"abstract":"Abstract:Social norms theory offers a useful frame for understanding student use of university counseling centers. This study found engagement in the forms of living and working on campus and estimation of how many students on campus are using the university counseling center was significantly associated with counseling center use. Students' estimation of other students' counseling center use also mediated the relationship between on-campus living and counseling center use. These results suggest a positive campus norm around counseling center use. Recommendations for how student affairs offices can encourage this norm are offered.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"105 - 122"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47960726","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}
Eddie L. Hill, C. Zajchowski, Abigail Rossiter, Erik Edwards, Mike Willett, Eleanor Crofford
Abstract:Outdoor orientation programs (OOPs) use wilderness or adventure experiences as a transition of incoming first-year students to college and university settings. We explored resilience and flourishing outcomes from two OOP trips in Virginia and North Carolina using the Brief Resilience Scale, the Mental Health Continuum Short Form, and a thematic analysis of participant responses to open-ended survey items. Results illustrate a statistically significant, large effect size difference in flourishing between pre- and post-trip responses (d = .89), and the thematic analysis of open-ended post-trip questionnaire items illustrated the attainment of each of the program's OOP objectives. These results mirror previous findings evidencing the continued importance of this form of experiential learning to engender student success in higher education settings and further justify OOPs' inclusion within a high-impact practices framework.
{"title":"Collegiate Outdoor Orientation Programming as a High-Impact Practice","authors":"Eddie L. Hill, C. Zajchowski, Abigail Rossiter, Erik Edwards, Mike Willett, Eleanor Crofford","doi":"10.1353/csj.2023.0003","DOIUrl":"https://doi.org/10.1353/csj.2023.0003","url":null,"abstract":"Abstract:Outdoor orientation programs (OOPs) use wilderness or adventure experiences as a transition of incoming first-year students to college and university settings. We explored resilience and flourishing outcomes from two OOP trips in Virginia and North Carolina using the Brief Resilience Scale, the Mental Health Continuum Short Form, and a thematic analysis of participant responses to open-ended survey items. Results illustrate a statistically significant, large effect size difference in flourishing between pre- and post-trip responses (d = .89), and the thematic analysis of open-ended post-trip questionnaire items illustrated the attainment of each of the program's OOP objectives. These results mirror previous findings evidencing the continued importance of this form of experiential learning to engender student success in higher education settings and further justify OOPs' inclusion within a high-impact practices framework.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"46 - 57"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408919","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:Autism-specific college support programs (ASPs) are emerging to create more equitable transitions into higher education for autistic students. Such programming is necessary to guide autistic students' journeys as they navigate academia with greater agency. This case study, drawing on the social justice model of disability, explores how an ASP works to dismantle ableism on a community college campus. Findings suggest how the ASP gained legitimacy, surmounted challenges, and promoted autism acceptance in its quest to disrupt institutional ableism and, consequently, transform its campus into a more welcoming space for autistic students. Student affairs practitioners can draw on findings to eradicate ableist practices and messaging within their campus spaces.
{"title":"\"The Beacon on Campus\": How an Autism-Specific Community College Support Program Addresses Ableism and Autism Acceptance","authors":"B. Nachman","doi":"10.1353/csj.2023.0002","DOIUrl":"https://doi.org/10.1353/csj.2023.0002","url":null,"abstract":"Abstract:Autism-specific college support programs (ASPs) are emerging to create more equitable transitions into higher education for autistic students. Such programming is necessary to guide autistic students' journeys as they navigate academia with greater agency. This case study, drawing on the social justice model of disability, explores how an ASP works to dismantle ableism on a community college campus. Findings suggest how the ASP gained legitimacy, surmounted challenges, and promoted autism acceptance in its quest to disrupt institutional ableism and, consequently, transform its campus into a more welcoming space for autistic students. Student affairs practitioners can draw on findings to eradicate ableist practices and messaging within their campus spaces.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"31 - 45"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46705914","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:The purpose of this current study was twofold: first, to identify the potential ecological risk and resiliency factors that contribute to emerging adult college students' generalized anxiety, as well as physiological and depressive responses to stress during the onset of the COVID-19 pandemic; second, to compare domestic and international college students' sources of stress, social supports, stress responses, and generalized anxiety. Results indicated elevated levels of generalized anxiety and depressive symptoms. Significant differences between international and domestic students were found in generalized anxiety, dating frustrations, and physiological responses to stress. Three separate multiple regressions on physiological responses to stress, depression, and generalized anxiety were conducted. Results and implications will be discussed.
