Abstract:This qualitative research study examines the sense of belonging among first year students during the Covid-19 pandemic. Specifically, the study focuses on how the Covid-19 pandemic has influenced a sense of belonging among first year students as they transition to college. Focus group data collected at a small, liberal arts institution was analyzed using thematic analysis, and three main themes are explored: Navigating uncertainty, seeking in-person connection, and developing resilience. Findings and implications from this study illuminate a need to rethink approaches to students whose sense of belonging has been impacted by disruptions caused by the Covid-19 pandemic.
{"title":"Seen and Unseen: First-Year College Students’ Sense of Belonging During the Covid-19 Pandemic","authors":"C. Potts","doi":"10.1353/csj.2021.0018","DOIUrl":"https://doi.org/10.1353/csj.2021.0018","url":null,"abstract":"Abstract:This qualitative research study examines the sense of belonging among first year students during the Covid-19 pandemic. Specifically, the study focuses on how the Covid-19 pandemic has influenced a sense of belonging among first year students as they transition to college. Focus group data collected at a small, liberal arts institution was analyzed using thematic analysis, and three main themes are explored: Navigating uncertainty, seeking in-person connection, and developing resilience. Findings and implications from this study illuminate a need to rethink approaches to students whose sense of belonging has been impacted by disruptions caused by the Covid-19 pandemic.","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":"41668760","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:Recent scholarship suggests that sense of calling may strongly correlate with a host of positive life outcomes. It follows that further investigation into the construct of calling may have promising applications for student affairs professionals, whose work is oriented toward helping students achieve such outcomes. To that end, this study drew upon the work of Haworth, McCruden, and Roy (2001) to examine predictors of sense of calling in a sample of 364 first-year college students. Findings indicated that strengths-self efficacy, civic engagement, and spirituality significantly predicted sense of calling in students. Implications for future research and practice are outlined and discussed.
{"title":"The Composition of Calling: Examining Predictors of Calling in First-Year College Students","authors":"R. Abouras","doi":"10.1353/csj.2021.0009","DOIUrl":"https://doi.org/10.1353/csj.2021.0009","url":null,"abstract":"Abstract:Recent scholarship suggests that sense of calling may strongly correlate with a host of positive life outcomes. It follows that further investigation into the construct of calling may have promising applications for student affairs professionals, whose work is oriented toward helping students achieve such outcomes. To that end, this study drew upon the work of Haworth, McCruden, and Roy (2001) to examine predictors of sense of calling in a sample of 364 first-year college students. Findings indicated that strengths-self efficacy, civic engagement, and spirituality significantly predicted sense of calling in students. Implications for future research and practice are outlined and 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":"43492818","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":"Straddling Class in the Academy by Sonja Ardoin and Becky Martinez (review)","authors":"Ricky Urgo, L. Taylor","doi":"10.1353/csj.2021.0010","DOIUrl":"https://doi.org/10.1353/csj.2021.0010","url":null,"abstract":"","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":"67001460","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 quantitative multi-institutional study was to examine the contributions of institutional integration and cultural integrity to Native college students’ sense of belonging within Non-Native Colleges and Universities. Both cultural integrity and institutional integration contributed significantly to sense of belonging. This study revealed that social support and peer-group interaction are the most significant factors contributing to sense of belonging for Native college students. In addition, staff support and lack of social isolation were also significant contributors to sense of belonging.
{"title":"Examining the Impact of Institutional Integration and Cultural Integrity on Sense of Belonging for Native Students at Non-Native Colleges and Universities","authors":"Symphony D. Oxendine, Deborah J. Taub","doi":"10.1353/csj.2021.0011","DOIUrl":"https://doi.org/10.1353/csj.2021.0011","url":null,"abstract":"Abstract:The purpose of this quantitative multi-institutional study was to examine the contributions of institutional integration and cultural integrity to Native college students’ sense of belonging within Non-Native Colleges and Universities. Both cultural integrity and institutional integration contributed significantly to sense of belonging. This study revealed that social support and peer-group interaction are the most significant factors contributing to sense of belonging for Native college students. In addition, staff support and lack of social isolation were also significant contributors to sense of belonging.","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":"44610910","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}
Craig M. McGill, T. Rocco, Antonio Delgado, J. Lowery
Abstract:Scholars and practitioners have discussed the professionalization of student affairs almost since the birth of the field in 19th century. Professionalizing a field can improve its status and better serve members of an occupation and their clients (Pavalko, 1988). The purpose of this paper is to identify points of tension that illustrate efforts to professionalize and barriers to achieve professional status. As scholars and practitioners of student affairs, we offer five tensions: lack of specialized knowledge, lack of unified purpose and focus, divided professional community, diversity of student affairs credentialing, and lack of autonomy for student affairs practitioners at both the individual and organizational levels. We conclude with implications for practice and research.
