Implications of the Growing Visibility of Gay and Bisexual Male Students on Campus

NASPA Journal ◽  
1997 ◽  
Vol 34 (4) ◽  
Author(s):  
Robert A. Rhoads
Keyword(s):  
Student Affairs ◽  
Campus Climate ◽  
Research University ◽  
Ethnographic Study ◽  
Male Students ◽  
Student Affairs Administrators ◽  
Major Research ◽  
Areas Of Concern ◽  
And Bisexual

Based on a two-year ethnographic study using descriptive, structural, and contrastive questions, this article explores a subculture of gay and bisexual male students at a major research university and identifies areas of concern that student affairs administrators should consider in their efforts to improve campus climate for these students.

Heterosexual Student Leader Attitudes Regarding Lesbian, Gay, and Bisexual Students

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Sharon Horne ◽  
N. Dewaine Rice ◽  
Tania Israel
Keyword(s):  
Student Affairs ◽  
Campus Climate ◽  
Student Affairs Professionals ◽  
Student Leaders ◽  
Careful Selection ◽  
Positive Attitudes ◽  
Student Leader ◽  
Training And Supervision ◽  
And Bisexual ◽  
Lgb Students

This study examined student leaders’ attitudes towards lesbian, gay, and bisexual (LGB) students and compared resident advisors’ (RAs) attitudes to those of other student leaders. Despite careful selection, training, and supervision of RAs, results revealed no differences between RAs’ attitudes and those of other student leaders. The number of LGB family and friends reported by participants was the only factor significantly related to positive attitudes toward LGB individuals. Implications for student affairs professionals are discussed, and suggestions for improving campus climate for LGB students are provided.

Women win through averages, men win through extremes

2017 ◽  
Vol 2 (3-4) ◽  
pp. 120-135
Author(s):  
Shannon Lin
Keyword(s):  
Standard Deviation ◽  
Gender Gap ◽  
Research University ◽  
Business Schools ◽  
Female Students ◽  
Male Students ◽  
Major Research ◽  
Business Programs ◽  
Overall Performance ◽  
The Right

Undergraduate GPA data of a major research university in Canada from 2013 to 2016 were analyzed to identify GPA gender gaps. Results indicate that while female students outperform male students in terms of GPA, male students tend to have higher GPA standard deviation. Consistent with other business schools, the male students in the sample outnumber female students, but the proportion of male students who received a university entrance scholarship is lower than the proportion of female students admitted who received scholarships. In comparing the two business programs, the GPA gender gap is larger in the program that has poorer overall performance. Male students are overrepresented in the left tail of the distribution in terms of GPA but underrepresented in the right tail of the distribution. These findings support the theory that in terms of university grades, men (if they win at all) win through extremes and women win through averages.

Lesbian, Gay, and Bisexual Concerns in Student Affairs: Themes and Transitions in the Development of the Professional Literature

NASPA Journal ◽  
1998 ◽  
Vol 35 (2) ◽  
Author(s):  
Julianne S. Lark
Keyword(s):  
Student Affairs ◽  
Professional Literature ◽  
And Bisexual

The author reviews the student affairs literature on lesbian, gay, and bisexual issues, identifies themes and transitions in the development of this literature, and offers recommendations for authors interested in advancing the literature in this area.

Student and Instructor Perceptions: Emphasis on Cognitive and Affective Goals in a Freshman Seminar by Faculty and Student Affairs Professionals

NASPA Journal ◽  
1996 ◽  
Vol 34 (1) ◽  
Author(s):  
Anne Blackburst ◽  
Frances Pearson
Keyword(s):  
Student Affairs ◽  
Student Assessment ◽  
Student Affairs Professionals ◽  
Faculty Members ◽  
Student Affairs Administrators ◽  
Freshman Seminar ◽  
Freshman Orientation ◽  
Self Assessment ◽  
Affective Development ◽  
Orientation Course

The authors explore traditional assumptions about the relative emphasis faculty members and student affairs administrators place on cognitive and affective development in the classroom. Through use of the Instructor Self-Assessment Forms and the Student Assessment Form, both groups' perceptions of the extent to which faculty and student affairs administrators emphasized these goals in a freshman orientation course are examined.

