Journal of College Student Development最新文献

{"title":"Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective","authors":"Peng Yin","doi":"10.1353/csd.2023.a911794","DOIUrl":"https://doi.org/10.1353/csd.2023.a911794","url":null,"abstract":"Understanding Chinese International Students’ Stances on Anti-China Rhetoric: A Postcolonial Perspective Peng Yin (bio) Accompanied by the increasing presence of Chinese international students in US higher education institutions (HEIs; Institute of International Education, 2022), a growing body of scholarship has called attention to the rise of xenophobic and discriminatory sentiments toward this student population (Suspitsyna & Shalka, 2019; Yao, 2018; Yin, 2023; Yu, 2021). To unveil the nature of those xenophobic and discriminatory sentiments, scholars typically draw on Lee and Rice’s (2007) notion of neo-racism, which suggests that non-Western international students’ lived experiences of xenophobia and discrimination are largely triggered by bigoted and ethnocentric assumptions about the national origin of the students. These studies have collectively promoted a heightened awareness of the entanglements between national origin-based discrimination, namely anti-China sentiments, and the marginalization of Chinese international students. However, what remains relatively unknown is how Chinese international students make sense of and reflectively respond to anti-China rhetoric. This study intended to address the identified gap in the extant literature by conducting an exploratory and postcolonially informed investigation into Chinese international students’ stances on anti-China rhetoric. In doing so, the study sought to contribute to research and practice aimed at empowering Chinese international students and the broader non-Western international student population and developing a sustainable and equity-driven agenda to guide the internationalization of US HEIs. RELEVANT THEORETICAL LENSES In their work, Stein and Andreotti (2016) argued that national origin-based discrimination against non-Western international students was shaped by a dominant “global imaginary” rooted in the colonial myth of Western supremacy. It was through such global imaginary that “the West [was] understood to be at the top of a global hierarchy of humanity with the rest of the world trailing behind” (Stein & Andreotti, 2016, p. 226). Taking Stein and Andreotti’s (2016) argument as the point of departure, I situated the conceptualization of anti-China rhetoric in this study in relation to the colonial construction of the West/non-West divide. Through the prism of this divide, Chinese international students’ home and host countries—China and the US—were (re)presented along a fixed hierarchy of inferiority/superiority (Yin, 2023). To further unveil the political [End Page 600] underpinnings of the West/non-West divide, I drew on Said’s (1978) notion of Orientalism, which indexed the pervasiveness of a colonial project of knowledge production that gave rise to an “ontological and epistemological distinction made between ‘the Orient’ and (most of the time) ‘the Occident’ ” (p. 2). Of note, according to Said (1978), the Orientalizing dynamics between the West and non-West wor","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782165","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 Costs of Completion: Student Success in Community College by Robin G. Isserles (review)","authors":"Xiaodan Hu, Quortne Hutchings","doi":"10.1353/csd.2023.a911795","DOIUrl":"https://doi.org/10.1353/csd.2023.a911795","url":null,"abstract":"Reviewed by: The Costs of Completion: Student Success in Community College by Robin G. Isserles Xiaodan Hu and Quortne Hutchings The Costs of Completion: Student Success in Community College Robin G. Isserles Baltimore, MD: Johns Hopkins University Press, 2021, 352 pages, $32.95 (Hardcover) In The Costs of Completion: Student Success in Community College, Robin Isserles reflects upon her role as a faculty member in sociology at the City University of New York and on her research on community college student success. In doing so, she introduces the concept of student sensibility and calls on community colleges to become authentic caring institutions. With broad audiences in mind, Isserles presents both empirical evidence and her personal experiences working directly with community college students. She argues that the narrow focus on completion measures as indicators of community college student success can further marginalize students who are in precarious situations. Rather, Isserles suggests that community college practitioners and researchers contextualize the student-centered experience within neoliberalism, “an economic, social, and political strand of capitalism characterized by a pro-business, limited government ideology” (Winslow, 2015, p. 204–205), and create learning environments in which students feel respected