{"title":"Professionalizing Student Affairs: Five Tensions","authors":"Craig M. McGill, T. Rocco, Antonio Delgado, J. Lowery","doi":"10.1353/csj.2021.0012","DOIUrl":"https://doi.org/10.1353/csj.2021.0012","url":null,"abstract":"Abstract:Scholars and practitioners have discussed the professionalization of student affairs almost since the birth of the field in 19th century. Professionalizing a field can improve its status and better serve members of an occupation and their clients (Pavalko, 1988). The purpose of this paper is to identify points of tension that illustrate efforts to professionalize and barriers to achieve professional status. As scholars and practitioners of student affairs, we offer five tensions: lack of specialized knowledge, lack of unified purpose and focus, divided professional community, diversity of student affairs credentialing, and lack of autonomy for student affairs practitioners at both the individual and organizational levels. We conclude with implications for practice and research.","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":"67001565","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:Institutions of higher education espouse the importance of developing future leaders, although limited research assesses undergraduate leadership programs from the alumni lens. Interviews with alumni from a student affairs leadership program revealed the importance of incorporating leadership experiences, learning community, formal learning, peer coaching, and reflection in leadership programming. Alumni valued the program due to skills learned and experiential capital gained. This study provides practitioners with evidence-based practices for leadership program development and highlights the importance of the alumni perspective.
{"title":"Exploring Undergraduate Leadership Program Attributes from the Alumni Lens","authors":"J. D. Egan, J. McBrayer, P. Wells, Steven Tolman","doi":"10.1353/CSJ.2021.0005","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0005","url":null,"abstract":"Abstract:Institutions of higher education espouse the importance of developing future leaders, although limited research assesses undergraduate leadership programs from the alumni lens. Interviews with alumni from a student affairs leadership program revealed the importance of incorporating leadership experiences, learning community, formal learning, peer coaching, and reflection in leadership programming. Alumni valued the program due to skills learned and experiential capital gained. This study provides practitioners with evidence-based practices for leadership program development and highlights the importance of the alumni perspective.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932894","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 narrative inquiry was to understand how institutions of higher education implemented a gender-inclusive housing option for students from the perspective of student affairs administrators. Of particular interest was how housing administrators perceived a gender-inclusive housing option impacted students and the campus community. Semi-structured interviews were conducted with seven administrators at four-year, mid-size, public institutions on the East Coast. Data were organized into four themes: experiences related to (a) creating a welcoming housing option, (b) shifting the binary on college campuses, (c) dissecting room selection processes, and (d) building the gender-inclusive team. The results of this study help student affairs educators better understand the nuances of aligning practices with professional values in relation to the needs of LGBTQ+ students.
{"title":"Implementing Gender-Inclusive Housing: A Narrative Inquiry","authors":"Samantha N. Amos, A. Latz, Thalia M. Mulvihill","doi":"10.1353/CSJ.2021.0003","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0003","url":null,"abstract":"Abstract:The purpose of this narrative inquiry was to understand how institutions of higher education implemented a gender-inclusive housing option for students from the perspective of student affairs administrators. Of particular interest was how housing administrators perceived a gender-inclusive housing option impacted students and the campus community. Semi-structured interviews were conducted with seven administrators at four-year, mid-size, public institutions on the East Coast. Data were organized into four themes: experiences related to (a) creating a welcoming housing option, (b) shifting the binary on college campuses, (c) dissecting room selection processes, and (d) building the gender-inclusive team. The results of this study help student affairs educators better understand the nuances of aligning practices with professional values in relation to the needs of LGBTQ+ students.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43079224","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:Fraternity/sorority life is a complex profession with a high turnover rate of professional staff members. In this qualitative study of 11 new fraternity/ sorority professionals following their first year in their roles, we examine how new professionals perceive and navigate expertise. We then present implications for practice and research in fraternity/sorority life and student affairs more broadly.
