Journal of College Student Development最新文献

{"title":"Test-Free Admissions at Selective Institutions: Perspectives From Admissions Professionals","authors":"Julie J. Park, Nancy Wong, Pearl Lo, Jia Zheng, OiYan Poon, Kelly Rosinger","doi":"10.1353/csd.2024.a934803","DOIUrl":"https://doi.org/10.1353/csd.2024.a934803","url":null,"abstract":"<span><span>In lieu of</span> an abstract, here is a brief excerpt of the content:</span>\u0000<p> <ul> <li><!-- html_title --> Test-Free Admissions at Selective Institutions:<span>Perspectives From Admissions Professionals</span> <!-- /html_title --></li> <li> Julie J. Park (bio), Nancy Wong (bio), Pearl Lo (bio), Jia Zheng (bio), OiYan Poon (bio), and Kelly Rosinger (bio) </li> </ul> <p>As of fall 2023, more than 1,900 U.S. colleges and universities no longer required standardized tests, representing a major change in college admissions (Fairtest, n.d.). The vast majority of these schools use test-optional policies, meaning that students have the choice to submit scores or not.<sup>1</sup> While test-optional admissions is linked to modest increases in racial and ethnic diversity (Bennett, 2022), it is no panacea for a deeply inequitable system. While preferable over requiring standardized tests, test-optional policies also have some unintended consequences. For example, low-income, first-generation, and racially minoritized students may experience confusion over whether or not to submit test scores (Camacho et al., 2022; Park, 2023). Another concern is that the testing percentile range (i.e., the 25th to 75th percentile of scores) has increased at many institutions because higher-scoring students are more likely to submit test scores. Although institutions may enjoy the prestige associated with higher test scores, such increases may make institutions seem out of reach to historically underrepresented students, even if they have the option not to submit scores (Park, 2023).</p> <p>The limitations of test-optional policies do not warrant a return to required standardized testing, which is even more counterproductive to equity given that race and class are substantial predictors of performance on such tests (Geiser, 2015). However, these limitations signal a need to explore other options regarding testing. Consideration of alternatives is essential in light of the <em>Students for Fair Admissions (SFFA) v. Harvard</em> and <em>SFFA v. University of North Carolina</em> ruling, which severely curtailed race-conscious admissions as of summer 2023.</p> <p>One alternative is test-free admissions. Currently, 85 institutions use test-free admissions, meaning they do not allow students to submit SAT or ACT scores for consideration. Test-free schools range from public institutions like the University of California system <strong>[End Page 438]</strong> to STEM-focused private institutions. Given the desire to promote equity in admissions post-SFFA, more colleges may consider going test-free in the future. Some admissions leaders have spoken enthusiastically about test-free policy adoption (e.g., Clark, 2021). Still, little is known about the ramifications of test-free policies at selective institutions, including the perspectives of admissions professionals who now evaluate applicants without test scores.</p> <p>To help fill this gap, we asked: \"What are the p","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latina Undergraduates on the Path to Becoming Exitosas on Their Own Terms","authors":"Lauren R. Contreras","doi":"10.1353/csd.2024.a934797","DOIUrl":"https://doi.org/10.1353/csd.2024.a934797","url":null,"abstract":"<p><p>Abstract:</p><p>This research shares testimonios from 11 Latina undergraduates attending a 4-year PWI in the Western US to better understand how they defined and measured their success in higher education. Traditional success measures, like graduation and persistence rates, are based on the institution's values and do not fully represent Latine values. While Latina undergraduates embraced dominant measures of student success, such as academic achievement and career attainment, they also shared student success beliefs that closely aligned with their Latine values, as well as emphasizing well-being. Drawing from Anzaldua's pathway to conocimiento, this study demonstrated how Latina undergraduates were on the path to becoming exitosas (successful) on their own terms by balancing both dominant measures of success and those that honored their Latine values. A better understanding of Latina undergraduates' beliefs about student success will assist higher education and student affairs professionals in supporting Latinas' success in all the ways they define it. This article provides recommendations for practice and research with the goal of enhancing the Latina undergraduate student experience.