Showing papers in "The College Student Affairs Journal in 2017"
Journal Article•
TL;DR: Using critical race theory as a framework, this paper provided an examination of racial microaggressions and how they influence the collegiate racial climate using focus group interview data from African American students at three universities.
Abstract: Microaggressions are subtle insults (verbal, nonverbal, and/or visual) directed toward people of color, often automatically or unconsciously. Using critical race theory as a framework, the study described in this article provides an examination of racial microaggressions and how they influence the collegiate racial climate. Using focus group interview data from African American students at three universities, it reveals that racial microaggressions exist in both academic and social spaces in the collegiate environment. The study shows how African American students experience and respond to racial microaggressions. It also demonstrates how racial microaggressions have a negative impact on the campus racial climate. ... one must not look for the gross and obvious. The subtle, cumulative miniassault is the substance of today's racism... (Pierce, 1974, p. 516) In and of itself a microaggression may seem harmless, but the cumulative burden of a lifetime of microaggressions can theoretically contribute to diminished mortality, augmented morbidity, and flattened confidence. (Pierce, 1995, p. 281) These two epigraphs by psychiatrist Chester Pierce over a 21-year period speak volumes about an important, persistent, and underresearched social problem in the United States: racial microaggressions. Little is known about microaggressions, and yet this subtle form of racism has a dramatic impact on the lives of African Americans. Pierce and his colleagues have defined racial microaggressions as "subtle, stunning, often automatic, and nonverbal exchanges which are 'put downs' of blacks by offenders" (Pierce, Carew, Pierce-Gonzalez, & Wills, 1978, p. 66). They further maintain that these "offensive mechanisms used against blacks often are innocuous" and that the "cumulative weight of their never-ending burden is the major ingredient in black-white interactions" (p. 66). Additionally, Davis (1989) defined racial microaggressions as "stunning, automatic acts of disregard that stem from unconscious attitudes of white superiority and constitute a verification of black inferiority" (p. 1576). Racial microaggressions, or unconscious and subtle forms of racism, though pervasive, are seldom investigated (Delgado & Stefancic, 1992; Johnson, 1988; Lawrence, 1987; Sol6rzano, 1998). Occasionally, African American students get a glimpse into the world of unconscious racism as demonstrated in comments such as those related to us by students who participated in the study described in this article: "When I [a White person] talk about those Blacks, I really wasn't talking about you," "You [a Black person] are not like the rest of them. You're different," "If only there were more of them [Black people] like you [a Black person]," and "I don't think of you [a Black person] as Black." Referring to White authority figures in particular (i.e., judges and other criminal justice authorities), Davis (1989) has suggested that Whites are capable of such utterances because "cognitive habit, history, and culture [have made them] unable to hear the range of relevant voices and grapple with what reasonably might be said in the voice of discrimination's victims" (p. 1576). Subsequently, as Pierce (1974) maintained, each Black person "must be taught to recognize these microaggressions and construct his future by taking appropriate action at each instance of recognition" (p. 520). RACE, RAcism, AND RACIAL MICROAGGRESSIONS Our study of the collegiate racial climate and the effect of racial microaggressions begins by defining race and racism. One can argue that dominant groups often attempt to legitimate their position via ideological means or a set of beliefs that explains or justifies some actual or potential social arrangement. According to Banks (1995), an examination of U.S. history reveals that the "color line" of race is a socially constructed category, created to differentiate racial groups and to show the superiority or dominance of one race-in particular, Whites-over others. …
1,985 citations
TL;DR: The authors examined NSSE data from 288 first-year Millennial college students from a comprehensive public university located in the Midwest to determine whether or not the amount of student-faculty interactions were predictors of student retention and satisfaction.
Abstract: Higher education institutions are facing greater external pressures for accountability and student learning outcomes. To better understand the factors that influence student success in college, we examined NSSE data from 288 first-year Millennial college students from a comprehensive public university located in the Midwest to determine whether or not the amount of student-faculty interactions were predictors of student retention and satisfaction. The surprising results reveal implications of ways in which student-faculty interactions should evolve.
18 citations
TL;DR: This article explored the relationship between college students' participation in high-impact educational practices and their self-reported development of leadership skills and multicultural competence, and found that students who participated in several high impact educational practices, including common book experiences, service-learning, and courses involving themes related to diversity or global learning had significantly higher perceived development in leadership and global learning.
Abstract: The purpose of this study was to explore the relationships between college students’ participation in high-impact educational practices and their self-reported development of leadership skills and multicultural competence. Analyses of data from the multi-institutional Student Experience in the Research University (SERU) survey ( n = 11,997) suggest students who participated in several high-impact educational practices, including common book experiences, service-learning, and courses involving themes related to diversity or global learning had significantly higher perceived development in leadership and multicultural competence. Students who participated in first-year seminars, study abroad, and international programs also reported significantly higher development in multicultural competence while students who participated in learning communities, community service, and internships reported significantly higher leadership skills compared to their peers.