and cared for. The first section of the book presents how the prevalence of neoliberal policies and practices within community colleges enforces market pressures that push public colleges to increase revenues, improve quality, and cut costs (Cannella & Koro-Ljungberg, 2017). Isserles’ observation closely aligns with current research on how the neoliberalization of the US higher education has a detrimental impact on the affordability, accessibility, and public image of higher education (e.g., Mintz, 2021; Winslow, 2015). Isserles explains the complex concept of neoliberalism using plain language and personal stories and illustrates how academic momentum-style initiatives and quantitative-driven data approaches unfairly define the goal of community college education as credential completion. Historically, community colleges have been underfunded despite disproportionately serving students who are racially minoritized and financially needy (Dowd et al., 2020). Under neoliberal policies and practices (e.g., enrollment management, return on investment calculation, consumerism in teaching and learning), underfunded community colleges are thus pressured to follow low-risk best practices to push for faster credential completion as the goal. The unpleasant reality is that, in both community college research and practices, the focus on serving students as consumers widgetizes students and shapes their community college experience to be “substandard” (p. 33). Isserles emphasizes the core mission of community colleges as engaging and supporting students through meaningful student–institution interactions rather than reducing the student exp","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782514","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":"UndocuJoy as Resistance: Beyond Gloom and Doom Narratives of Undocumented Collegians","authors":"Stephen Santa-Ramirez, Kayon A. Hall","doi":"10.1353/csd.2023.a911791","DOIUrl":"https://doi.org/10.1353/csd.2023.a911791","url":null,"abstract":"Abstract: This narrative inquiry study examined how Black and non-Black Mexican undocumented collegians use joy as resistance to navigate their lives while in college. A lack of published empirical research explores how these collegians experience and embrace joy despite navigating barriers, such as anti-im/migrant exclusionary policies and racist nativist sociopolitical and campus climates. Our findings revealed their joyful experiences with biological and chosen family and communal and artistic joy. Recommendations for research and practice are provided for higher education actors at all levels.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782504","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 Queer Mentorship: Staff and Faculty Experiences in Mentorship Programs","authors":"Quortne R. Hutchings","doi":"10.1353/csd.2023.a911792","DOIUrl":"https://doi.org/10.1353/csd.2023.a911792","url":null,"abstract":"Black Queer Mentorship: Staff and Faculty Experiences in Mentorship Programs Quortne R. Hutchings (bio) It was interesting. I think I was just curious about how they were experiencing life. I’m always super intrigued by young people who just go through life naturally, you know, as a queer person. That felt so foreign to me, you know, in my teenage years and even in my early 20s, I was like, “Who are you? What do your conversations look like?” You know, because I think, for me, anytime I found someone who was secretly, like, gay or whatever, it was like we were talking about facts . . . talking about, you know, all the taboo things that we couldn’t really talk about openly because we had to present as hetero. So, I find myself super curious about their lives . . . other than talking about class. And the drama that exists in the community, and maybe from conversations to topics sprinkled in there. —Brendan This reflection represents the nuanced and beautiful meaning of queer mentorship among two Black queer men in higher education. I introduce Brendan’s narrative to highlight the importance of Black queer staff mentoring relationships with Black queer men of color. Brendan reflected on how he valued building strong connections with his queer mentees while also discerning how his college experiences as a queer person shaped his engagement with those students. This negotiation and meaning-making process is a reality for queer staff and faculty of color who are in mentoring roles in higher education. Queer staff and faculty of color experience higher demands and expectations to mentor students while maintaining various institutional responsibilities (Aguilar & Johnson, 2017). The plight of mentoring students from underrepresented backgrounds is especially burdensome for queer faculty and staff of color who are inundated with requests to mentor and serve gay, bisexual, and queer students and students of color, experience microaggressions and limited acknowledgment