Journal of College Student Development最新文献

{"title":"\"We Are the Authors of Our Relationship\": Queering Love Languages in LGBTQ+ Students' Intimate Relationships","authors":"Amanda L. Mollet, Jordan A. Smoot","doi":"10.1353/csd.2024.a929240","DOIUrl":"https://doi.org/10.1353/csd.2024.a929240","url":null,"abstract":"<p><p>Abstract:</p><p>This qualitative study examined the experiences of 14 LGBTQ+ college students in healthy intimate relationships with a focus on the ways that romantic partners give and receive affection. Framed through a consideration of <i>love languages</i>, this study challenges and extends what have become socially normative strategies for demonstrating affection.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"53 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552309","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":"Racialized Research Experiences: Cognitive and Work-Related Skills","authors":"Tamika N. Smith, Cindy Ann Kilgo","doi":"10.1353/csd.2024.a929247","DOIUrl":"https://doi.org/10.1353/csd.2024.a929247","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; Racialized Research Experiences:&lt;span&gt;Cognitive and Work-Related Skills&lt;/span&gt; &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Tamika N. Smith (bio) and Cindy Ann Kilgo (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Several scholars have studied the effects of participation in undergraduate research, one of 10 high-impact practices identified by the Association of American Colleges and Universities (AAC&amp;U). This research has explored several collegiate outcomes, including satisfaction at the institution (Bowman &amp; Holmes, 2018), critical thinking (Kilgo et al., 2015), persistence to graduation (Kilgo &amp; Pascarella, 2016), intercultural effectiveness (Kilgo et al., 2015), and research and presentation skills (Bhattacharyya et al., 2018; Eagan et al., 2013; Rogers et al., 2012; Webber et al., 2013), among others. The Council for Undergraduate Research (2021) defined undergraduate research as \"a mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge\" (para. 5). The National Survey of Student Engagement (NSSE) defined it as currently or previously having \"worked with a faculty member on a research project.\" We used this definition for our study.&lt;/p&gt; &lt;h2&gt;THE ROLE OF UNDERGRADUATE RESEARCH FOR RACIALLY MINORITIZED STUDENT POPULATIONS&lt;/h2&gt; &lt;p&gt;Undergraduate research is a way for students with minoritized racial identities to engage in a high-impact practice that increases their critical thinking, writing, and communication skills as well as their academic aspirations and retention (Bowman &amp; Holmes, 2018). Undergraduate research challenges students to build their critical thinking skills by learning how to analyze and evaluate an issue and information from multiple lenses and develop their own reasoning based on evidence (Mahanal et al., 2022). Formal programs through the U.S. Department of Education (2023) exist to prepare students for graduate study through research experiences, such as the Ronald E. McNair Scholars Program, which serves first-generation students who have financial need or are members of traditionally underrepresented groups. In addition, undergraduate research experiences often increase the self-efficacy and career ambitions of racially minoritized undergraduate students (Carpi et al., 2017). These skills are critical to student success after college. In fact, AAC&amp;U has identified intellectual and practical skills, &lt;strong&gt;[End Page 326]&lt;/strong&gt; including critical thinking, problem-solving, and communication skills, among others, as an \"essential learning outcome\" for students (AAC&amp;U, n.d.).&lt;/p&gt; &lt;p&gt;For racially minoritized students, the role of race is a critical component influencing their experiences. Several scholars have suggested that an effective and successful undergraduate research experience is tied to positive faculty mentorship (Byars-Winst","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"17 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141514232","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":"Civic-Mindedness as an Enduring Influence of Service Learning","authors":"Genejane M. Adarlo, Urduja C. Amor, Agnes D. Garciano, Juliet Q. Dalagan","doi":"10.1353/csd.2024.a929244","DOIUrl":"https://doi.org/10.1353/csd.2024.a929244","url":null,"abstract":"<p><p>Abstract:</p><p>Service learning can prepare undergraduate students with the necessary civic capacities and commitments for today's solutions to wicked social problems. However, most studies on the civic outcomes of service learning, such as civic-mindedness, are student self-reports on surveys given at the end of an academic term. A more nuanced understanding of civic-mindedness as an outcome of service learning is needed using qualitative research and longitudinal follow-up. Hence, this case study aimed to examine the development of civic-mindedness among undergraduate students from an institution of Jesuit higher education in the capital of the Philippines by following up with them six years after their participation in a curricular service learning experience in a public health care setting. Out of 24 eligible study participants, 13 took part in a focus group discussion. Thematic analysis of verbatim transcripts revealed civic-mindedness as an enduring outcome of curricular service learning. Our findings support the growing literature on the teachable moments that can come with rendering service in the community and the fundamental role of educators in designing a well-structured curricular service learning program that can leave a lasting impression on their students' civic identity.