13 citations
TL;DR: This qualitative study examined mid-level supervisors' perceptions of the skills needed for effective entry-level student affairs work and compared these responses to the ACPA/NASPA competencies.
Abstract: The ACPA/NASPA Professional Competencies for Student Affairs were designed to articulate skills needed for effective practice. However, since its first publication in 2010, little research has been done to understand whether these competencies align with the skills needed to be successful student affairs professionals. This qualitative study examined mid-level supervisors' perceptions of the skills needed for effective entry-level student affairs work and compared these responses to the ACPA/NASPA competencies. Mid-level manager's perceptions of skills aligned with stated competencies with some minor discrepancies noted. These findings have implications for practice, graduate preparation programs, potential revisions to the competencies and future research.
10 citations
9 citations
TL;DR: This paper examined the relationship between non-classroom student and faculty interactions and college students' moral growth and found a positive link between these collegiate experiences and illustrated the significance of interactions with students' interactions with faculty that occur outside of the classroom.
Abstract: This study utilized data from the Wabash National Study of Liberal Arts Education to examine the relationship between non-classroom student and faculty interactions and college students' moral growth. Findings suggest a positive link between these collegiate experiences and illustrated the significance of interactions with students' interactions with faculty that occur outside of the classroom.
9 citations
TL;DR: Key implications for practice include providing training to staff who interact with these students to reduce their feelings of stigma as well as offering peer mentors to assist them through their educational journeys.
Abstract: Foster care alumni (i.e., individuals who must exit care upon reaching a designated age – 18, 20, or 21, depending on the state) are one of the most educationally vulnerable populations in the U.S. (Zetlin et al., 2004) with only 7-13% of foster care alumni enrolling in higher education and even fewer graduating (Casey Family Programs, 2010). The researchers interviewed 12 foster care alumni who are or were enrolled in higher education to better understand their college experiences. The study found that these students may flounder because of social deficits from their time in care, making student affairs personnel particularly critical to their success. However, too often, campus staff provided little to no support, because they were unfamiliar with these students' unique needs and/or benefits (e.g., tuition waivers). Key implications for practice include providing training to staff who interact with these students to reduce their feelings of stigma as well as offering peer mentors to assist them through their educational journeys.
7 citations
TL;DR: In this article, a qualitative case study provided a description of four student affairs professionals' transition from graduate school to their first positions using photojournals, a form of a photoelicitation method where participants captured photos of their own experiences and explained these photos through written word.
Abstract: In student affairs, new professionals’ transition from graduate school to professional positions have been studied to help identify needs and support strategies to increase retention. However, new professionals still leave the profession at roughly 60% within one to five years of completing a graduate degree. Further information on this transition is needed to help sustain our best practices with new professionals. This qualitative case study provided a description of four student affairs professionals’ transition from graduate school to their first positions. The study used a traditional data collection method through interviews, and a non-traditional method through photojournals. Photojournals are a form of a photoelicitation method where participants captured photos of their own experiences and explained these photos through written word. Through the lens of challenge and support, findings from this study captured seven themes for new professionals: mentorship, resources, stability, pushed outside comfort zone, advocate, fostering growth, and surrounding support systems. The paper concludes with implications and recommendations for new professionals, their supervisors and colleagues, and graduate program faculty.
7 citations
TL;DR: This article examined the effects of two global study experiences offered for graduate students studying Student Affairs in Higher Education and found gains in graduate student dispositions, knowledge, and skills in areas of anticipated personal and professional growth along with development in unanticipated dimensions.
Abstract: While there is considerable anecdotal commentary on the effects of study abroad experiences on the students’ worldview, there is substantially less research supporting evidence of this change. This qualitative study is grounded in the thematic area of emphasis called globalism that is described in the ACPA/NASPA professional competency document released in the Fall of 2015 for application to student affairs professional practice. It examines the effects of two global study experiences offered for graduate students studying Student Affairs in Higher Education. Findings revealed gains in graduate student dispositions, knowledge, and skills in areas of anticipated personal and professional growth along with development in unanticipated dimensions.
7 citations
3 citations
TL;DR: 10 years of data related to participants' perceptions of the quality and relevance of the African American Women's Summit are presented to suggest that preconference programs, like the AAWS, developed as professional counterspaces are especially valued by minority student affairs professionals who are employed in paraprofessional, and entry- and mid-level positions.