of their intersectional identities by colleagues, and lack institutional support (Aguilar & Johnson, 2017). Institutional environments are often challenging to circumnavigate for minoritized queer faculty and staff, specifically for Black, gay, bisexual, and queer faculty and staff, who must negotiate their intersecting identities within institutional environments that are inherently heteronormative and hetero-gendered (Preston & Hoffman, 2015). As they wrestle with job responsibilities and the labor of “doing the diversity work” while existing in their Blackness and queerness, they continue to serve as mentors for students on college campuses (Aguilar & Johnson, 2017, p. 64). [End Page 589] MENTORSHIP RELATIONSHIPS IN BLACK MALE INITIATIVES AND MEN OF COLOR MENTORSHIP PROGRAMS Various institutional contexts in which faculty and staff support student mentoring relationships in college have been researched (Brooms, 2018; Smith et al., 2019). Mentoring settings that support academic and social ","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782160","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":"Reflections on Identity Exploration in the Time of the COVID-19 Pandemic from Queer Students of Color","authors":"Antonio Duran","doi":"10.1353/csd.2023.a911788","DOIUrl":"https://doi.org/10.1353/csd.2023.a911788","url":null,"abstract":"Abstract: The context of the COVID-19 global pandemic has shaped all aspects of modern life, creating a unique circumstance for minoritized groups as they have explored important questions related to the self. Specifically, scholars, practitioners, and policymakers have expressed interest in understanding how the COVID-19 pandemic affected minoritized groups, including queer people and queer people of color, specifically. This study used data from a longitudinal constructivist grounded theory project following queer students of color within and beyond their time in college to examine how the COVID-19 pandemic influenced the process of identity exploration for these individuals. Findings revealed that queer students of color engaged in self-reflection about identities because of the isolation, reexamined navigating relationships at home and within educational institutions, and sought connections and guidance through online spaces. Informed by the study findings, the manuscript provides implications for future research and practice in higher education and student affairs.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135782500","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":"Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe (review)","authors":"","doi":"10.1353/csd.2023.a907347","DOIUrl":"https://doi.org/10.1353/csd.2023.a907347","url":null,"abstract":"Reviewed by: Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe Terrill O. Taylor and C. Casey Ozaki Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe Sterling, VA: Stylus Publishing, LLC, 2021, 273 pages, $35.00 paperback Multiracial Experiences in Higher Education: Contesting Knowledge, Honoring Voice, and Innovating Practice offers a critical lens of exploration for higher education students and professionals specifically situated within the proximity of identity, positionality, and context. As we engaged with the reading, it quickly became apparent that in developing our review, we needed to engage in a type of reflexivity similar to that employed by the authors in writing the book. The contributors underscored how intersectional aspects of identity and social positions construct our worldviews, which subsequently informed our understanding of the book. Therefore, we, too, must examine how our identities and lived experiences shape the foundation from which this review is derived, understood, and written. The first author is a monoracial, Black, bisexual, and cisgender man who is an incoming assistant professor of counseling psychology. The second author identifies as a multiracial, heterosexual, cisgender woman and able-bodied full professor of higher education studies. The subsequent narrative of this review is situated within the proximity of our identities, experiences, and social positions. As best stated by Marc P. Johnston-Guerrero and Charmaine L. Wijeyesinghe in their opening sentences, this text provides an intergenerational collaboration—in editorship, content, and contributors. Its pages describe foundations and areas well researched, newer knowledge and practice from which we can further learn, and questions and issues that lie at the horizon of a truly innovative and revolutionary future … We offer this book and its chapters as another step in this evolutionary journey of understanding the complexities of multiracial experiences in higher education. (p. xxi) It is evident in the introduction and preface that the editors and authors are intentional in their framing of the text. They provide a thought-provoking conceptual