New Directions for Higher Education最新文献

{"title":"Pagans on campus: A cursory exploration","authors":"G. Maples","doi":"10.1002/he.20498","DOIUrl":"https://doi.org/10.1002/he.20498","url":null,"abstract":"Paganism, despite growing as a religious affiliation over recent decades, has rarely been the subject of study within higher education. Due to the general lack of cohesive organizations, a persistent social stigma, and a number of ill‐defined identity labels, they have proven difficult to study even within the general population. This chapter will provide a descriptive snapshot of the population of Pagan college students in the United States and offer guidance for higher education practitioners working with this often‐invisible religious demographic group on their campuses.\u0000Pagans remain a small population, which can be an isolating experience for students, particularly given their tendency for solitary practice. Even for Pagan students who want to practice in a community, their small numbers—as well as their social stigma—can make organization difficult. For these and other reasons, social isolation is a pressing concern for Pagan students.\u0000Demographically, Pagan students appear to identify as LGB and with gender identities outside of the binary norm at higher rates than the general population of college students. Expressions of these identities may be sources of tension with other religious groups on campus, as well as with individual student peers. Campus professionals should note this tendency when considering the power dynamics at play in their campus spaces.\u0000Spiritual customs for Pagans are often personal, personalized, and frequently private. The holidays, practices, and symbols may be strange or even alarming to outsider peers and campus professionals, so it is not unusual for Pagans to conceal them.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"14 4‐6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negotiating the salientization of identity: Hindu? Indian? American?","authors":"Gaurav Harshe","doi":"10.1002/he.20500","DOIUrl":"https://doi.org/10.1002/he.20500","url":null,"abstract":"This chapter starts by briefly decluttering how religion is defined through western theistic attributes, then explores students’ Hindu experiences while centering a counter socio‐religio‐cultural narrative of lived religion. I look into systemic institutional misalignments stemming from white Christian supremacy and lastly, aspects of student leadership on campuses. The chapter closes with critical reflections on scholar‐practitioner essays that address campus dynamics and my recommendations therefrom.\u0000Supporting Hindu students requires a deeper understanding of Hindu traditions’ sociological, historical, and geographical roots as well as its contemporary manifestations in the US American diaspora and its complex relations to transnational social constructs.\u0000Decentering white Christian manifestations in higher education settings for Hindu students can look like not requiring proof of “authenticity” for observances, alleviating programming and facilities hurdles, providing resources for physical spaces or offering reliable rides to places of worship, accommodating lacto‐vegetarian dietary needs, hiring dedicated staff that equitably enhance the internal diversity, and expanding interfaith engagements beyond Abrahamic faiths to include variably‐denominated Hindus.\u0000Developing inter‐functional‐area policies to redress multiple layers of marginalized religious, spiritual, and secular identities in their relations to other identities including race, caste, ethnicity, tribe, gender, (dis)ability, sexuality, and class. This includes critically interrogating internalized forms of oppression.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"41 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating welcoming and supportive campus climates for Buddhist students: Barriers and opportunities","authors":"Sachi Edwards","doi":"10.1002/he.20499","DOIUrl":"https://doi.org/10.1002/he.20499","url":null,"abstract":"There is scant available research and scholarly discourse related to the unique needs and experiences of Buddhist students in US higher education—even in the small but growing body of literature on religiously minoritized college students. In this chapter, I summarize what little research does exist on Buddhist students, and explain the broader historical, societal, and cultural factors that serve as important context for making sense of that research. Focus points include curriculum, institutional policy, and student affairs. In the end, I offer recommendations to faculty, administrators, and student affairs professionals regarding what they can do to help create more welcoming and supportive campus climates for Buddhist students.\u0000Buddhism is internally diverse and Buddhist students often understand religion and express religiousness in ways that greatly differ from Christian and many other religious students. For that reason, creating welcoming and supportive campus climates for them looks different from common ways institutions attempt to do that for students from other religious groups.\u0000Creating a designated Buddhist prayer space on campus may not be very helpful to Buddhist students. Things that are more likely to help include: providing religious literacy education to all students, creating an inclusive religious accommodations policy and interfaith calendar, permitting the use of incense in residence halls, hiring a full‐time student affairs professional dedicated to working with Buddhist students, regulating proselytizing on campus, avoiding appropriation of Buddhist traditions, and engaging with Buddhist students directly.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"40 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An ecological approach to creating validating support for low‐income, racially minoritized, and first‐generation college students","authors":"Ronald E. Hallett, Adrianna Kezar, Joseph A. Kitchen, Rosemary J. Perez, Robert Reason","doi":"10.1002/he.20489","DOIUrl":"https://doi.org/10.1002/he.20489","url":null,"abstract":"Drawing from a longitudinal mixed methods study, this article explores how postsecondary institutions can create a campus‐wide culture of validation that can improve at‐promise student experiences and outcomes. The authors share several strategies that instructors, staff, and administrators can collaboratively enact to build a culture of ecological validation.