Journal of College Student Development最新文献

{"title":"Racial and Economic Stratification on Campus: The Relationship between Luxury Residence Halls, Race, and Academic Outcomes","authors":"J. Brown, Fred Volk, Joseph M. Kush","doi":"10.1353/csd.2023.0006","DOIUrl":"https://doi.org/10.1353/csd.2023.0006","url":null,"abstract":"Residence hall design has remained an important topic for higher education professionals, but recently it has garnered attention from audiences beyond the postsecondary sector, including policymakers, donors, and media. In the competitive realm of enrollment management, luxury residence hall designs that emphasize high-end amenities and private rooms are vital in attracting certain prospective students (McClure, 2019). The design of luxury residence halls has created tension between the ideals of equitable educational experiences and increased competition to attract enrollment, as such facilities are often priced beyond the financial reach of students whose presence is essential to creating a diverse educational experience for all students. Rather than creating a more diverse environment, residence hall design has been shown to promote racial and economic stratification in living spaces (Foste, 2021). One form of racialized pattern in student housing is homophily, which is the grouping of students by race or class that permits (or limits) opportunities to interact with persons “like me” (McPherson et al., 2001). Yet, interacting with others of a similar race and economic background has been shown to result in better academic outcomes (Brown et al., 2019). Some researchers found residence hall design played no role in college experiences (Bronkema & Bowman, 2017), while others found isolating designs to be less conducive to flourishing and associated with poorer academic outcomes for Black students when examining Black/White differences (Brown et al., 2019). As university leaders face pressures to increase enrollment, some have allocated millions of dollars to attracting students using a new type of luxury residence hall design— hybrid luxury—that combines high-end amenities and high socialization design (Cramer, 2021; Eligon, 2013). While hybrid luxury halls emphasize added amenities such as coffee lounges, co-working spaces, and exclusive residentonly fitness studios, they also incorporate certain design elements to strategically increase patterns of student socialization. What remains unknown is (a) how emerging hybrid luxury designs may be associated with academic outcomes and (b) whether student academic outcomes differed in other forms of residence hall designs conditioned on race and homophily Research in Brief Jason C. Garvey, executive associate editor","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"108 - 113"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43382140","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":"Smartphone Addiction and Phubbing in International Students in Turkey: The Moderating Role of Mindfulness","authors":"Abdulatif Hajjismael Ahmed, Aman Sado Elemo, O. Hamed","doi":"10.1353/csd.2023.0002","DOIUrl":"https://doi.org/10.1353/csd.2023.0002","url":null,"abstract":"Abstract:With the advent of smartphone technologies, connections to other people, information, and services have transcended everyday norms. However, together with the evolving technologies, unprecedented changes in the behaviors of individuals are emerging. Among these changes is phubbing, the practice of ignoring those in the immediate surroundings during real conversations in favor of smartphones. In light of this, the aim of the present study was to determine if there is a relationship between smartphone addiction and phubbing in international students and if mindfulness is a moderator of this relationship. A cross-sectional survey with snowball sampling was adopted, and a total of 294 international students volunteered to complete self-report measures. In this study, while there was a significant positive relationship between smartphone addiction and phubbing, no such significant association was determined for mindfulness in its relationship with smartphone addiction and phubbing. The moderation analysis revealed that mindfulness significantly moderated the relationship between smartphone addiction and phubbing; however, high mindfulness did not serve as a protective factor against the effects of smartphone addiction on phubbing.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"64 - 78"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586210","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":"My Body Is Not an Apology: Black Critical Agency as Sense of Belonging","authors":"V. Sulé, Robert Brown","doi":"10.1353/csd.2023.0011","DOIUrl":"https://doi.org/10.1353/csd.2023.0011","url":null,"abstract":"Abstract:In the wake of highly visible institutionalized anti-Black violence, this study examined how sense of belonging manifests among Black students at historically white colleges. The findings speak to the need to expand upon the conceptualization of sense of belonging for Black students, particularly considering the history of racial trauma in the United States. The analysis draws from a lineage of critical race and afro-pessimist discourse to make connections between the participants' experiences and the people who preceded them. Implications for practice are introduced that consider how institutions can support the critical agency of Black students.