Abstract:This descriptive qualitative study provides a greater understanding about the approaches, challenges, and strategies associated with developing and sustaining affinity programs for Black collegiate women in higher education. Using a conceptual framework based on the theories of program planning and intersectionality, this paper offers in-depth insight from four student affairs administrators who have developed and currently manage affinity programs designed to improve the social and academic development of Black collegiate women. Contextual forces and strategies that affect the sustainability of these affinity programs are explored. Implications for adopting these affinity programs and recommendations for future study are provided, with an emphasis on institutional responsibility to support Black collegiate women.
{"title":"Administrative Perspectives on Designing Programmatic Support for Black Collegiate Women in Higher Education","authors":"Sosanya M. Jones, A. Hardaway","doi":"10.1353/csj.2022.0022","DOIUrl":"https://doi.org/10.1353/csj.2022.0022","url":null,"abstract":"Abstract:This descriptive qualitative study provides a greater understanding about the approaches, challenges, and strategies associated with developing and sustaining affinity programs for Black collegiate women in higher education. Using a conceptual framework based on the theories of program planning and intersectionality, this paper offers in-depth insight from four student affairs administrators who have developed and currently manage affinity programs designed to improve the social and academic development of Black collegiate women. Contextual forces and strategies that affect the sustainability of these affinity programs are explored. Implications for adopting these affinity programs and recommendations for future study are provided, with an emphasis on institutional responsibility to support Black collegiate women.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47120822","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:College students with invisible disabilities (SWIDs) represent a hidden population whose experiences are largely unexamined. The purpose of this exploratory study was to learn about their disability disclosure experiences and the assistance they might find most useful in relation to their invisible illness or disability (IID). The study included 237 participants reporting 59 IIDs. Results indicated first disclosures were to friends and roommates and subsequent disclosures were to friends and faculty members. Additionally, most participants felt the need to hide their IID at college (64.1%). Qualitative findings pointed to the influence of stressful situations and judgmental comments on participants’ hiding their IID. In addition, the study revealed SWIDs’ conceptions of support, the features that enabled disclosure, and supports needed when SWIDs struggle with their IID. Implications and ideas for future research were proposed.
{"title":"College Students with Invisible Illnesses and Disabilities: Disclosure, Hiding, and Support","authors":"Boenell Kline, Denise L. Davidson","doi":"10.1353/csj.2022.0030","DOIUrl":"https://doi.org/10.1353/csj.2022.0030","url":null,"abstract":"Abstract:College students with invisible disabilities (SWIDs) represent a hidden population whose experiences are largely unexamined. The purpose of this exploratory study was to learn about their disability disclosure experiences and the assistance they might find most useful in relation to their invisible illness or disability (IID). The study included 237 participants reporting 59 IIDs. Results indicated first disclosures were to friends and roommates and subsequent disclosures were to friends and faculty members. Additionally, most participants felt the need to hide their IID at college (64.1%). Qualitative findings pointed to the influence of stressful situations and judgmental comments on participants’ hiding their IID. In addition, the study revealed SWIDs’ conceptions of support, the features that enabled disclosure, and supports needed when SWIDs struggle with their IID. Implications and ideas for future research were proposed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45430880","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:Student affairs practitioner-scholarship has the potential to transform higher education and improve the lives of students; however, it is rarely cultivated on college campuses. Instead, many practitioner-scholars struggle with systemic barriers to their success, much of which can be linked to the influence of neoliberalism in higher education. In this paper, we make a case for the imperative of institutional leadership to actively encourage practitioner-scholarship through the elimination of systemic barriers. We build on our own experiences as practitioner-scholars and share anecdotes that relate to our challenges and successes in pursuing and producing scholarship. We close by offering recommendations for institutional leaders and higher education faculty members.