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"15 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552312","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":"Uniformity of Campus Design and Conventionality of Student Culture: Explorations of Person–Environment Interaction","authors":"Joseph L. Murray, Elizabeth Baldwin Schauer, Chelsea Burghoff Brown, Alexandra Troxell Grill","doi":"10.1353/csd.2024.a929243","DOIUrl":"https://doi.org/10.1353/csd.2024.a929243","url":null,"abstract":"<p><p>Abstract:</p><p>Campus maps and architectural images from institutional websites were used to compare 45 collegiate institutions cited in prior literature as manifesting traits of either conventional or nonconformist student cultures. Based on person–environment interaction theory, it was anticipated that the physical traits of campuses associated with conventional student cultures would be more uniform than those of campuses associated with nonconformist student cultures. Nonparametric tests revealed significant differences in the anticipated direction on three of six aspects of architectural design (i.e., color, roofline, and ornamentation). Differences in uniformity of campus layout were in the anticipated direction but fell slightly short of statistical significance.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"11 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552313","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":"The Role of Power in STEM Doctoral Students' Meaning-Making of Advising Relationships","authors":"Genia M. Bettencourt, Rachel E. Friedensen, Megan L. Bartlett","doi":"10.1353/csd.2024.a929242","DOIUrl":"https://doi.org/10.1353/csd.2024.a929242","url":null,"abstract":"<p><p>Abstract:</p><p>Advisors play an important role in the success of all doctoral students, but particularly so in science, technology, engineering, and mathematics (STEM) fields, where advising relationships determine funding structures and lab work possibilities. In cases where there is a mismatch between advisors and advisees, conflict can hinder students' academic progress, research expertise, and career prospects. However, relatively few institutions have clear processes to address power imbalances, creating an onerous burden for students who may risk damaging relationships and incurring unexpected consequences by raising concerns. In this critical constructivist narrative inquiry, we used self-authorship (Baxter Magolda, 1998, 1999) within a power-conscious framework of doctoral advising (Bettencourt et al., 2021; Linder, 2018) to examine how 28 STEM doctoral students made meaning of power in advising relationships Our findings demonstrate that the STEM doctoral environment heavily emphasizes external messages, which students must often negotiate within rather than move away from to succeed.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552311","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":"The Impact of Downward Classism on Social Class Concealment Among College Students Who Are Low-Income","authors":"Mun Yuk Chin, Jay Jeffries, Mindi N. Thompson","doi":"10.1353/csd.2024.a929245","DOIUrl":"https://doi.org/10.1353/csd.2024.a929245","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; The Impact of Downward Classism on Social Class Concealment Among College Students Who Are Low-Income &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Mun Yuk Chin (bio), Jay Jeffries (bio), and Mindi N. Thompson (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Given the privileging of white, middle-class norms in higher education, students who are low-income encounter classism in college (e.g., Cattaneo et al., 2019). Specifically, these students experience downward classism as posited by the social class worldview model (SCWM) in the form of discrimination or prejudice for deviating from the economic and sociocultural norms in their institutions (Liu et al., 2004). The model describes people's beliefs and experiences as shaped by their economic cultures and classism. College can thus be considered a type of economic culture for students. Downward classism has been shown to negatively impact low-income students' academic and social outcomes, including their social connectedness and perceived stigmatization (Allan et al., 2016; Nguyen &amp; Herron, 2021).&lt;/p&gt; &lt;p&gt;Results from a growing body of correlational and qualitative research have illustrated the ways in which students who are poor or working class manage their social class identities in higher education. Strategies of class code-switching (e.g., altering language) and disassociation (e.g., hiding status) were commonly used by students to manage the stigma associated with their lower social class statuses as well as pressures toward upward mobility in college settings (Elkins &amp; Hanke, 2018; Radmacher &amp; Azmitia, 2013). Poor and working-class college students were more likely to hide or conceal their social class backgrounds when they interacted with those of higher status (Aries &amp; Seider, 2005; Radmacher &amp; Azmitia, 2013). These findings suggest that for low-income students, social class concealment may function as a response to maintain their social status when faced with downward classism per SCWM (Liu et al., 2004). However, concealment may exacerbate negative emotions and hinder students from gaining social support, which can reinforce their disconnection from others (Aries &amp; Seider, 2005).