{"title":"The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses by B. R. Silver (review)","authors":"M. F. Cain, Rae Davis","doi":"10.1353/csj.2022.0003","DOIUrl":"https://doi.org/10.1353/csj.2022.0003","url":null,"abstract":"","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44563525","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:A national survey of 350 student conduct administrators set out to determine the ways in which the changing nature of their profession affected their personal lives, professional work, and beliefs about the profession of college discipline. The Concerns About Litigation Survey for Student Conduct Professionals revealed significant differences in reported impacts between several demographic groups, including parallels to studies of the impacts of medical malpractice litigation stress on physicians.
{"title":"Listen to Your Doctor: Examining the Judicialization of Student Conduct Administration Through the Lens of Physicians’ Medical Malpractice Stress","authors":"Valerie B. Glassman, Travis Lewis","doi":"10.1353/csj.2022.0005","DOIUrl":"https://doi.org/10.1353/csj.2022.0005","url":null,"abstract":"Abstract:A national survey of 350 student conduct administrators set out to determine the ways in which the changing nature of their profession affected their personal lives, professional work, and beliefs about the profession of college discipline. The Concerns About Litigation Survey for Student Conduct Professionals revealed significant differences in reported impacts between several demographic groups, including parallels to studies of the impacts of medical malpractice litigation stress on physicians.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47422024","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":"Addressing Transfer Student Concerns","authors":"H.M. Kuneyl","doi":"10.1353/csj.2022.0006","DOIUrl":"https://doi.org/10.1353/csj.2022.0006","url":null,"abstract":"","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707805","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}
Meghan A Costello, Alison G Nagel, Gabrielle L Hunt, Joseph P Allen
This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online.
{"title":"RANDOMIZED EVALUATION OF AN INTERVENTION TO ENHANCE A SENSE OF BELONGINGNESS AMONG ENTERING COLLEGE STUDENTS.","authors":"Meghan A Costello, Alison G Nagel, Gabrielle L Hunt, Joseph P Allen","doi":"10.1353/csj.2022.0002","DOIUrl":"https://doi.org/10.1353/csj.2022.0002","url":null,"abstract":"<p><p>This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online.</p>","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9585754/pdf/nihms-1840867.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40665760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Cronin, Anna C. Levene, Alyssa Pajari, Courtney Evans, Madison Ulrich
Abstract:The number of college students experiencing mental health related concerns has increased each year, yet two-thirds do not seek help. Compared to students who use counseling, students who need but do not receive help have poorer academic outcomes. On-campus college counseling centers are valuable resource that benefits student well-being, including academic performance and retention. Understanding what factors create barriers for students who desire to seek counseling can help higher education professionals work to improve access to counseling. This qualitative study explored student views of on-campus counseling including barriers that exist for students when seeking help. Data were collected through three focus group interviews (n=14). Consensual qualitative recording analyses yielded three thematic domains: (a) Counseling Benefits, (b) Barriers to Help-Seeking, and (c) Service Model Considerations. Implications for on-campus counseling services are discussed.
{"title":"Counseling is Great but Not for Me: Student Perspectives of College Counseling","authors":"Sarah Cronin, Anna C. Levene, Alyssa Pajari, Courtney Evans, Madison Ulrich","doi":"10.1353/csj.2021.0008","DOIUrl":"https://doi.org/10.1353/csj.2021.0008","url":null,"abstract":"Abstract:The number of college students experiencing mental health related concerns has increased each year, yet two-thirds do not seek help. Compared to students who use counseling, students who need but do not receive help have poorer academic outcomes. On-campus college counseling centers are valuable resource that benefits student well-being, including academic performance and retention. Understanding what factors create barriers for students who desire to seek counseling can help higher education professionals work to improve access to counseling. This qualitative study explored student views of on-campus counseling including barriers that exist for students when seeking help. Data were collected through three focus group interviews (n=14). Consensual qualitative recording analyses yielded three thematic domains: (a) Counseling Benefits, (b) Barriers to Help-Seeking, and (c) Service Model Considerations. Implications for on-campus counseling services are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44023166","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}
Abha Rai, Sunwoo Lee, H. Yates, Shena Leverett Brown
Abstract:International students in the United States face unique challenges of adjusting to college life in a foreign country due to additional stressors of language, differing academic and study habits, and being socially isolated from their home environment. Therefore, the purpose of this study was to examine the levels of acculturative stress of international students enrolled at a Southern U.S. university. We used logistic regression to examine the relationships between life stress, time spent in the U.S. and acculturative stress controlling for socio-demographic differences between students. Our regression model was statistically significant and explained 37.5% of the variance. Overall, we found that country of origin and academic stress, an attribute of life stress contributed to overall acculturative stress. Implications for higher education, college campus staff and service providers are discussed.
{"title":"Examining Relationships Between Acculturative and Life Stress of International Students in the United States","authors":"Abha Rai, Sunwoo Lee, H. Yates, Shena Leverett Brown","doi":"10.1353/csj.2021.0015","DOIUrl":"https://doi.org/10.1353/csj.2021.0015","url":null,"abstract":"Abstract:International students in the United States face unique challenges of adjusting to college life in a foreign country due to additional stressors of language, differing academic and study habits, and being socially isolated from their home environment. Therefore, the purpose of this study was to examine the levels of acculturative stress of international students enrolled at a Southern U.S. university. We used logistic regression to examine the relationships between life stress, time spent in the U.S. and acculturative stress controlling for socio-demographic differences between students. Our regression model was statistically significant and explained 37.5% of the variance. Overall, we found that country of origin and academic stress, an attribute of life stress contributed to overall acculturative stress. Implications for higher education, college campus staff and service providers are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67001650","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 decades, the student affairs field has viewed supervision as a vital function of many professional roles for which staff rarely receive intentional training. While there is limited scholarship outlining what effective supervision should entail, the frameworks available to intentionally guide supervisory skill development is sparse. The following qualitative case-study examined the reflections of residential life mid-and senior-level supervisors to understand the impact of restorative practices (RP) on their supervision style. Four themes emerged from the study regarding the influence of RP assisting supervisors in developing emotional self-awareness, communication style, accountability and difficult conversations approaches and, opportunities to reflect on their supervisory style.
