Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs

2015 ◽  
Vol 48 (2) ◽  
pp. 178-194 ◽  
Author(s):  
Chris Linder ◽  
Jessica C. Harris ◽  
Evette L. Allen ◽  
Bryan Hubain
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Students Of Color ◽  
Graduate Programs ◽  
National Study ◽  
Inclusive Pedagogy

National Study of Diversity Requirements in Student Affairs Graduate Programs

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
Student Affairs ◽  
Graduate Program ◽  
Graduate Programs ◽  
Student Affairs Professionals ◽  
National Study ◽  
Diversity Courses ◽  
Diversity Course ◽  
Program Coordinators ◽  
Core Courses ◽  
Degree Level

The present study examined the extent to which diversity courses are being required (i.e., as core courses) in student affairs graduate programs at the Master’s degree level. A diversity course was defined as a course that was developed and taught with the expressed intent of promoting the development of culturally proficient student affairs professionals who are knowledgeable and sensitive to the histories, circumstances, and needs of culturally and racially diverse individuals. Data for the study was obtained from program coordinators or directors of student affairs graduate programs. Of the student affairs graduate programs for which complete data was obtained (N = 53), 74% or 39 student affairs graduate programs required a diversity course at the Master’s degree level. Of the student affairs graduate programs that did not have a diversity course requirement, 8% or 4 of the programs were in the process of instituting a diversity course requirement in their student affairs graduate program. Implications for student affairs graduate programs are discussed.

Promoting the Scholarly Writing of Female Doctoral Students in Higher Education and Student Affairs Graduate Programs

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Catherine McHugh Engstrom
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Doctoral Students ◽  
Graduate Programs ◽  
Female Students ◽  
Women Faculty ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Research Writing ◽  
Scholarly Writing

This study reports on the influence of their doctoral experiences on the scholarly writing and productivity of tenured women faculty members in higher education and student affairs programs. Factors that contributed to creating their identities as scholarly writers and influenced their scholarly writing and productivity included: a) structured opportunities in research, writing, and publishing, b) mentors, and c) student peers. Strategies are presented for faculty members, student affairs administrators, and female students who encourage women to develop a commitment to integrate scholarly activities and writing into their professional identity and practice.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 54-85
Author(s):  
Victoria K. Malaney ◽  
Kendra Danowski
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Leadership Skills ◽  
Student Organizations ◽  
Mixed Race ◽  
College Campuses ◽  
Institutional Practices ◽  
Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

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