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"34 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Messaging About Race: Exploring Sorority and Fraternity Social Media","authors":"Crystal E. Garcia, Michael A. Goodman","doi":"10.1353/csd.2024.a934800","DOIUrl":"https://doi.org/10.1353/csd.2024.a934800","url":null,"abstract":"<p><p>Abstract:</p><p>National movements, including Black Lives Matter and Abolish Greek Life, have resurfaced attention to racial dynamics within sorority and fraternity life (SFL) communities. Often, these discussions frame SFL as a homogenous entity and ignore crucial distinctions among organizations, such as the fact that historically white sororities and fraternities were not originally created to serve Students of Color, while culturally based sororities and fraternities were intentionally created to center and celebrate People of Color. Furthermore, some historically white sororities and fraternities have been more intentional than others in implementing race-conscious initiatives and addressing their exclusionary roots. However, research has yet to explore ways (inter)national sorority and fraternity leadership across organizational types attend to matters of race and racism in organizational messaging. This qualitative critical discourse analysis explored these dynamics, examining social media messaging on topics connected to race/ethnicity by (inter)national SFL organizations. Using data drawn from 37 culturally based and historically white sororities and fraternities over a four-year span, this study examined racial messaging using critical race theory.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"27 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Altruistic Professionalism: Why Do College Students Become Peer Financial Mentors?","authors":"Zachary W. Taylor, Jodi Kaus, Tristia Kayser, Sara Ray, Mario Villa, Karla Weber","doi":"10.1353/csd.2024.a934805","DOIUrl":"https://doi.org/10.1353/csd.2024.a934805","url":null,"abstract":"&lt;span&gt;&lt;span&gt;In lieu of&lt;/span&gt; an abstract, here is a brief excerpt of the content:&lt;/span&gt;\u0000&lt;p&gt; &lt;ul&gt; &lt;li&gt;&lt;!-- html_title --&gt; Altruistic Professionalism:&lt;span&gt;Why Do College Students Become Peer Financial Mentors?&lt;/span&gt; &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Zachary W. Taylor (bio), Jodi Kaus (bio), Tristia Kayser (bio), Sara Ray (bio), Mario Villa (bio), and Karla Weber (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;For the past several decades, many institutions of higher education have facilitated financial wellness programs (Britt et al., 2015; Taylor, 2022). As part of these programs, college students have worked as peer financial mentors (PFMs) to counsel their peers regarding financial wellness and literacy topics, such as budgeting, understanding credit, and managing student loans (Britt et al., 2015; Goetz et al., 2011; Schuman et al., 2023). However, in recent years, it has become increasingly difficult for colleges and universities to hire student workers, as many students have opted for jobs that are more flexible, pay more, or allow them to perform different types of work (Zahneis, 2022).&lt;/p&gt; &lt;p&gt;Compounding this issue is research that has demonstrated the difficulty of hiring and training qualified college students who possess the soft skills, growth mindset, and professionalism to work as peer mentors (Black &amp; Taylor, 2018; Taylor &amp; Black, 2018). Related work in financial wellness has found that it may be even more difficult to hire and train these students to mentor their peers on financial matters, given that peer financial mentors need the same soft skills as academic mentors, along with financial acumen and experience (Schuman et al., 2023; Taylor, Kayser, Villa, Martinez, et al., 2021). As a result, institutions of higher education can benefit greatly from research that explores the motivations for why college students seek work on campus and what institutions can do to recruit and retain student workers, especially those with unique skill sets required by financial wellness programs.&lt;/p&gt; &lt;p&gt;However, despite the difficulty of recruiting and retaining peer mentors with adequate financial knowledge and persistent gaps in hiring (Schuman et al., 2023; Taylor, Kayser, Villa, Burnett, et al., 2021), no research has emerged that articulates why PFMs pursue work on campus, especially when off-campus positions likely pay more and could lead to a professional internship or full-time employment (Zahneis, 2022). To date, little is known about how peer financial wellness programs operate and maintain student staffing, necessitating this study. &lt;strong&gt;[End Page 449]&lt;/strong&gt; In this study, we engaged with 54 peer financial mentors from seven institutions of higher education across the US through a qualitative inquiry using a Maslowian (1954) lens. Per Maslow's (1954) theory, humans have five tiers of needs—physiological, safety and security, belongingness, esteem, and self-actualization—and human behavior, including the pursuit of work toward self-sustenance, is pred","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"62 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Men's Belongingness at Hispanic-Serving Institutions: Examining the