{"title":"Student Affairs Practitioner Scholarship: Structural Barriers and Opportunities for Institutional Leadership","authors":"Chelsea Gilbert, S. Burden","doi":"10.1353/csj.2022.0020","DOIUrl":"https://doi.org/10.1353/csj.2022.0020","url":null,"abstract":"Abstract:Student affairs practitioner-scholarship has the potential to transform higher education and improve the lives of students; however, it is rarely cultivated on college campuses. Instead, many practitioner-scholars struggle with systemic barriers to their success, much of which can be linked to the influence of neoliberalism in higher education. In this paper, we make a case for the imperative of institutional leadership to actively encourage practitioner-scholarship through the elimination of systemic barriers. We build on our own experiences as practitioner-scholars and share anecdotes that relate to our challenges and successes in pursuing and producing scholarship. We close by offering recommendations for institutional leaders and higher education faculty members.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45677542","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:Given calls to integrate critical perspectives in leadership education, this paper presents the findings from a study conducted to see how efficacious early-career professionals are in translating these concepts into their practice. Guided by narrative inquiry, we centered the stories of nine practitioners after they participated in CSP 786, a graduate program leadership course informed by an attention to equity. Findings included: experiencing barriers within institutional contexts, working within spheres of influence, reacting to feedback when actualizing theory, and reflecting on power via social identities. Implications for practice are then offered.
{"title":"Mobilizing Critical Perspectives on Leadership: Narratives of Early-Career Professionals' Self-Efficacy in Translating Leadership Theory to Practice","authors":"Antonio Duran, Adrian L Bitton, Amy C. Barnes","doi":"10.1353/csj.2022.0013","DOIUrl":"https://doi.org/10.1353/csj.2022.0013","url":null,"abstract":"Abstract:Given calls to integrate critical perspectives in leadership education, this paper presents the findings from a study conducted to see how efficacious early-career professionals are in translating these concepts into their practice. Guided by narrative inquiry, we centered the stories of nine practitioners after they participated in CSP 786, a graduate program leadership course informed by an attention to equity. Findings included: experiencing barriers within institutional contexts, working within spheres of influence, reacting to feedback when actualizing theory, and reflecting on power via social identities. Implications for practice are then offered.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42963748","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:In this conceptual article, we explore allyship as the intended result of participation in LGBTQ+ social justice education interventions on college campuses, often called Safe Zone or Safe Space trainings. We contextualize how these trainings align with Boyer's (1990) concepts of teaching and learning in student affairs practice. We argue how the token of completion (sticker or other symbol) distracts from a transformative educational experience to a commodification of allyship. We offer Love's (2018) liberatory consciousness as a more expansive conceptualization of allyship to sustain efforts for individuals to grapple with dynamics of power, privilege, and oppression.
{"title":"Reimagining Allyship: Commodification Resistance and Liberatory Potentials","authors":"Chase Catalano, Roman Christiaens","doi":"10.1353/csj.2022.0017","DOIUrl":"https://doi.org/10.1353/csj.2022.0017","url":null,"abstract":"Abstract:In this conceptual article, we explore allyship as the intended result of participation in LGBTQ+ social justice education interventions on college campuses, often called Safe Zone or Safe Space trainings. We contextualize how these trainings align with Boyer's (1990) concepts of teaching and learning in student affairs practice. We argue how the token of completion (sticker or other symbol) distracts from a transformative educational experience to a commodification of allyship. We offer Love's (2018) liberatory consciousness as a more expansive conceptualization of allyship to sustain efforts for individuals to grapple with dynamics of power, privilege, and oppression.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45990110","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:In this editorial essay, the author explores literature on scholarship in practice for student affairs from 2001 to 2022. Her review reveals previously held assumptions that there are low levels of engagement in scholarships by practitioners may be misguided. She highlights literature that reveals the potential cost that practitioners might encounter in engaging scholarship that may lead them away from being scholar-practitioners or potentially push them out of the field altogether. She concludes with suggestions for improving conditions to foster practitioners' engagement with scholarship including better socialization practices, collaborative interdisciplinary efforts, and improved working conditions.
{"title":"The Great Designation: An Editorial Essay on The Necessity of Scholar-Practitioners","authors":"G. Boss","doi":"10.1353/csj.2022.0011","DOIUrl":"https://doi.org/10.1353/csj.2022.0011","url":null,"abstract":"Abstract:In this editorial essay, the author explores literature on scholarship in practice for student affairs from 2001 to 2022. Her review reveals previously held assumptions that there are low levels of engagement in scholarships by practitioners may be misguided. She highlights literature that reveals the potential cost that practitioners might encounter in engaging scholarship that may lead them away from being scholar-practitioners or potentially push them out of the field altogether. She concludes with suggestions for improving conditions to foster practitioners' engagement with scholarship including better socialization practices, collaborative interdisciplinary efforts, and improved working conditions.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43252679","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:For many student affairs professionals, program development is a critical skill to harness when creating learning opportunities for college students. The authors of this text have created a step-by-step manual to guide professionals from an initial program idea to the creation of a plan that evaluates the success of said program. This text is a resource for professionals looking to initiate campus programs that holistically meet the needs of students and is grounded in theory.