&lt;/p&gt; &lt;p&gt;Despite the well-documented links between social class and other social identities (e.g., first-generation student status, race/ethnicity) that have critical implications for college students' experiences (Hinz, 2016; Radmacher &amp; Azitia, 2013), limited research has examined how students' other identities are connected to experiences with classism. Further, existing results have yielded mixed findings. In one study at a public university, students' financial stress, but not their social class, significantly predicted their exposure to classism. This relationship did not differ between students of color and white &lt;strong&gt;[End Page 316]&lt;/strong&gt; students (Cattaneo et al., 2019). In a different study,","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552314","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":"Examining the Power of Life Purpose During Times of War: Exploring the Relationship Between Purpose Orientations and Career Adaptability in Ukrainian University Students","authors":"Mariya Yukhymenko-Lescroart, Gitima Sharma, Olena Voiedilova","doi":"10.1353/csd.2024.a929246","DOIUrl":"https://doi.org/10.1353/csd.2024.a929246","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; Examining the Power of Life Purpose During Times of War:&lt;span&gt;Exploring the Relationship Between Purpose Orientations and Career Adaptability in Ukrainian University Students&lt;/span&gt; &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Mariya Yukhymenko-Lescroart (bio), Gitima Sharma (bio), and Olena Voiedilova (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Times of adversity often require an intentional focus on fostering people's inherent strengths to help them not give up on their life's most cherished aspirations. The outbreak of the Russian war in Ukraine has created unprecedented struggles and uncertainties among the entire Ukrainian population, including college students (Limone et al., 2022). The war has specifically impacted university students' mental health, leading to concerns such as post-traumatic stress disorder (Gupta &amp; Shourie, 2022), anxiety (Limone et al., 2022), inability to achieve goals (Limone et al., 2022), reduced emotional well-being (Kurapov et al., 2022), and difficulty in persevering (Kurapov et al., 2022). During such challenging times, students' career adaptability can play an important role in supporting their well-being and persistence (Rossier, 2015).&lt;/p&gt; &lt;p&gt;Indeed, research has demonstrated significant associations between career adaptability and various factors of well-being, including cognitive ability, self-esteem, hope, career planning, decision-making self-efficacy, career identity, and satisfaction (Rudolph et al., 2017). Savickas (2005) conceptualized career adaptability as four key self-regulation strategies: concern, control, curiosity, and confidence. Here, concern reflects the extent to which students are aware of and prepared for their careers. Control suggests students' beliefs regarding their perceived personal control over their career outcomes. Curiosity refers to the inherent tendency and ability to explore various career opportunities. Lastly, confidence reflects students' self-efficacy and perceived ability to overcome challenges on their journey toward fulfilling their career goals.&lt;/p&gt; &lt;p&gt;Life purpose is a crucial developmental asset that helps people cope with career discontinuities and adapt (Tiedeman &amp; Field, 1964). Frankl (1959) highlighted purpose as the strongest motivational force when people are facing existential anxiety and uncertainty. Research has demonstrated general sense of purpose as an important predictor of university students' resilience and persistence amid hardships (Sharma &amp; Yukhymenko-Lescroart, 2022a) and has highlighted the specific nature of people's life purpose orientations in determining their academic success, mental health, and career growth (Hill et al., 2010; Sharma &amp; Burnal-Arevalo 2021; Wang et al., 2020; Yukhymenko-Lescroart, 2022). Recently, Yukhymenko-Lescroart and Sharma (2022) demonstrated three specific purpose orientations: (a) others-growth encourages efforts t","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"51 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141552315","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":"University Leadership as a Racialized Space: Building Constructs for an Emergent Theory","authors":"Michelle M. Espino","doi":"10.1353/csd.2024.a923529","DOIUrl":"https://doi.org/10.1353/csd.2024.a923529","url":null,"abstract":"<p><p>Abstract:</p><p>The organizational settings and subcultures in which Latine mid-level student affairs administrators are employed obscure the covert nature and permeation of racialized processes throughout the academic organization. Such processes determine who is promoted and who can lead. I used a constructivist grounded theory approach to challenge current leadership discourses and to propose an initial set of theorizing constructs for an emergent theory of university leadership as a racialized space. The emergent theory delves into how opportunity structures, organizational environments, and individual agency affect the career aspirations and professional pathways to senior leadership roles for 93 Latine mid-level student affairs administrators across the US. Four intersecting structural practices are proposed to illustrate how leadership is a racialized space: (a) leadership is not neutral—it is raced, gendered, and classed; (b) pathways for Latine leaders are constrained through structural exclusion; (c) formal credentialing and notions of professionalism cloak whiteness as leadership legitimacy; and (d) social and material resources are inequitably distributed to Latine student affairs administrators, whose heavy workloads and emotional labor leave them trapped in entry-level and mid-level positions without opportunities for advancement. Implications for theory and practice are offered.