Campus Environment and Culturally Engaging Practices","authors":"Derrick R. Brooms","doi":"10.1353/csd.2024.a934799","DOIUrl":"https://doi.org/10.1353/csd.2024.a934799","url":null,"abstract":"<p><p>Abstract:</p><p>This qualitative study explored how Black men made sense of their college years. Specifically, using Museus's (2014) culturally engaging campus environments model as the study's framework, I analyzed 41 Black men's experiences in and perceptions of the campus environment at two different Hispanic-serving institutions (HSIs). Findings revealed that the HSI campus environment can play a critical role in enhancing Black men's college experiences by providing an enriching campus environment that helps meet students' academic, cultural, social, and relational needs. While students credited the campus culture and student diversity as important aspects that initially attracted them to their respective institutions, they also used their agency to identify and seek out meaningful, culturally engaging opportunities within the campus environment. Most prominently, the cultural relevance of diverse and affirming programming, learning, and peer relationships, along with the cultural responsiveness of institutional agents' praxis through mentorship, guidance, and teaching, helped the men feel valued and validated and reflected a commitment to these Black men. Being enmeshed in a culturally engaging environment not only helps meet the diverse needs of Black men collegians, but it also contributes to their belonging, persistence, and success in college.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142184113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiation Spaces: Interrogating Black Men Doctoral Students' Experiences Using Cross and Fhagen-Smith's Black Identity Development Model","authors":"Jesse R. Ford, Kaleb L. Briscoe, Ashely Anderson, Dwayne Hamilton","doi":"10.1353/csd.2024.a934798","DOIUrl":"https://doi.org/10.1353/csd.2024.a934798","url":null,"abstract":"<p><p>Abstract:</p><p>Black men's experiences in education are often marked by isolation, imposter syndrome, and racial microaggressions. This qualitative case study, guided by the five enactments of Cross and Fhagen Smith's (2001) model of Black identity development, explored the experiences of 20 Black men doctoral students as they navigated and continually redefined their racial identity in response to campus perceptions of their identity. Findings and implications include new theoretical framings for Cross and Fhagen-Smith's model and practical considerations for student affairs practitioners, faculty, and students. Additionally, these findings expand the use of Cross and Fhagen-Smith's model to include concepts of masculinity. We provide broader implications for practice and suggestions for theory and future research.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"60 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding NCAA Division I Latinx College Athletes' Perspectives on Activism","authors":"Guillermo Ortega, Berenice Sánchez","doi":"10.1353/csd.2024.a934801","DOIUrl":"https://doi.org/10.1353/csd.2024.a934801","url":null,"abstract":"<p><p>Abstract:</p><p>Despite the growth of attention on racial engagement in the National Collegiate Athletic Association (NCAA), limited studies have examined Latinx college athletes' participation in activism. Guided by the student leader activist identity continuum framework, this qualitative study interviewed seven NCAA Division I Latinx college athletes to explore factors that encouraged or discouraged them from participating in activism. The findings revealed that athletic departments and families influenced students' decisions to engage in activism, as well as concerns about image. Participants also pointed to a lack of conversation on Latinx issues in the NCAA and college campuses. The article concludes with recommendations for academic and athletic stakeholders.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"46 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Call to Counter Repressive Legalism: Addressing the Implications of SFFA v. Harvard","authors":"Nicole C. Ngaosi, Liliana M. Garces","doi":"10.1353/csd.2024.a929248","DOIUrl":"https://doi.org/10.1353/csd.2024.a929248","url":null,"abstract":"&lt;span&gt;&lt;span&gt;In lieu of&lt;/span&gt; an abstract, here is a brief excerpt of the content:&lt;/span&gt;\u0000&lt;p&gt; &lt;ul&gt; &lt;li&gt;&lt;!