\u0000Creating a culture of ecological validation enables postsecondary institutions to move away from siloed approaches that have been ineffective in supporting at‐promise students.\u0000Grounded in institutional norms (proactive, identity‐conscious, strengths‐oriented, holistic, developmental, collaborative and reflective), this approach enables educators to reimagine how they approach their work with students.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139443747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self, context, and power: Introducing the critical campus ecology model","authors":"Chelsea E. Noble","doi":"10.1002/he.20488","DOIUrl":"https://doi.org/10.1002/he.20488","url":null,"abstract":"In this chapter, I introduce the critical campus ecology model (CCEM) to account for systems of oppression in an individual's ecosystem. Drawing insights from queer geographies and critical whiteness studies, I add “oppressive systems” as the fifth contextual system to the Process‐Person‐Context‐Time model. Forces in the oppressive system, such as racism and cissexism, influence each of the individual's systems and have real, material influence on all aspects of the student's context. Further, I share how I utilized the CCEM as a framework for data collection and analysis for a study of students’ conceptions of their campus LGBTQ+ center. I conclude with implications for research and practice, such as leveraging the CCEM as a tool for reflection, identity exploration, and social critique. Oppressive systems influence all levels of an individual's ecosystem. Yet, classic ecological models including Bronfenbrenner's Process‐Person‐Context‐Time model, do not attend to power and oppression. The critical campus ecology model (CCEM) orients scholars and practitioners to the overt and insidious ways that oppressive systems shape an individual's ecology. Additionally, it acknowledges that the individual and their contexts can also act on oppressive systems. The CCEM can be a powerful tool in research settings to guide participants’ self‐reflection about the contexts and forces shaping their experiences. In practice settings, it can be similarly leveraged as a tool for reflection, identity exploration, and social critique.","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"10 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recentering the individual in context using the Phenomenological Variant of Ecological Systems Theory: Applications for higher education","authors":"Avery B. Olson, Casey Carolyn Ozaki, Marc P. Johnston-Guerrero","doi":"10.1002/he.20486","DOIUrl":"https://doi.org/10.1002/he.20486","url":null,"abstract":"Student development theory has been an important guide in practice; however, few theories focus on both the individual and the influence of the environment. Spencer's (1997) Phenomenological Variant of Ecological Systems Theory (PVEST) examines the individual, the environment, and the role of environmental feedback on self‐perceptions, with a specific focus on how this feedback influences student experiences and outcomes. PVEST allows for assessing the processes by which an individual can develop strategies to resist negative feedback from oppressive environments, as well as how individuals use different coping mechanisms. In this chapter, we apply PVEST to individual student‐level exemplars, as well as examples within counseling and classroom microcontexts to demonstrate the importance of environmental influence as well as phenomenological individual differences in interpretations and self‐perception. Ultimately, we demonstrate how PVEST is a theoretical mechanism to focus on both the person and their phenomenological experiences (PEs), and offer larger implications for use in higher education contexts. While critical for student affairs (SA) and higher education (HE) practitioners to consider the influence of the environment on college student development, experiences, and outcomes, there can still be individual, subjective phenomenological differences across individuals who might share similar identities and be in similar contexts. We encourage practitioners to utilize PVEST—which examines the individual and the environment—with a specific focus on the role of environmental feedback on self‐perceptions, and how these self‐perceptions can impact student experiences and outcomes. PVEST is useful for understanding an individual's risk and protective factors, their available sources of challenge and support, and the coping mechanisms they use. Ultimately, PVEST can help a SA/HE practitioner assess processes by which the student can develop strategies to resist negative feedback from oppressive environments.","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"20 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co‐creating knowledge with undocumented Filipino students: Kuwentuhan as a research method","authors":"Rose Ann E. Gutierrez, Hazel Piñon, Marie Trisha Valmocena","doi":"10.1002/he.20478","DOIUrl":"https://doi.org/10.1002/he.20478","url":null,"abstract":"We conceptualize kuwentuhan as a methodological disruption to Western constructs of research. The purpose of this article is two‐fold: first, to conceptualize and explicitly name kwentuhan as a research method and two, to reclaim Filipino epistemology and ontology through language. We orient kuwentuhan within the framework of Sikolohiyang Pilipino and more specifically, the concept of kapwa and discuss three elements of kwentuhan as a research method to use with and for undocumented Filipino students. Our implications offer conceptual nourishment in conducting critical and humanizing research and practice with and for undocumented students rooted in their culture.\u0000Researchers and practitioners must get to know people as people first or kapwa‐tao (fellow human being), an ontological orientation of kwentuhan.\u0000Researchers and practitioners need to understand undocumented students’ narratives do not exist in a vacuum. Rather, individual narratives, when talking story with another individual, are part of a larger constellation of stories or a collective story of one's own people shaped by broader sociopolitical and historical contexts.\u0000Researchers and practitioners must hold themselves accountable to continuously educating themselves about the cultures of students they are working with outside of the professional space and how contemporary sociopolitical discourses are impacting undocumented students’ daily realities.