analysis of theoretical frameworks and models, experiences, and applications to help support the readers' understanding, synthesis, and connection with the material. The writing is also constructed in a way that challenges readers to question, critique, and reexamine their own personal assumptions about what identity is, how it shows up, and why it changes (Part 1). This is augmented by the contributions of colleagues who offer accounts of their own and other multiracial students' and professionals' navigation through spaces within higher education (Part 2). The voices of the authors and c","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807447","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":"BIPOC Student Leaders in Predominantly White Institutions: Who They Work With, Who They Work For, and Why Their Work is Needed","authors":"Tania D. Mitchell, Leah N. Fulton, Leslie W. Boey, Tabatha Cruz","doi":"10.1353/csd.2023.a907342","DOIUrl":"https://doi.org/10.1353/csd.2023.a907342","url":null,"abstract":"Abstract: This study explored the experiences of undergraduate BIPOC students in leadership education and development programs at two predominantly white institutions of higher education. Informed by interpretative phenomenological analysis, interviews with 36 students in various leadership roles (including residence life, peer mentoring, student government, and cultural organizations) demonstrated how values of community, collaboration, and justice guide their perspectives and commitments regarding leadership. Implications for research and practice to create better support structures for BIPOC student leaders are offered.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807439","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":"\"It's Like You're a Jockey Riding a Horse and You're in a World of Centaurs\": Unmasking Autistic College Students' Identity Development","authors":"Brett Ranon Nachman","doi":"10.1353/csd.2023.a907339","DOIUrl":"https://doi.org/10.1353/csd.2023.a907339","url":null,"abstract":"Abstract: As more autistic students enroll in postsecondary education, they embark on a journey that leads them to not only process their identities as college students but also as autistic individuals. This social constructivist grounded theory study elevated autistic college students' perspectives as they made sense of their identities while participating in an autism-specific college support program. The study presents a new conceptual framework: the Nachman Autistic College Student Identity Development Model. This model relays three key stages that influence the sense-making of autistic college students: (a) discovering their disabilities, (b) approaching independence, and (c) determining autistic affiliation. Scholars and practitioners can draw from this model and the study's findings to inform how to account more holistically for autistic college students' iterative identity development.","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807440","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":"LGBTQ Students' Campus Climate Perceptions Across Academic Disciplines","authors":"Jason C. Garvey, Elizabeth Niehaus, Max Cordes Galbraith","doi":"10.1353/csd.2023.a907344","DOIUrl":"https://doi.org/10.1353/csd.2023.a907344","url":null,"abstract":"LGBTQ Students' Campus Climate Perceptions Across Academic Disciplines Jason C. Garvey (bio), Elizabeth Niehaus (bio), and Max Cordes Galbraith (bio) Academic disciplines are important contexts for lesbian, gay, bisexual, trans, and queer (LGBTQ) students' experiences and greatly affect their collegiate journeys (Garvey & Dolan, 2021). Yet, LGBTQ students must often navigate hostile learning environments where they may be silenced, tokenized, or underrepresented in curricula (Atteberry-Ash et al., 2019; Forbes, 2020; Garvey et al., 2015). Negative classroom environments can lead to disengagement (Woodford & Kulick, 2015), reduced health and wellness (Cech & Rothwell, 2018), and a higher likelihood of leaving campus among LGBTQ collegians (Tetreault et al., 2013). Conversely, positive relationships with faculty promote academic and social integration (Woodford & Kulick, 2015) and make LGBTQ students feel validated and supported (Linley et al., 2016). Given the vastly different learning environments across academic disciplines, including faculty representation, pedagogy, and content, there is a pressing need to understand how LGBTQ undergraduate students may experience campus climate differently across college majors (Forbes, 2020; Ueno et al., 2023). Yet, researchers have not extensively examined how LGBTQ students may experience campus-wide environmental influences differently depending on their academic disciplines. As such, the purpose of our study is to explore the relationships among college majors, academic environments, and perceptions of campus climate for LGBTQ students. Our