-- html_title --&gt; A Call to Counter Repressive Legalism:&lt;span&gt;Addressing the Implications of &lt;em&gt;SFFA v. Harvard&lt;/em&gt;&lt;/span&gt; &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Nicole C. Ngaosi (bio) and Liliana M. Garces (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Opponents of race-based affirmative action in higher education have challenged the policy and practice since its inception. The sustained opposition resulted in a series of legal cases that have substantially chipped away at the practice, resulting in what is now termed \"race-conscious\" admissions (Garces, 2019). After nearly half a century of legal cases endorsing the consideration of race as one of many factors in the admissions process, on June 29, 2023, the U.S. Supreme Court in &lt;em&gt;Students for Fair Admissions, Inc. v. President and Fellows of Harvard College&lt;/em&gt; and &lt;em&gt;Students for Fair Admissions, Inc. v. the University of North Carolina-Chapel Hill&lt;/em&gt; further restricted how race can be considered in admissions processes. Specifically, the Court concluded that outside of military academies, the constitution and federal law generally prohibit the consideration of race in admissions, except for the individualized review of how race is related to an applicant's lived experience.&lt;/p&gt; &lt;p&gt;The implications of the Court's decision are significant for racially minoritized students who often have steeper, uphill climbs in their educational opportunities compared to their white peers. Yet, as saddened as many scholars and practitioners in the higher education community are to have the consideration of race in admissions further restricted, this Court ruling was a possible outcome given the sustained opposition to the practice and the U.S. Supreme Court's new conservative majority.&lt;/p&gt; &lt;p&gt;In this commentary, we provide a brief overview of the legal evolution of affirmative action in admissions over the past four decades leading up to the Court's most recent &lt;em&gt;SFFA&lt;/em&gt; cases. We outline some of the developments in the aftermath of this most recent decision that seek to further restrict and unnecessarily suppress the consideration of race in educational practice—a dynamic termed &lt;em&gt;repressive legalism&lt;/em&gt;. We argue that the &lt;em&gt;SFFA&lt;/em&gt; decision can result in further retrenchment, given the sustained attacks and ongoing pressures targeting racial equity. This sociopolitical environment requires higher education administrators and student affairs practitioners to proactively counter repressive legalism by leveraging legal strategies to reassert racial equity in institutional policies and practices.&lt;/p&gt; &lt;h2&gt;LEGAL EVOLUTION OF RACE-CONSCIOUS ADMISSIONS&lt;/h2&gt; &lt;p&gt;What is now broadly termed race-conscious admissions originated from a broader civil rights agenda—known as affirmative action—and various executive orders in the 1960s requiring nondiscrimination in employment and contracts. These executive orders sought to &lt;strong&gt;[En","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141514233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrating the Importance and Navigation of Family Relationships Among LGBTQ+ BIPOC College Students","authors":"Antonio Duran, Nancy E. Thacker Darrow, Christian D. Chan","doi":"10.1353/csd.2024.a929241","DOIUrl":"https://doi.org/10.1353/csd.2024.a929241","url":null,"abstract":"<p><p>Abstract:</p><p>LGBTQ+ (lesbian, gay, bisexual, transgender, queer and other minoritized genders and sexualities) and BIPOC (Black, Indigenous, and people of color) communities contend with oppressive realities on and off college campuses. Family relationships—families of origin and chosen families—have garnered attention for how they support and/or marginalize LGBTQ+ BIPOC college students. Informed by intersectionality as a theoretical framework, this narrative inquiry study centered on nine LGBTQ+ BIPOC students as they described the influence of families of origin and chosen families during college. Findings revealed the contexts that informed their negotiation of family relationships, how they discussed connection to family of origin based on family members' adherence to oppressive beliefs, and how chosen family served as a powerful mediator to oppressive realities. Shaped by these findings, we provide implications for research and practice relevant to higher education and student affairs.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"68 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Government as Public Office: Experiences of Former College Student Government Officers in Elected Public Office","authors":"Michael A. Goodman","doi":"10.1353/csd.2024.a929239","DOIUrl":"https://doi.org/10.1353/csd.2024.a929239","url":null,"abstract":"<p><p>Abstract:</p><p>While biographical sketches of many publicly elected leaders in the US exist, little is known about the connection between serving in college student government and running for or serving in elected public office after college. This phenomenological study explored the experiences of 19 former college student government officers in elected, post-college public office. Notably, former college student government officers felt like they were in public office all along and that student government was a microcosm of post-college public life. College campaigns and elections were preparatory experiences, and college student government was a \"training ground\" for later elected office and representational leadership.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"20 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}