{"title":"Navigating Expertise: Experiences of New Professionals in Fraternity/Sorority Life","authors":"M. Goodman, Lindsey L. Templeton","doi":"10.1353/CSJ.2021.0004","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0004","url":null,"abstract":"Abstract:Fraternity/sorority life is a complex profession with a high turnover rate of professional staff members. In this qualitative study of 11 new fraternity/ sorority professionals following their first year in their roles, we examine how new professionals perceive and navigate expertise. We then present implications for practice and research in fraternity/sorority life and student affairs more broadly.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49288835","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 examined the relationships between holistic grief effects experienced by college students, mental health, and the use of various counseling supports. A total of 1,092 college students completed an online survey about their losses, holistic grief effects they experienced, and the various types of counseling support they utilized while grieving. Students also shared prior diagnoses of depression, eating disorders, insomnia, attention-deficit/hyperactivity disorder (ADHD), and post-traumatic stress disorder (PTSD). Of the 842 students who experienced a loss, students reported emotional, cognitive, behavioral, physical, interpersonal, and world assumption grief effects. Approximately 10% of students utilized off-campus professional counseling support, and 8% used campus counseling center support. An even smaller number of students utilized face-to-face peer support groups or online support groups. Students who utilized on-campus counseling and off-campus professional counseling reported significantly more holistic effects in all areas. Students who utilized online support groups reported significantly more physical grief effects, and students who utilized face-to-face-support groups reported significantly more physical, cognitive, behavioral, and interpersonal grief effects. Statistically significant associations were found for students diagnosed with depression and their use of both off-campus professional counseling and campus counseling center support, as well as previous ADHD diagnoses and use of campus counseling center support. Implications for universities is addressed and recommendations for future research are also discussed.
{"title":"Holistic Grief Effects, Mental Health, and Counseling Support in Bereaved College Students","authors":"M. Varga, B. Lanier, Duke D. Biber, B. Stewart","doi":"10.1353/CSJ.2021.0000","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0000","url":null,"abstract":"Abstract:This study examined the relationships between holistic grief effects experienced by college students, mental health, and the use of various counseling supports. A total of 1,092 college students completed an online survey about their losses, holistic grief effects they experienced, and the various types of counseling support they utilized while grieving. Students also shared prior diagnoses of depression, eating disorders, insomnia, attention-deficit/hyperactivity disorder (ADHD), and post-traumatic stress disorder (PTSD). Of the 842 students who experienced a loss, students reported emotional, cognitive, behavioral, physical, interpersonal, and world assumption grief effects. Approximately 10% of students utilized off-campus professional counseling support, and 8% used campus counseling center support. An even smaller number of students utilized face-to-face peer support groups or online support groups. Students who utilized on-campus counseling and off-campus professional counseling reported significantly more holistic effects in all areas. Students who utilized online support groups reported significantly more physical grief effects, and students who utilized face-to-face-support groups reported significantly more physical, cognitive, behavioral, and interpersonal grief effects. Statistically significant associations were found for students diagnosed with depression and their use of both off-campus professional counseling and campus counseling center support, as well as previous ADHD diagnoses and use of campus counseling center support. Implications for universities is addressed and recommendations for future research are also discussed.","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770587","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":"Algorithms of Oppression: How Search Engines Reinforce Racism by Safiya Umoja Noble (review)","authors":"Laura M. Harrison","doi":"10.1353/CSJ.2021.0007","DOIUrl":"https://doi.org/10.1353/CSJ.2021.0007","url":null,"abstract":"","PeriodicalId":93820,"journal":{"name":"The College student affairs journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45036533","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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