\u0000Researchers and practitioners should critically reflect about their positionality, or position in relation to power, and the dynamics and contexts in which power shifts throughout their working relationship with undocumented students from different racial and ethnic groups.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128949682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What does it mean to be UndocuBlack? Exploring the double invisibility of Black undocumented immigrant students in U.S. colleges and universities","authors":"Felecia Russell, Alonso R. Reyna Rivarola","doi":"10.1002/he.20480","DOIUrl":"https://doi.org/10.1002/he.20480","url":null,"abstract":"The scholarship concerning undocumented immigrant students continues to overlook the lives of Black undocumented immigrant (undocuBlack) students. This interpretative phenomenological study aims to increase awareness of how undocuBlack students experience college. Our findings suggest that undocuBlack students experience double invisibility because of two of their salient identities: Black and undocumented. Study participants overwhelmingly indicated feeling invisible, even in spaces presumably designed for Black and undocumented immigrant students, such as Black Student Unions and Undocumented Student Resource Centers. This article provides a grounding understanding of undocuBlack college students and concludes with recommendations for increasing the undocuBlack college student visibility in higher education and research.\u0000Diversify and Train College‐wide Institutional Agents. Hire and promote institutional agents and student leaders who intimately understand undocuBlack lives and issues. Train institutional agents on undocuBlack realities, which should involve partnering and paying (yes, paying) current and formerly undocuBlack immigrants who are content experts to share their experiences and research.\u0000Center/ing UndocuBlack Student Voices: Review yearly programming calendars to ensure that undocuBlack stories are represented (e.g., Black History Month, Disability Pride Month, Latinx Heritage Month, Pride Month, Undocumented Immigrant Week/Month, and Women's Heritage Month, among others).\u0000Cross‐Campus and Community Collaboration: Collaborate and disseminate reliable content from organizations, such as the Black Lives Matter movement, UndocuBlack Network, and Black Alliance for Just Immigration to strengthen our ties and widen our support for undocuBlack students and staff (and overall communities) on and off campus.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","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":"123653391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UndocuCare: Strategies for mental health services that affirm undocumented college students’ psychological needs","authors":"H. K. Nienhusser, Germán A. Cadenas, Raquel Sosa, Oswaldo Moreno","doi":"10.1002/he.20479","DOIUrl":"https://doi.org/10.1002/he.20479","url":null,"abstract":"There are an estimated 427,000 undocumented college students enrolled in higher education. Undocumented college students encounter unique challenges associated with their precarious immigration status that impacts their psychological well‐being. In this article, we contextualize the mental health of undocumented college students and the role of college mental health services and professionals in supporting college students’ psychological well‐being. We end with recommendations and, in some cases, examples for campus mental health services, college counseling professionals, and counseling‐related preparation programs to develop policies and practices that affirm and support the mental health of undocumented college students.\u0000Undocumented college students face a higher education landscape that is riddled with discriminatory public policies and college environments that largely neglect their specific needs and fail to promote their success.\u0000Immigration policies shape the well‐being of immigrant students by way of immigration status. For instance, college students with precarious immigration status (lacking access to permanent legal protections) have been found to have lower psychosocial well‐being compared to groups with more secure or permanent statuses (i.e., naturalized citizens).\u0000College mental health services are paramount in developing strategies and efforts that affirm the specific psychological needs of undocumented college students.\u0000We provide recommendations for higher education institutions in three areas: campus mental health services, college counseling professionals (developing cultural competency for mental health services with undocumented students, engaging in structural changes to affirm undocumented students’ mental health, holding broader campus initiatives to advocate for immigrant rights), and counseling‐related preparation programs.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126866102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From undeserving to deserving: Undocumented students’ resistance to being shut out in the transition to college","authors":"Nicole A. Perez, Jorge Ballinas","doi":"10.1002/he.20476","DOIUrl":"https://doi.org/10.1002/he.20476","url":null,"abstract":"This study examines college access among undocumented students in Elkhart County, Indiana to understand how institutional actors are responding to revelations of their legal status. Using data from 39 life history interviews, we demonstrate how undocumented students’ transition to college can hinge on the extent to which students are deemed deserving or undeserving by institutional actors. Also, participants seek out resources for reaching college through resisting abrupt abandonment by seeking alternative sources of support to ensure their transition to college. We argue that undocumented students are much more active in this process than tends to come across in previous research.\u0000Institutional actors—teachers, counselors, or college administrators—can constrain or facilitate undocumented student's transitions to college at various points.\u0000Institutional actors in new immigrant communities tend to lack resources and information needed to meet the college going needs of undocumented students.\u0000When denied access or overlooked during the pursuit of higher education, undocumented students are agentic and seek out resources elsewhere.\u0000","PeriodicalId":260982,"journal":{"name":"New Directions for Higher Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132109115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}