Student Affairs and Services in Higher Education: Emerging from the 19th and 20th Centuries to the Present

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

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Mixed Foundations: Supporting and Empowering Multiracial Student Organizations

JCSCORE ◽

10.15763/issn.2642-2387.2015.1.2.54-85 ◽

2018 ◽

Vol 1 (2) ◽

pp. 54-85

Author(s):

Victoria K. Malaney ◽

Kendra Danowski

Keyword(s):

Higher Education ◽

Student Affairs ◽

Leadership Skills ◽

Student Organizations ◽

Mixed Race ◽

College Campuses ◽

Institutional Practices ◽

Working Through

This paper presents an overview of multiracial student organizing and organizations on college campuses. The authors address common challenges that multiracial student organizations face in higher education, how student affairs staff can challenge institutional practices that perpetuate monoracism, and how to support and empower mixed race students to effectively develop strong leadership skills. Several recommendations for working through political and administrative hurdles are also provided.

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The Student Affairs Profession in the Academic Marketplace

NASPA Journal ◽

10.2202/0027-6014.1794 ◽

2007 ◽

Vol 44 (2) ◽

Cited By ~ 1

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.

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Book Review: A Legal Guide for Student Affairs Professionals

NASPA Journal ◽

10.2202/0027-6014.1060 ◽

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.

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Thyrsa Wealtheow Amos: The Dean of Deans

NASPA Journal ◽

10.2202/0027-6014.1337 ◽

2004 ◽

Vol 41 (2) ◽

Cited By ~ 1

Author(s):

Richard J. Herdlein

Keyword(s):

Higher Education ◽

Student Affairs ◽

Historical Research ◽

University Of Pittsburgh ◽

Student Personnel ◽

Dean Of Women ◽

History Of ◽

Personnel Administration ◽

The University

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Womens Program at the University of Pittsburgh,191941, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

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The Future of Student Affairs: A Guide to Student Development for Tomorrow's Higher Education

The Journal of Higher Education ◽

10.2307/1978674 ◽

1978 ◽

Vol 49 (1) ◽

pp. 100

Author(s):

Alvin Lipsetz ◽

Theodore K. Miller ◽

Judith S. Prince

Keyword(s):

Higher Education ◽

Student Affairs ◽

Student Development ◽

The Future

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Student Affairs and Hurricane Katrina: Contextual Perspectives from Five Institutions of Higher Education in New Orleans

NASPA Journal ◽

10.2202/0027-6014.1762 ◽

2007 ◽

Vol 44 (1) ◽

Cited By ~ 1

Author(s):

Susan K Gardner ◽

Kristy Miller ◽

Marco J Barker ◽

Jennifer Loftin ◽

Marla Erwin ◽

...

Keyword(s):

Higher Education ◽

Decision Making ◽

Student Affairs ◽

Hurricane Katrina ◽

New Orleans ◽

Institutions Of Higher Education ◽

Policy Practice ◽

Before And After ◽

Institutional Contexts ◽

Public Versus Private

Fifteen student affairs administrators from five institutions of higher education in New Orleans were interviewed regarding their experiences immediately before and after Hurricane Katrina and how the crisis affected their work. Participants were chosen for their diversity among racial, gender, and institutional contexts. Analyses of the interviews resulted in four themes that describe the differences between how public versus private institutional cultures affected these administrators responses and the decision making that occurred in the wake of the storm. These themes include (a) decision making, (b) communication, (c) resources and limitations, and (d) student affairs status. Implications for policy, practice, and research are included.

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We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

Journal for the Study of Postsecondary and Tertiary Education ◽

10.28945/4432 ◽

2019 ◽

Vol 4 ◽

pp. 123-142

Author(s):

Chaunte L White ◽

Miranda Wilson

Keyword(s):

Higher Education ◽

Student Affairs ◽

Black Americans ◽

Education History ◽

History Of Higher Education ◽

Master Narratives ◽

Higher Education History ◽

History Of ◽

Conceptual Paper

Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms

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