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"117 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140583017","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":"The Public Scholarship of Student Affairs Now","authors":"Keith E. Edwards, Heather Shea, Glenn DeGuzman, Raechele L. Pope, Mamta Accapadi, Susana Muñoz","doi":"10.1353/csd.2024.a923530","DOIUrl":"https://doi.org/10.1353/csd.2024.a923530","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; The Public Scholarship of &lt;em&gt;Student Affairs Now&lt;/em&gt; &lt;!-- /html_title --&gt;&lt;/li&gt; &lt;li&gt; Keith E. Edwards (bio), Heather Shea (bio), Glenn DeGuzman (bio), Raechele L. Pope (bio), Mamta Accapadi (bio), and Susana Muñoz (bio) &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Public scholarship refers to making scholarship more accessible to a wider, nonacademic population or the public. It can take many forms, including publishing opinion pieces in major news outlets; writing a blog; drafting a policy brief; writing a book for a nonacademic audience; offering a public talk that is recorded and shared widely; fostering a presence on social media; or leading community-engaged service, research, and engagement efforts.&lt;/p&gt; &lt;p&gt;As a form of public scholarship, the &lt;em&gt;Student Affairs Now&lt;/em&gt; (studentaffairsnow.com) podcast is one of many online learning communities and podcasts related to higher education. The audience for our podcast and video series is primarily student affairs and higher education professionals who work within the academy and those working adjacent to or beyond higher education institutions. We provide an unconventional route to sharing and learning beyond classroom instruction, peer-reviewed publications, and conference presentations. In this brief, we will discuss the benefits of public scholarship beyond its response to the limitations of more traditional scholarship. We will also share some of what we learned during the first three years of &lt;em&gt;Student Affairs Now&lt;/em&gt; with an eye toward helping contributors and consumers inform public scholarship into the next 100 years of ACPA.&lt;/p&gt; &lt;h2&gt;BENEFITS OF PUBLIC SCHOLARSHIP&lt;/h2&gt; &lt;p&gt;Considering our increasingly busy lives, fewer resources, unconventional work arrangements, and more distractions, nontraditional forms of scholarship allow professionals and scholars to contribute to and consume in a greater variety of ways that may also be more accessible. Busy administrative leaders might read a research or policy brief directly applicable to their next project while eating lunch or listen to a pod-cast related to a particular emerging student issue on their evening commute. These forms of public scholarship can offer consumable and low-cost forms of professional development that help educators stay informed about the latest research, better practices, and challenges affecting the field. They can also help administrators be more strategic in improving institutional practices. Public scholarship can make &lt;strong&gt;[End Page 217]&lt;/strong&gt; complex issues more accessible, engage a wider audience in solving problems, and leverage limited resources more efficiently.&lt;/p&gt; &lt;h2&gt;&lt;em&gt;STUDENT AFFAIRS NOW&lt;/em&gt; AS PUBLIC SCHOLARSHIP&lt;/h2&gt; &lt;p&gt;Established during the fall of 2020 at the height of the pandemic, the online learning community and podcast &lt;em&gt;Student Affairs Now&lt;/em&gt; began as and remains a passion project. Durin","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"93 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140583193","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":"Disrupting Student Affairs Staff Departure: Examining Needed Changes to the Field of Student Affairs to Attract and Retain a Diverse Workforce","authors":"Gudrun Nyunt, Rachel Pridgen, Isaiah Thomas","doi":"10.1353/csd.2024.a923528","DOIUrl":"https://doi.org/10.1353/csd.2024.a923528","url":null,"abstract":"<p><p>Abstract:</p><p>The field of student affairs has seen an exodus of staff members over the past few years. Employee attrition, however, is not a new problem in student affairs. This grounded theory study aimed to understand why student affairs professionals leave the field. Based on interviews with student affairs professionals who left the field between March 2020 and March 2022, we developed a departure model that describes participants' experiences from their interest in and socialization into the field to their departure. Our model highlights how the conflicts between personal life, values, and approach to work and institutional policies, practices, and leadership rooted in white supremacy decreased participants' commitment to staying in the field over time. While our model focuses on departure, it also points to opportunities for disrupting current practices and transforming the working conditions in the field to attract and retain a diverse staff of student affairs professionals. In sharing implications, we take a both/and approach, highlighting how we can disrupt white supremacy culture and decolonize higher education and how we can foster student affairs professionals' ability to navigate the current cultural norms and environments.</p></p>","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"63 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140583633","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}