{"title":"College Students' Stress Responses and Anxiety During the 2020 COVID-19 Pandemic","authors":"Neda Moinolmolki","doi":"10.1353/csj.2023.0001","DOIUrl":"https://doi.org/10.1353/csj.2023.0001","url":null,"abstract":"Abstract:The purpose of this current study was twofold: first, to identify the potential ecological risk and resiliency factors that contribute to emerging adult college students' generalized anxiety, as well as physiological and depressive responses to stress during the onset of the COVID-19 pandemic; second, to compare domestic and international college students' sources of stress, social supports, stress responses, and generalized anxiety. Results indicated elevated levels of generalized anxiety and depressive symptoms. Significant differences between international and domestic students were found in generalized anxiety, dating frustrations, and physiological responses to stress. Three separate multiple regressions on physiological responses to stress, depression, and generalized anxiety were conducted. Results and implications will be discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"14 - 30"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45156131","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:Within this study, we explored the relationship between racial ideology and leadership experiences of Black college student leaders at a historically white institution. Using a phenomenological approach, we sought to delineate the leadership experiences of Black college students as related to their racial identity. We provide evidence that racial ideologies influence the ways Black students express their leadership experiences. We close with recommendations for practice and future research.
{"title":"Racial Ideology and Black College Students' Leadership Experiences at a Historically White Institution","authors":"ReChard Peel, Jakia Marie, Donald G. Mitchell","doi":"10.1353/csj.2023.0004","DOIUrl":"https://doi.org/10.1353/csj.2023.0004","url":null,"abstract":"Abstract:Within this study, we explored the relationship between racial ideology and leadership experiences of Black college student leaders at a historically white institution. Using a phenomenological approach, we sought to delineate the leadership experiences of Black college students as related to their racial identity. We provide evidence that racial ideologies influence the ways Black students express their leadership experiences. We close with recommendations for practice and future research.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"58 - 72"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45747129","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:LGBTQIA students are an important stakeholder group on college and university campuses, especially as both their visibility and expectations for support and empowerment on campus increase. But how ready is the field of higher education for litigation related to LGBTQIA issues, and how should student affairs practitioners prepare to address LGBTQIA students' possible negative campus experiences proactively? By reviewing details of cases that have set an important precedent and signal what might be coming with respect to LGBTQIA students' rights and experiences in higher education, this article seeks to provide detail and analysis of important legal areas that student affairs practitioners should be attuned to as they continue to educate thousands of LGBTQIA students each year. I explore how Title IX may be increasingly a route of redress for LGBTQIA students who have experienced discrimination; how rulings on religious freedom of expression may erode some of LGBTQIA students' rights on college and universities campuses; and the special relationship doctrine and how it may be applied to LGBTQIA students in mental health crisis.
{"title":"The Changing Legal Landscape for LGBTQIA Students in Higher Education: Title IX, Religious Freedom of Expression, and the Special Relationship Doctrine","authors":"Judy F. Jarvis","doi":"10.1353/csj.2023.0010","DOIUrl":"https://doi.org/10.1353/csj.2023.0010","url":null,"abstract":"Abstract:LGBTQIA students are an important stakeholder group on college and university campuses, especially as both their visibility and expectations for support and empowerment on campus increase. But how ready is the field of higher education for litigation related to LGBTQIA issues, and how should student affairs practitioners prepare to address LGBTQIA students' possible negative campus experiences proactively? By reviewing details of cases that have set an important precedent and signal what might be coming with respect to LGBTQIA students' rights and experiences in higher education, this article seeks to provide detail and analysis of important legal areas that student affairs practitioners should be attuned to as they continue to educate thousands of LGBTQIA students each year. I explore how Title IX may be increasingly a route of redress for LGBTQIA students who have experienced discrimination; how rulings on religious freedom of expression may erode some of LGBTQIA students' rights on college and universities campuses; and the special relationship doctrine and how it may be applied to LGBTQIA students in mental health crisis.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":"41 1","pages":"153 - 163"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41866035","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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