{"title":"The Missing Competency: An Integrated Model for Program Development for Student Affairs by Sharon A. Aiken-Wisniewski, Deborah J. Taub and Rich Whitney (review)","authors":"Yolanda M. Barnes","doi":"10.1353/csj.2022.0021","DOIUrl":"https://doi.org/10.1353/csj.2022.0021","url":null,"abstract":"Abstract:For many student affairs professionals, program development is a critical skill to harness when creating learning opportunities for college students. The authors of this text have created a step-by-step manual to guide professionals from an initial program idea to the creation of a plan that evaluates the success of said program. This text is a resource for professionals looking to initiate campus programs that holistically meet the needs of students and is grounded in theory.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061430","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}
Genyne L. Royal, Ololade Banks, D'Wayne Jenkins, Kevin Reeves, Scotty Secrist
Abstract:The purpose of this article is to show how scholars and practitioners can come together to address opportunity gaps for Black students at Michigan State University. The authors detail identity-conscious student success strategies within Reason and Kimball's model of theory to practice used by a group of Black faculty and staff. Among the specific strategies and initiatives were: community development, Welcome Black Week, Soul Food Fridays, and Sankofa Summit. Each strategy also provided increased opportunities for Black students to interact with Black faculty and staff outside of formal classroom settings. The authors conclude with recommendations for other institutions interested in similar approaches.
{"title":"From Theory to Practice: Leveraging Identity-Conscious Student Success Strategies to Close Opportunity Gaps for Black Undergraduate Students","authors":"Genyne L. Royal, Ololade Banks, D'Wayne Jenkins, Kevin Reeves, Scotty Secrist","doi":"10.1353/csj.2022.0018","DOIUrl":"https://doi.org/10.1353/csj.2022.0018","url":null,"abstract":"Abstract:The purpose of this article is to show how scholars and practitioners can come together to address opportunity gaps for Black students at Michigan State University. The authors detail identity-conscious student success strategies within Reason and Kimball's model of theory to practice used by a group of Black faculty and staff. Among the specific strategies and initiatives were: community development, Welcome Black Week, Soul Food Fridays, and Sankofa Summit. Each strategy also provided increased opportunities for Black students to interact with Black faculty and staff outside of formal classroom settings. The authors conclude with recommendations for other institutions interested in similar approaches.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44649550","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:In this article, we discuss the role of scholarly practice in activism and advocacy for student affairs professionals. We provide an overview and history of scholarly practice in student affairs, highlight the challenges and barriers to scholarly practice, and provide a needed connection between scholarly practice and activism in student affairs. We then provide four practical suggestions for how student affairs professionals can use scholarly practice as a form of activism: (a) research local, (b) grasp the big picture, (c) tell students' stories, and (d) put it in writing.
{"title":"Developing a New Generation of Scholar-Practitioner Activists","authors":"J. Strietzel, Rishi Sriram","doi":"10.1353/csj.2022.0016","DOIUrl":"https://doi.org/10.1353/csj.2022.0016","url":null,"abstract":"Abstract:In this article, we discuss the role of scholarly practice in activism and advocacy for student affairs professionals. We provide an overview and history of scholarly practice in student affairs, highlight the challenges and barriers to scholarly practice, and provide a needed connection between scholarly practice and activism in student affairs. We then provide four practical suggestions for how student affairs professionals can use scholarly practice as a form of activism: (a) research local, (b) grasp the big picture, (c) tell students' stories, and (d) put it in writing.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47087078","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 article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU). Guided by Tinto's (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: first-year seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly.
{"title":"Theory to Practice: The Use of Assessment in Shaping First-Year Student Services and Support","authors":"Amanda L. Martin, Ashley B. Clayton","doi":"10.1353/csj.2022.0014","DOIUrl":"https://doi.org/10.1353/csj.2022.0014","url":null,"abstract":"Abstract:This article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU). Guided by Tinto's (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: first-year seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47812546","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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