5. Absolution and Participation in Privilege: The False Fronts of Men Student Affairs Professionals

2019 ◽  
Vol 1 (2) ◽  
pp. 95-121
Author(s):  
Voyles A. ◽  
S. McKinnon-Crowley ◽  
B. E. Bukoski
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
Gender Performativity ◽  
Male Privilege ◽  
Classroom Activities ◽  
Cultural Status ◽  
Gender Performances ◽  
The Impact ◽  
Gendered Expectations

Abstract Student affairs, a helping field focused on outside-the-classroom activities in higher education, has been traditionally associated with feminine gendered expectations. Using Judith Butler’s concept of gender performativity and Foucauldian discourse analysis, we investigated how men student affairs professionals use and perpetuate gender privilege in the workplace. We identified a cycle of discourse whereby men student affairs professionals deployed discursive tactics to obscure their benefit from male privilege while simultaneously garnering cultural status and social capital. Deconstructing these discursive nodes provided insight to the impact of conflicting gender discourses. We suggest our analysis can expose rules that regulate, perpetuate, resist, and oppress, which opens up new understandings and meanings for men student affairs professionals and their gender performances.

The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Joan B. Hirt
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Good Practice ◽  
Student Affairs Professionals ◽  
Academic Affairs ◽  
Seven Principles ◽  
Market Driven ◽  
Principles Of Good Practice ◽  
The Way

This essay compares the narratives that have emerged in recent years to describe the higher education enterprise with the narratives used to describe student affairs’ endeavors. I posit that the way in which student affairs professionals present their agenda is out of sync with the market-driven culture of the academy. The seven Principles of Good Practice are used to illustrate the incongruence between student affairs and academic affairs narratives on campus. I offer ways that those Principles can be recast to be more closely aligned with the new academic marketplace.

Book Review: A Legal Guide for Student Affairs Professionals

NASPA Journal ◽  
1998 ◽  
Vol 35 (4) ◽  
Author(s):  
Donald D. Gehring
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Student Affairs Professionals ◽  
The Law

Bill Kaplin and Barbara Lee let their readers know up front - on the book's cover in fact - that "A Legal Guide for Student Affairs Professionals" has been adapted from their highly regarded third edition of "The Law of Higher Education" [LHE3](1995) ("the big red book," as my students refer to it). The authors have included material already presented in LHE3 but have completely reorganized, updated, and edited the earlier work.

Reduction of Racial Prejudice in Student Affairs Professionals

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Catherine Choi-Pearson ◽  
Linda Castillo ◽  
Mary Finn Maples
Keyword(s):  
Student Affairs ◽  
Diversity Training ◽  
Intergroup Contact ◽  
Student Affairs Professionals ◽  
Racial Prejudice ◽  
The Impact

This study examined the impact of gender, race, intergroup contact, and diversity training on racial prejudice of student affairs professionals. Diversity training and race of participants were statistically significant contributors to change in racial prejudice. Findings suggest that racial prejudice decreases as diversity training increases. Implications for student affairs professionals are provided.

Creating a Sustainable Program for Ethics in Student Affairs

2015 ◽  
pp. 278-300
Author(s):  
Christina Van Wingerden ◽  
Maureen Ellis ◽  
Theodore W. Pratt Jr.
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Current Literature ◽  
Ethical Climate ◽  
Student Affairs Professionals ◽  
University Student ◽  
Education Student ◽  
Ethical Climates ◽  
Industry Standards ◽  
Mixed Method Design

Ethics is an important thread within higher education student affairs. Creating avenues for intentional, sustainable dialogues and consistent education for employees, one Ethics Officer at a four-year public university in the Northwest embarked on understanding the ethical climate to improve how student affairs professionals interact with students. The goal of this mixed-method design study examined the knowledge, skills, and attitudes of its division administrators about ethics, the ethical climate of a university student affairs division, and the design of an ethical training curriculum for division employees. This chapter reviews the current literature about ethics in higher education, organizational ethical climates, industry standards, and gaps in performance, while providing insights and ideas about best practices.

When Students Drink Too Much: Whose Problem Is It Anyway?

2017 ◽  
Vol 20 (3) ◽  
pp. 18-25
Author(s):  
Holly A. Foster
Keyword(s):  
Higher Education ◽  
High Risk ◽  
Student Affairs ◽  
Higher Education Administration ◽  
Student Affairs Professionals ◽  
Education Administration ◽  
University Of Virginia ◽  
Graduate Courses ◽  
High Risk Drinking ◽  
The University

This case is for use in graduate courses in student affairs and higher education administration. It presents the challenges faced by student affairs professionals at the University of Virginia where some students participate in an annual high-risk drinking practice that has resulted in injuries and even death. Student affairs professionals at the university have attempted to address this dangerous practice for almost 20 years with minimal success. This case highlights the complex issues that administrators must often face as well as provides students the opportunity to evaluate the complex issues from the perspectives of the various constituencies involved.

scholarly journals How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

2019 ◽  
Vol 8 (3) ◽  
pp. 678 ◽  
Author(s):  
Zamzami Zainuddin ◽  
H. Habiburrahim ◽  
Safrul Muluk ◽  
Cut Muftia Keumala
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Learning Activities ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Classroom Activities ◽  
Vocabulary Skills ◽  
Video Lectures ◽  
Directed Learning ◽  
The Impact

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

scholarly journals Impact of Covid-19 on International Student Support

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Brett Perozzi ◽  
Birgit Schreiber ◽  
Thierry Luescher
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Support ◽  
Mental Wellbeing ◽  
Exploratory Survey ◽  
Return Home ◽  
Primary Groups ◽  
The Impact

The Covid-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students in general and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental wellbeing, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.

scholarly journals Experiences of African Students in Predominantly White Institutions: A Literature Overview

2016 ◽  
Vol 2016 ◽  
pp. 1-6 ◽  
Author(s):  
Davis Inyama ◽  
Allison Williams ◽  
Kay McCauley
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Affairs Professionals ◽  
Predominantly White Institutions ◽  
Future Research ◽  
African Students ◽  
White Institutions ◽  
African Health ◽  
Health Sciences Students

The objective of this paper is to examine research conducted on the experiences of African health sciences students in predominantly white higher education institutions/environments. The main elements of cross-cultural adaptation models were adopted to discuss the amalgamated themes under the auspices of adjustment, integration, and conditioning. The overview revealed that African students encounter unique experiences, with isolation and “feeling different” being commonly mentioned. Recommendations for future research are presented, including programmatic implications for higher education and student affairs professionals.

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