Discrimination on Gender Binary Campuses

In recent years, transgender people have both grown in numbers and visibility in the united states. However, the issue of discrimination against transgender people has been a serious and widespread phenomenon in today's society. This paper discusses the transgender issues at large and how the issues negatively affect transgender students' college experiences in a variety of ways, including but not limited to institutions' failure to include "gender identity" in their nondiscrimination policies. The evidence from scholarly sources also suggests that religiously affiliated, single-sex and two-year colleges typically offer few protections for transgender students. Finally, the paper will examine institutions' past initiatives on the subject matter and provide recommendations for institutions to create a more gender-friendly environmnent.

Know Family, Know Self: Exploring the Influence of Family on Vietnamese American College Students’ Experiences

Much of the existing literature on Vietnamese Americans focuses on experiences of previous generations and does not capture the perspectives of the current generation of Vietnamese Americans, more specifically those who are college students. The present study examined the role of family influence on college experiences for Vietnamese American students. This study utilized qualitative methodology, analyzing data collected from semi-structured, in-person individual interviews conducted with six Vietnamese American college students (VACS) attending a large, predominantly white institution (PWI). Results from this study reveal not only how VACS construct meaning of their family influences and college experiences, but also how they come to understand their own Vietnamese American identity. Major findings from this study reveal that VACS exist between two worlds: the life of a second-generation immigrant Vietnamese American, and the life of an American college student. This article provides implications for higher education and student affairs practitioners to understand the unique experiences of this underrepresented and under-researched student population. Implications for further research are also discussed.

The First Year Acculturation: A Longitudinal Study on Acculturative Stress and Adjustment among the First Year International College Students

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

Beyond the Bridge

This qualitative study examines the experiences of seven students who were selected to attend a summer bridge program (SBP) located in the U.S. Midwest. Utilizing semi-structured interviews and organizational socialization theory, the study illuminates students’ preconceived notions about what it means to be in an SBP, experiences while in the program, and how those experiences help facilitate a successful transition into the first year of college and beyond. Findings revealed that participating in the SBP positively influenced students’ college experiences and ultimately their persistence to graduation. Recommendations drawn from the study are offered to higher education staff and administrators interested in starting or improving summer bridge or similar programs.