The Nature of Student Affairs Work in the Liberal Arts College

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Joan B. Hirt ◽  
Catherine T. Amelink ◽  
Steven R Schneiter
Keyword(s):  
Student Affairs ◽  
Work Environment ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Student Affairs Professionals ◽  
Student Affairs Administrators ◽  
Student Affairs Administration ◽  
Liberal Arts Institutions ◽  
Work Habits ◽  
Liberal Arts Institution

The mission of the liberal arts institution is to educate the whole student; this parallels the aims of student affairs administration. How does this mission affect what student affairs professionals employed at these institutions do? For this study, researchers examined the nature of work for student affairs administrators at liberal arts institutions. Results revealed that professional life can be conceptualized through three themes: the manner in which work is conducted, work habits in relation to students, and the work environment.

LGBTIQ+ Teachers

2021 ◽  
Author(s):  
Emily M. Gray
Keyword(s):  
United Kingdom ◽  
North America ◽  
Sexual Identity ◽  
Major Research ◽  
The United Kingdom ◽  
Gender Diverse ◽  
Western Nations ◽  
And Bisexual ◽  
To Come

Major research that focuses on lesbian, gay, bisexual, transgender, intersex, queer plus (LGBTIQ+) teachers demonstrates that the field encompasses largely Western contexts and shows that although LGBTIQ+ people enjoy legal protections within many Western nations, schools remain dominated by heteronormativity. A major concern for LGBTIQ+ teachers is whether or not to come out at work—this means disclosing one’s gender and/or sexual identity to staff and/or students. In addition, working in schools as a LGBTIQ+ teacher is difficult because it often involves negotiating private and professional worlds in ways that heterosexual and cisgender teachers do not. There remain absences in the work on/with/about LGBTIQ+ teachers, with gender diverse, trans*, and bisexual teachers particularly underrepresented within the literature in the field. Most research on/with/about LGBTIQ+ teachers under discussion here is located within North America, the United Kingdom, Scandinavia, and Australia.

scholarly journals Becoming an Hispanic-Serving Research Institution: Involving Graduate Students in Organizational Change

2018 ◽  
Vol 11 (3) ◽  
pp. 154 ◽  
Author(s):  
Patricia Marin ◽  
Priscilla Pereschica
Keyword(s):  
Organizational Culture ◽  
Graduate Students ◽  
Research Universities ◽  
Campus Climate ◽  
Research University ◽  
Research Institution ◽  
Organizational Culture Theory ◽  
Hispanic Serving ◽  
Changing Demographics ◽  
Institutional Actors

The changing demographics of higher education have led to an increase in the number and type of Hispanic-Serving Institutions (HSIs). As research universities continue to see a rise in the enrollment of Latino/a students, a better understanding of the implications of this change within the existing institutional context will be essential to best serve this growing community of students. We position our study within a tradition of organizational culture theory that points to the importance of organizational actors’ interpretations, perspectives, and actions in order to understand an organization’s general behavior and change. By acknowledging the importance of graduate students within research universities, we focus on their perspectives at an Emerging Hispanic-Serving Research Institution (HSRI) and ask, “What are the organizational culture implications of an HSI designation for a research university?” Our analysis revealed four important themes: communicating institutional pride as an HSRI, engaging the benefits of an HSRI, operationalizing a serving mission, and involving graduate students as institutional actors at HSRIs. Institutional recommendations that follow from our findings include providing clear communication regarding HSI status, objectives, and commitment; assessing the campus climate; and increasing graduate student involvement as key leaders within HSRIs.

scholarly journals Student Talent Enrichment Program

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Don Nix ◽  
Trevor Francis ◽  
Danielle Dunn ◽  
Brett Rankin
Keyword(s):  
Research University ◽  
Retention Rates ◽  
Control Group ◽  
First Year ◽  
Major Research ◽  
First Year Students ◽  
Term Retention ◽  
Grant Program ◽  
Enrichment Program ◽  
Financial Need

The Student Talent Enrichment Program was an experimental grant program conducted at a major research university to improve underfunded students’ retention outcomes. This program provided scholarships to 151 first-year students with $5,000 or more in unmet financial need. Participants received a one-time grant in the fall of 2017, with award amounts ranging from $2,500 to $10,000. Grant recipients' retention rates exceeded the control group by small margins. However, these grants failed to make a difference only among the few grantees already in academic jeopardy. For grant recipients who had early GPAs of at least 1.5 prior to receiving financial awards, term-to-term retention rates surpassed the control group by a substantial, expected, and statistically significant margin.

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