{"title":"Examining the Impact of Restorative Practices on Supervison Skill Development in Student Affairs","authors":"Brandin L. Howard","doi":"10.1353/csj.2021.0013","DOIUrl":"https://doi.org/10.1353/csj.2021.0013","url":null,"abstract":"Abstract:For decades, the student affairs field has viewed supervision as a vital function of many professional roles for which staff rarely receive intentional training. While there is limited scholarship outlining what effective supervision should entail, the frameworks available to intentionally guide supervisory skill development is sparse. The following qualitative case-study examined the reflections of residential life mid-and senior-level supervisors to understand the impact of restorative practices (RP) on their supervision style. Four themes emerged from the study regarding the influence of RP assisting supervisors in developing emotional self-awareness, communication style, accountability and difficult conversations approaches and, opportunities to reflect on their supervisory style.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67001599","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}
Vincent Sarna, Michael P. Dentato, Cara M. DiClemente, M. Richards
Abstract:Members of the lesbian, gay, bisexual, and transgender + (LGBT+) undergraduate student community are at heightened risk for a variety of health and mental health challenges due to unsupportive environments which may include home, school, and society. However, research underscores the importance of mentors, mentorship, and other social supports upon the mental health of LGBT+ youth, especially when navigating discriminatory experiences. An online survey was conducted among LGBT+ undergraduate college students within one mid-sized university located in the Midwest to assess experiences with discrimination, perceptions of mentoring, and the beneficial components of mentoring programs. 289 LGBT+ undergraduate students (65.7% cisgender female, 47.8% ages 19–20, 51.2% bisexual) responded with 71.6% of participants reporting no current LGBT+ mentor. 56.4% either agreed or strongly agreed that acceptance of the LGBT+ community could be improved at the university. Discussion centers upon the importance of mentoring programs for LGBT+ undergraduate students to provide support and create a more affirming college experience.
{"title":"The Importance of Mentors and Mentoring Programs for LGBT+Undergraduate Students","authors":"Vincent Sarna, Michael P. Dentato, Cara M. DiClemente, M. Richards","doi":"10.1353/csj.2021.0016","DOIUrl":"https://doi.org/10.1353/csj.2021.0016","url":null,"abstract":"Abstract:Members of the lesbian, gay, bisexual, and transgender + (LGBT+) undergraduate student community are at heightened risk for a variety of health and mental health challenges due to unsupportive environments which may include home, school, and society. However, research underscores the importance of mentors, mentorship, and other social supports upon the mental health of LGBT+ youth, especially when navigating discriminatory experiences. An online survey was conducted among LGBT+ undergraduate college students within one mid-sized university located in the Midwest to assess experiences with discrimination, perceptions of mentoring, and the beneficial components of mentoring programs. 289 LGBT+ undergraduate students (65.7% cisgender female, 47.8% ages 19–20, 51.2% bisexual) responded with 71.6% of participants reporting no current LGBT+ mentor. 56.4% either agreed or strongly agreed that acceptance of the LGBT+ community could be improved at the university. Discussion centers upon the importance of mentoring programs for LGBT+ undergraduate students to provide support and create a more affirming college experience.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45223742","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:While rural students enter higher education at lower rates than their urban and suburban counterparts, an even smaller number of rural students make the active choice to leave their community and pursue a postsecondary degree in an urban setting. As part of a larger phenomenological study, this article explored the motivating factors for rural students who chose to attend an urban university and how the rural students understood the role of their rural community in their decision to attend an urban institution.
{"title":"From Country to Concrete: Motivators for Rural Students Choosing an Urban University","authors":"A. Stone, Karina A. Évora","doi":"10.1353/csj.2021.0014","DOIUrl":"https://doi.org/10.1353/csj.2021.0014","url":null,"abstract":"Abstract:While rural students enter higher education at lower rates than their urban and suburban counterparts, an even smaller number of rural students make the active choice to leave their community and pursue a postsecondary degree in an urban setting. As part of a larger phenomenological study, this article explored the motivating factors for rural students who chose to attend an urban university and how the rural students understood the role of their rural community in their decision to attend an urban institution.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46825942","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:University students who are placed on academic warning are often required to enroll in a course or program to support their return to good academic standing. This case study investigated the major issues that contributed to first-year students’ academic struggles and how their participation in the Learning Contract course, guided by Appreciative Advising, addressed their needs and supported their development. Implications for advising practice are discussed.
{"title":"Appreciative Advising as a Mechanism for Student Development","authors":"Emily E. Virtue, B. Root, Robin Lenner","doi":"10.1353/csj.2021.0017","DOIUrl":"https://doi.org/10.1353/csj.2021.0017","url":null,"abstract":"Abstract:University students who are placed on academic warning are often required to enroll in a course or program to support their return to good academic standing. This case study investigated the major issues that contributed to first-year students’ academic struggles and how their participation in the Learning Contract course, guided by Appreciative Advising, addressed their needs and supported their development. Implications for advising practice are discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576318","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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