National Study of Diversity Requirements in Student Affairs Graduate Programs

2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
Student Affairs ◽  
Graduate Programs ◽  
National Study

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.

scholarly journals Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research

2017 ◽  
Vol 7 (4) ◽  
pp. 925-943 ◽  
Author(s):  
Brian A. Burt ◽  
Alexander Knight ◽  
Justin Roberson
Keyword(s):  
Graduate Students ◽  
Cultural Identity ◽  
Student Affairs ◽  
Black Men ◽  
Graduate School ◽  
Graduate Programs ◽  
Ethnically Diverse ◽  
Promising Practices ◽  
Foreign Born ◽  
Domain Specific

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

Education, Community, and Social Engagement

2019 ◽  
pp. 69-86 ◽  
Author(s):  
Toby S. Jenkins
Keyword(s):  
Student Affairs ◽  
Transformative Learning ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Graduate Programs ◽  
Graduate Faculty ◽  
Education Programs ◽  
Community Based ◽  
Education Community ◽  
Approach To Teaching

In many higher education and student affairs graduate programs the responsibility for providing field-based learning often falls on the graduate assistantship. Programs often situate theoretical learning inside the classroom and practical engagement at the assistantship site. The growing urgency for educators to create transformative learning experiences and to integrate deep interactions with issues of social justice into the classroom challenges graduate faculty to re-evaluate their approach to teaching and learning. In this chapter, the author makes the case for adopting a creative, community-based, and culturally engaging approach to teaching in graduate education programs.

Book Review: Student Services: A Handbook for the Profession, Third Edition

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Dennis C. Roberts
Keyword(s):  
Student Affairs ◽  
Student Services ◽  
Graduate Programs ◽  
Reference Source ◽  
Student Affairs Administrators ◽  
Academic Institutions ◽  
Critical Stimulus

"Student Services: A Handbook for the Profession" traces its origins back to a conversation that Allen Jossey-Bass had with the authors of the book's first edition, Ursula Delworth and Gary R. Hanson, over twenty years ago. That conversation charted a course for developing a handbook for practicing student affairs administrators that has continued through its three editions. Not only is the "Handbook" one of today's most widely read texts in student affairs graduate programs, it remains a critical stimulus and reference source for all those who aspire to work or who do work in student affairs positions. It can also serve as a resource for others in academic institutions who wish to more fully understand student affairs programs and services.

Career Paths and Expectations of Recent Doctoral Graduates in Student Affairs

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Mark F. Daddona ◽  
Diane Cooper ◽  
Merrily S. Dunn
Keyword(s):  
Career Development ◽  
Student Affairs ◽  
Career Paths ◽  
Significant Positive Correlation ◽  
Graduate Programs ◽  
Current Position ◽  
Doctoral Graduates ◽  
Positive Correlation ◽  
Study Results ◽  
Development Processes

Personal issues and career development processes of individuals working in student affairs who have recently completed a doctorate were explored in this study. Results indicated that almost 70% were employed at the completion of their doctorate either by accepting a new position or remaining in their current position. New doctoral graduates obtained a position at a significantly lower level than they expected; however, a significant positive correlation between expected and actual starting salary range indicates graduates were able to accurately predict their starting salary range. Over 75% of respondents were still employed in their first post-doctoral position at the time they completed the survey. Implications for student affairs graduate programs are discussed.

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