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"1 - 15"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43665767","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":"No Study Without Struggle by Leigh Patel (review)","authors":"Charles H. F. Davis","doi":"10.1353/csd.2023.0008","DOIUrl":"https://doi.org/10.1353/csd.2023.0008","url":null,"abstract":"","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"117 - 120"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782949","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":"Exploring an Asset-Based Approach to Aspirational Capital Among Undocumented Latinx College Students","authors":"Leslie Jo Shelton, Charles J. Thompson","doi":"10.1353/csd.2023.0001","DOIUrl":"https://doi.org/10.1353/csd.2023.0001","url":null,"abstract":"Abstract:To inform higher education and student affairs (HESA) professionals who work with college students outside of the classroom, we asked the research question: How do undocumented Latinx college students use aspirational capital to navigate higher education? Aspirational capital is the ability to maintain hopes and dreams for the future in the face of real and perceived barriers and is one form of community cultural wealth (CCW), which offers an assets-based understanding of how Students of Color in educational settings share knowledge accumulated within their communities (Yosso, 2005). We analyzed data from semi-structured interviews with 16 undocumented Latinx college students from four-year institutions of higher education throughout the US. Participant narratives reflected aspirational capital in their future orientation despite the extreme uncertainty they faced regarding immigration status-related challenges. Participants demonstrated a sense of purpose through perseverance, faith, and helping others, and they exhibited high educational and career aspirations focused on giving back to others. Implications provide insight for HESA educators to proactively serve undocumented students, including building knowledge communities and networks and updating graduate preparation programs. These recommendations can help HESA educators explore ways to support undocumented college students with a focus on their aspirational capital.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"48 - 63"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42936798","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":"White Women's Affect: Niceness, Comfort, and Neutrality as Cover for Racial Harm","authors":"Moira L. Ozias, Leslie Jo Shelton, Charles J. Thompson, Abdulatif Hajjismael Ahmed, Aman Sado Elemo, O. Hamed, Christina W. Yao, Evangela Q. Oates, Kaleb L. Briscoe, K. Buell, Jennifer N. Rutt, Amanda L. Mollet, W. Black, Krista M. Soria, Vanessa Coca, J. Brown, Fred Volk, Joseph M. Kush, Dana M. Malone, James D. Breslin, Charles H. F. Davis, V. Sulé, Robert Brown, C. Dolan","doi":"10.1353/csd.2023.0000","DOIUrl":"https://doi.org/10.1353/csd.2023.0000","url":null,"abstract":"Abstract:This critical narrative inquiry explored how white women's racialized emotions are structured by whiteness as a technology of affect (Leonardo & Zembylas, 2013) and connected to particular college experiences. Specifically, white women college students used claims of niceness and demands for emotional comfort as cover for racial harm, while anger with racism and frustration with their own white complicity (Applebaum, 2010) signaled an ability to tarry with white complicity and motivated actions in solidarity with people of color. Pedagogies of both discomfort and white complicity suggest ways to center marginalized and vulnerable communities while engaging white students in confronting white supremacy and its affective roots. These pedagogical approaches have implications for curricular and cocurricular education across and beyond higher education. Findings also suggested that theories of student development must account for the insidious nature of whiteness under white supremacy.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"1 - 101 - 102 - 107 - 108 - 113 - 114 - 116 - 117 - 120 - 15 - 16 - 30 - 31 - 47 - 48 - 63 - 64 - 78"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46476674","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":"Food Insecurity Among College Students with Disabilities During the COVID-19 Pandemic","authors":"Krista M. Soria, Vanessa Coca","doi":"10.1353/csd.2023.0005","DOIUrl":"https://doi.org/10.1353/csd.2023.0005","url":null,"abstract":"Over the last several years, scholars have drawn attention to the growing rates of food insecurity among college and university students in the US (Broton & Goldrick-Rab, 2018; The Hope Center for College, Community, and Justice [The Hope Center], 2021). Food insecurity is a multifaceted concept commonly defined as the limited availability of nutritious foods, the uncertain ability to acquire nutritious foods, or the inability to acquire nutritious foods (Anderson, 1990). Food insecurity also constitutes interrupted eating patterns or a reduction in the quality of diet due to the lack of resources to access nutritious food (Coleman-Jensen et al., 2020). An estimated 40% of undergraduate students experience food insecurity (The Hope Center, 2021). Although research on food insecurity in college students is expanding, examinations into whether there are different rates of food insecurity by students’ demographic characteristics have focused primarily on students’ race/ethnicity, age, income or socioeconomic status, and sex or gender (The Hope Center, 2021; Morris et al., 2016; Wood & Harris, 2018). At present, researchers have not