intended audience is primarily campus administrators, given their positional and political power to enact positive systemic change across the institution for LGBTQ students. THEORETICAL FRAMEWORK Campus climate describes \"the cumulative attitudes, behaviors, and standards of employees and students concerning access for, inclusion of, and level of respect for individual and group needs, abilities, and potential\" (Rankin, 2005, p. 17). We conceptualized campus climate using Hurtado and colleague's (2012) multicontextual model for diverse learning environments (MMDLE), which examines the dynamic interaction across an \"educational environment enveloped in a climate that reflects the [End Page 485] institutional- and also individual-level lived experiences\" (p. 58). The model centers institutional context, detailing how climate is embedded in student and faculty/staff identities, course content and cocurricular programming, and methods of teaching and professional practice. Given our central focus on academic disciplines, we focus on the curricular context within Hurtado and colleagues' (2012) model. METHOD Data Source and Sample Data for this study originate from The National LGBTQ Alumnx Survey (Garvey, 2016), which asked LGBTQ respondents questions about their undergraduate experiences. Data collection involved methods to promote participation, including snowball sampli","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807445","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 Case Analysis of Graduate Programs' Usage of ACPA/NASPA Competencies","authors":"Amy E. French, Dena R. Kniess","doi":"10.1353/csd.2023.a907346","DOIUrl":"https://doi.org/10.1353/csd.2023.a907346","url":null,"abstract":"A Case Analysis of Graduate Programs' Usage of ACPA/NASPA Competencies Amy E. French (bio) and Dena R. Kniess (bio) The ACPA/NASPA (2015) Professional Competency Areas for Student Affairs Educators (PCASAE) were intended to educate students and professionals as whole individuals while providing guidelines for specific knowledge areas and expected skill sets. They can be used for self-assessment, professional development, and staff training. Student affairs graduate preparation programs (GPPs) are part of the formal socialization process for master's students as they develop the knowledge, skills, and dispositions needed for professional practice (Weidman et al., 2001). GPPs seek to provide the next generation of college educators with the knowledge, competencies, and dispositions necessary to promote students' holistic development and learning (Carducci & Jaramillo, 2014). More specifically, such programs are designed to guide students from foundational skills to heightened proficiencies. As such, integrating theory into practice (praxis) is a key focus of competency development. The PCASAE affirmed, \"Graduate preparation programs … should utilize the competencies as a means of reviewing program- and course-level learning outcomes as well as setting expectations for cocurricular learning experiences\" (p. 10). Moreover, the PCASAE encouraged GPPs to adapt competencies to their respective campus contexts. This study sought to answer the question: How are the PCASAE (ACPA & NASPA, 2015) implemented in student affairs GPPs? CONCEPTUAL FRAMEWORK The conceptual model of professional socialization into student affairs within GPPs (Perez, 2016) provided our study's framework. Perez's model recognized \"multiple intersecting cultural contexts\" (p. 43) and incorporated research from student affairs, the helping professions, and doctoral student socialization. A variety of functional areas (e.g., campus activities, advising, housing) influence student affairs culture and socialization within national, professional, and institutional contexts. The individual level (e.g., social identities, family, socioeconomic status) impacts student affairs culture and socialization experiences. GPP coursework and field experiences are found at the intersection of the two-dimensional model described above. Within this model, classwork and field experiences reinforce one another as new professionals learn the \"nature of 'good practice' in student affairs\" (p. 44). For this study, our goal was to understand how the PCASAE were used in the classroom and field experiences. Since ACPA and NASPA jointly crafted and endorsed the 10 [End Page 498] professional competency areas, we recognized a need to understand how these competencies are applied in these sites. METHODOLOGY Using a case study approach, two GPPs in student affairs at public institutions served as bounded cases. The cases were bounded because each site used the PCASAE within the GPP during the 2020–2021 academic year","PeriodicalId":15454,"journal":{"name":"Journal of College Student Development","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135807441","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}