Abstract: Research related to professional development in student affairs has found that few attendees benefit from participating in preconference programs. The African American Women's Summit (AAWS) is a preconference program created by and for African American women in student affairs and serves as a professional counterspace for this significantly underrepresented population of higher education administrators. This article presents 10 years of data (2005-2015) related to participants' perceptions of the quality and relevance of the AAWS. An in-depth demographic profile of participants is included to describe the personal, professional, and educational characteristics of the African American women student affairs professionals who participated in the study. The majority of participants were 26-30 years old, employed at the director/dean level and below, had earned master's degrees, responded positively about the value of this preconference program, and noted that the AAWS represented a safe space where they were encouraged personally and professionally. These findings suggest that preconference programs, like the AAWS, developed as professional counterspaces are especially valued by minority student affairs professionals who are employed in paraprofessional, and entry- and mid-level positions.
TL;DR: In this article, a quantitative study was conducted to identify and compare differences in leadership behaviors of senior student affairs officers (SSAOs) based on their generational cohort (Baby Boomer, Generation X, Millennial).
Abstract: The purpose of this quantitative study was to identify and compare differences in leadership behaviors of senior student affairs officers (SSAOs) based on their generational cohort (Baby Boomer, Generation X, Millennial). The Multifactor Leadership Questionnaire (MLQ) was used to measure nine leadership behaviors and three leadership outcomes. Surveys were administered electronically to 3,361 individuals identified as a chief student affairs officer or director of student affairs in the Higher Education Online Directory (2014). There were 449 respondents including 246 Baby Boomers, 192 Generation Xers, and 11 Millennials. The findings showed that whereas generation x SSAOs exhibited more transactional leadership behavior, baby boomers were more transformational. The results of this study have implications for the field of student affairs as research and practice support the need for more transformational leaders in senior administrative positions in higher education.
TL;DR: This article examined the role of college experiences in generating dissonance among cisgender white women enrolled in master's degree programs in higher education and student affairs (HESA), using the methodology of grounded theory for social justice (Charmaz, 2005).
Abstract: This study examined the role of college experiences in generating dissonance among cisgender White women enrolled in master’s degree programs in higher education and student affairs (HESA). Using the methodology of grounded theory for social justice (Charmaz, 2005), data analysis revealed that seven of 11 participants experienced racial dissonance in college. Of the college experiences that generated racial dissonance, six occurred in co-curricular contexts, while four were primarily in academic settings. Findings affirm the importance of facilitating racial dissonance among White college students as a way to advance intercultural maturity and other college outcomes essential for sustaining diverse democracies. Implications and recommendations are offered for student affairs practice and research.
TL;DR: In this article, a residential peer judicial board was interviewed to determine what they learned as a result of their board membership, and they highlighted an increased awareness of their own behaviors along with ways they modified their own behavior.
Abstract: Fourteen members of a residential peer judicial board were interviewed to determine what they learned as a result of their board membership. Students noted learning about communication and relationships as they related to community living and highlighted an increased awareness of their own behaviors along with ways they modified their own behavior. They also identified critical thinking skills and an understanding of community impact as areas of learning. Implications for student affairs practice are noted.
TL;DR: This article used multicultural organizational development theory to analyze the effects the college or university can have on campus racial environments and reported experiencing racial microaggressions, racial bias, and hate crimes frequently on campus.
Abstract: This study utilized multicultural organizational development theory to analyze the effects the college or university can have on campus racial environments. Students in this study reported experiencing racial microaggressions, racial bias, and hate crimes frequently on campus. Racial microaggressions can often be difficult to identify and address, but the response from the campus used for this study was often lacking entirely, and when a strategy was employed it utilized only the Multicultural Affairs office rather than a concerted and unified approach to diverse students' needs and safety.
TL;DR: Findings suggested that there were some consistency issues regarding the reporting process and the need for a clearer understanding of what faculty and staff should report to the BAT.
Abstract: The purpose of this qualitative study was to understand the reporting behaviors of faculty and staff that report concerns to a campus Behavior Assessment Team (BAT). This study included 13 semi-structured interviews and an analysis of team documents and case notes. While participants felt satisfied with their campus BAT, findings suggested that there were some consistency issues regarding the reporting process and the need for a clearer understanding of what they should report to the BAT. Finally, the implications are included, along with recommendations for future research.
TL;DR: In this paper, a phenomenological analysis sought to discover the experiences of students who highly identify with their university's marquee sports team, and found that unity and connectivity, pride and good feelings, characteristics of the ingroup, ingroup and outgroups, and emotional and psychological reactions to the game.
Abstract: Intercollegiate athletics have become well-entrenched in American higher education. This phenomenological analysis sought to discover the experiences of students who highly identify with their university’s marquee sports team. Students who are highly identified with Desert University’s men’s basketball team were interviewed. Utilizing social identity theory as a lens, students’ experiences were captured by five overarching themes: (a) unity and connectivity, (b) pride and good feelings, (c) characteristics of the ingroup, (d) ingroup and outgroups, and (e) emotional and psychological reactions to the game.