“No Space for Humanizing Us:” Men of Color Identifying Institutional Needs at a Rural University

2021 ◽  
pp. 152102512110586
Author(s):  
Adrian H. Huerta ◽  
Maritza E. Salazar ◽  
Jude Paul Matias Dizon
Keyword(s):  
Student Affairs ◽  
Asian American ◽  
Sense Of Belonging ◽  
Peer Groups ◽  
Student Affairs Professionals ◽  
First Year ◽  
The West ◽  
Men Of Color ◽  
Enrollment Status ◽  
Asian American Men

Men of color are not persisting or graduating from college at similar rates as their same-aged peers. This qualitative study seeks to understand how men of color understand and experience college at a rural comprehensive public four-year university on the west coast. This study draws on focus group and interview data from 23 Black, Latino, and Asian American men whose enrollment status at the rural university varied from first-year undergraduate to graduate students. Using the notion of sense of belonging as the theoretical lens, we find that students highlighted the importance of peer groups and the need for vulnerable spaces on campus to explore their gender identity. With the findings from this paper, we aim to help student affairs professionals better understand how to support men of color in rural universities.

The First Year on the Job: Experiences of New Professionals in Student Affairs

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Kristen A Renn ◽  
Jennifer Hodges
Keyword(s):  
Longitudinal Study ◽  
Qualitative Study ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
Future Research ◽  
First Year ◽  
New Professionals ◽  
Online Data ◽  
Online Data Collection ◽  
New Student

Ten new student affairs professionals participated in this longitudinal study of their first year on the job. This qualitative study used online data collection. Participants submitted monthly responses to open-ended prompts inquiring about their experiences, challenges, and surprises. Over three time phases (Pre-Employment and Orientation, Transition, and Settled In), three themes emerged: the importance of relationships, institutional and professional fit, and issues of competence and confidence. Findings suggest several implications for practice, including preparing new professionals, being a new professional, and supervising new professionals. The authors suggest areas for future research.

scholarly journals New School, New Job, New Life

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Karen J. Haley ◽  
Brandi Hephner LaBanc ◽  
Peggy Koutas
Keyword(s):  
Professional Development ◽  
Student Affairs ◽  
Graduate School ◽  
Sense Of Belonging ◽  
Student Affairs Professionals ◽  
Transition Process ◽  
Individual Action ◽  
Graduate Assistants ◽  
New School ◽  
Prior Literature

Student affairs professionals have a responsibility for the professional development of graduate assistants (Gas) in the department as these positions are marketed as first professional positions. While prior literature has addressed the transition of graduate students into graduate school, there is little about the transition process for students with graduate assistantships in student affairs. Student transitions are important as they may set the tone for their first professional experience and ongoing professional development. Four key themes emerged from the voices of the graduate student participants in this study as they described their transition process into a GA position. First, they viewed the GA experience as a professional opportunity. Second, their sense of belonging was dependent on their perceived contribution to the department or division. Third, relationships mattered as they navigated the transition into their GA role. And finally, self agency (individual action) was apparent as they became engaged in their own success.

Leading the Transformation of Higher Education Institutions Through Social Justice, Equity, and Inclusion

2021 ◽  
pp. 39-55
Author(s):  
Maricela Alvarado ◽  
Catherine Ward
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Affairs ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
Student Affairs Professionals ◽  
Self Reflection ◽  
Diverse Backgrounds ◽  
Equity And Inclusion ◽  
Beliefs And Attitudes

This chapter will highlight the stories of two student affairs professionals who have some identities and experiences in common, but their differences have marked essential lessons for how they lead. This chapter also proposes being a student-ready educator takes a commitment to examine ourselves, our values, beliefs, and attitudes, and how they play out in our service to students. With this in mind, the authors recommend essential characteristics for being a student-ready educator, which includes (1) self-reflection, (2) empathy and compassion, (3) authenticity, (4) gratitude, (5) advocacy, and (6) personal sense of belonging. This chapter will expand on these characteristics and ways to skillfully engage them in meeting the needs of students from diverse backgrounds in these contested times to become more effective student-ready educators.

scholarly journals Converting a Dynamic in-Person Experience to Remote Life

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Alicia Roybal ◽  
Emilie Waggoner ◽  
Christy Heaton ◽  
Emily Moroney ◽  
Nicole Hoff ◽  
...  
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
Lessons Learned ◽  
First Year ◽  
Student Orientation ◽  
University Of Colorado ◽  
New Student Orientation ◽  
New Ideas ◽  
New Students ◽  
The University

This paper explores the work the Student Transitions and Family Engagement (STFE) team did to convert dynamic in-person experiences into virtual programs, advising, and courses. These opportunities were framed through the lenses of Academic and Social Integration (Tinto, 1975; Braxton et al., 2004), Belonging (Strayhorn, 2019), and Transition Theory (Schlossberg, 1981).  The COVID-19 pandemic caused disruptions in every sector of business and higher education and student affairs was not immune to these effects. The unprecedented disturbances to business-as-normal forced student affairs professionals to find innovative ways to welcome new students into their universities. This article details the monumental programmatic changes employed, as well as the challenges faced and lessons learned by the New Student Orientation and First-Year Experiences teams at the University of Colorado Denver. While catalyzed by unfortunate circumstances and necessity, many of the new ideas and methods developed during 2020 will be adopted as mainstays in STFE’s suite of operations and programmatic offerings.

Sign in / Sign up

Export Citation Format

Share Document