focused on food insecurity rates among college students with disabilities. The omission of food insecurity research on college students with disabilities is concerning due to the prevalence of students with disabilities in higher education—nearly one in five undergraduates has a disability (National Center for Education Statistics [NCES], 2021). Due to many forms of oppression, including ableism, racism, classism, and more, students with disabilities encounter more barriers in higher education, leading to reduced degree completion rates (Lett et al., 2020; NCES, 2022). Food insecurity is a factor associated with lower degree completion rates among students and is one of many factors that could exacerbate the existing disparities in degree completion rates (Wolfson et al., 2021). The topic of food insecurity is even more important to examine during the initial semesters of the COVID-19 pandemic when college students experienced significant and sudden financial hardships (Soria et al., 2022; The Hope Center, 2021). Therefore, the purpose of this study was to examine whether college students with disabilities had significantly different odds of experiencing food insecurity compared to their peers when controlling for additional demographic variables and COVID-19 experiences.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"102 - 107"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48658282","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":"Coercive Rape Tactics Perpetrated Against Asexual College Students: A Quantitative Analysis Considering Students' Multiple Identities","authors":"Amanda L. Mollet, W. Black","doi":"10.1353/csd.2023.0004","DOIUrl":"https://doi.org/10.1353/csd.2023.0004","url":null,"abstract":"Sexual violence has long remained a concerning problem within higher education, yet an overwhelming majority of scholarship about collegiate sexual violence centers experiences of white, cisgender, heterosexual women (Harris et al., 2020; Linder et al., 2020), although LGBTQ students experience even higher rates of sexual violence than their cisgender and heterosexual peers (Cantor et al., 2019). The exclusion of asexual students’ experiences is not surprising given the erasure and invisibility of asexuality within hypersexualized collegiate cultures (Mollet & Lackman, 2019), but the expansion of scholarship has begun acknowledging violence experienced by asexual people, including unwanted sexual experiences (Mollet & Black, 2021; Lund, 2021). Mollet and Black (2021) found that in a sample of asexual college students, nearly one quarter had experienced rape, more than one half experienced unwanted sexual content, and nearly three quarters experienced unwanted non-contact sexual experiences during their lifetimes. Their study also identified verbal coercion tactics as more prevalent than coercion through substances. What could an asexual perspective add to understanding campus sexual assault (CSA)? Moving beyond studying the same normative population of students and considering substances as a primary risk factor can offer a more nuanced understanding of CSA. Without asexual examinations and consideration of students’ multiple identities, knowledge remains limited in ways that suggest monolithic experiences that obfuscate realities of perpetration tactics and limit innovative prevention strategies. In response, the research question guiding this analysis is: What is the relationship between asexual students’ multiple identities and predicting odds of experiencing specific coercive rape tactics used by perpetrators?","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"101 - 96"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48112782","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":"Unsettling Assessment Thought and Practice","authors":"Dana M. Malone, James D. Breslin","doi":"10.1353/csd.2023.0007","DOIUrl":"https://doi.org/10.1353/csd.2023.0007","url":null,"abstract":"","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"114 - 116"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41426802","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":"Mirrors and Witnesses: Understanding Nonbinary College Students' Sense of Belonging","authors":"C. Dolan","doi":"10.1353/csd.2023.0012","DOIUrl":"https://doi.org/10.1353/csd.2023.0012","url":null,"abstract":"Abstract:Nonbinary college students are an underresearched and often misinterpreted and misunderstood population. These students face compulsory heterogenderism (Nicolazzo, 2017), institutional cisgenderism (Seelman, 2014), and other structural barriers to belonging and student success. Through qualitative interviews (N = 6), this phenomenological study explored nonbinary undergraduates' experiences of belonging on campus with regard to their gender identities. The study was grounded in an interwoven theoretical framework of Rendón's (1994) validation theory, Strayhorn's (2019) sense of belongingness, and Devor's (2004) concepts of witnesses and mirrors in an effort to understand sense of belonging as a construct in college impact research. Findings depict what belonging feels like for nonbinary students, lack of belonging, and sites of belonging during college. Implications for improving research and practice in order to understand and build capacity for a sense of belonging for nonbinary students follow.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"64 1","pages":"16 - 30"},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44001852","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}