Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 455-475 ◽  
Author(s):  
Raphael D. Coleman ◽  
Jason K. Wallace ◽  
Darris R. Means
Keyword(s):  
College Student ◽  
Student Retention ◽  
Policy Implications ◽  
College Student Retention ◽  
Sexual Identities ◽  
Queer Of Color Critique ◽  
Black Racial Identity ◽  
Queer Of Color ◽  
Transgender Students ◽  
Black Queer

Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.

The Necessity of Intersectionality as a Framework to Explore Queer and Trans Student Retention

2019 ◽  
Vol 21 (4) ◽  
pp. 520-543
Author(s):  
Antonio Duran ◽  
Raechele L. Pope ◽  
Susan R. Jones
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Retention ◽  
College Student Retention ◽  
Analytic Framework ◽  
Research And Practice ◽  
Institutional Structures ◽  
Transgender Students ◽  
Political Intersectionality

Limited research on queer and transgender college student retention has led to a lack of understanding of the institutional structures that support these collegians. Moreover, what scholarship does exist oftentimes uses power-neutral lenses to explain the factors that lead to the retention of queer and transgender students. Using intersectionality as an analytic framework to illustrate the necessity of framing issues of retention with attention to overlapping systems of power and oppression provides a challenge to the existing literature. This article provides examples of higher education practices and policies from the perspectives of structural, representational, and political intersectionality. Implications for research and practice are offered.

Lifestyle and Personality Predictors of College Student Retention

2002 ◽  
Author(s):  
Cyndi R. McDaniel ◽  
James H. Thomas ◽  
Diana Harvey ◽  
Yvette Thompson ◽  
Perilou Goddard
Keyword(s):  
College Student ◽  
Student Retention ◽  
College Student Retention ◽  
Personality Predictors

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.

A Multilevel Approach to Assessing the Interaction Effects on College Student Retention

2009 ◽  
Vol 11 (2) ◽  
pp. 287-301 ◽  
Author(s):  
Haiyan Bai ◽  
Wei Pan
Keyword(s):  
College Student ◽  
Social Integration ◽  
Student Retention ◽  
Interaction Effects ◽  
Retention Rates ◽  
First Year ◽  
College Student Retention ◽  
Multilevel Approach ◽  
The Social ◽  
First Year Retention

The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics.

Queering College Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 544-566 ◽  
Author(s):  
J. Michael Denton
Keyword(s):  
College Student ◽  
Student Retention ◽  
Queer Theory ◽  
Campus Climate ◽  
Institutional Transformation ◽  
College Student Retention ◽  
Psychological Traits ◽  
Sexuality And Gender ◽  
And Gender ◽  
Retention Theory

Retention literature and concepts warrant examination through the lens of queer theory, a poststructural body of thought about sexuality and gender, to understand their implications for queer students. Five themes found in the retention literature are addressed from a queer perspective: framing retention as an economic and labor problem; campus climate; the focus on programs, policies, and services; psychological traits; and positivistic approaches. Queering retention involves deconstructing retention binaries; problematizing the production of normative subjects through retention theory; focusing on institutional transformation; and examining retention as heteronormative domination. Queer failure and futurity are offered as possible new frames for retention. This essay seeks to raise questions, tensions, and complexities with no clear or simple solutions. Tentative and limited implications for practice and research are offered; however, they raise more questions than provide answers.

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