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- Journal of Critical Scholarship on Higher Education and Student Affairs (17)
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Tag-Untag: Two Critical Readings Of Race, Ethnicity, And Class In Digital Social Media, Paul W. Eaton
Tag-Untag: Two Critical Readings Of Race, Ethnicity, And Class In Digital Social Media, Paul W. Eaton
Journal of Critical Scholarship on Higher Education and Student Affairs
This article utilizes post-qualitative inquiry, providing two critical readings – one from a critical-cultural poststructural perspective (rooted in intersectionality theory) and one from a critical posthumanist perspective – of one student’s relationship to race, class, and ethnicity across distributed social media spaces. The act of tagging-untagging as described by Miranda is central to unpacking the two critical readings offered in this article. How students understand, articulate, and potentially unpack race, ethnicity, and class in the digital age requires college student educators to move beyond traditional developmental theories, exploring and engaging the ambiguity of these socially constructed concepts in a technologically …
Who Wrote The Books: A History Of The History Of Student Affairs, Anna L. Patton
Who Wrote The Books: A History Of The History Of Student Affairs, Anna L. Patton
Journal of Critical Scholarship on Higher Education and Student Affairs
This historiography offers a critique of the common narrative of student affairs history by considering the ways in which the history of student affairs is mediated by those scholars writing the texts. Student affairs professionals and scholars are regularly engaged in reflection on current practices, trends, and concerns within the field; however, it is equally important to continue looking back into our professional history. In this paper, I employ a process of historiography to critique the way in which the history of student affairs is mediated by those scholars writing the texts. A historiography seeks to tell the history of …
Student Political Engagement In The Co-Curriculum: Understanding The Role Of Senior Student Affairs Officers, Demetri L. Morgan, Cecilia M. Orphan
Student Political Engagement In The Co-Curriculum: Understanding The Role Of Senior Student Affairs Officers, Demetri L. Morgan, Cecilia M. Orphan
Education: School of Education Faculty Publications and Other Works
The apolitical nature of the civic engagement movement poses challenges to our democracy (Saltmarsh & Hartley, 2011). The co-curricular experience is well positioned to address this phenomenon but little research exists to inform practice. This qualitative study uncovers how the socialization of senior student affairs officers (SSAO) influences approaches to student civic/political development. Implications for practice and future research are presented based on the findings from the study.
Navigating A Social Justice Motivation And Praxis As Student Affairs Professionals, Nadeeka D. Karunaratne, Lauren Koppel, Chee Ia Yang
Navigating A Social Justice Motivation And Praxis As Student Affairs Professionals, Nadeeka D. Karunaratne, Lauren Koppel, Chee Ia Yang
Journal of Critical Scholarship on Higher Education and Student Affairs
While diversity and social justice are espoused values of the field of student affairs, student affairs professionals are socialized to varying degrees in regard to the awareness, knowledge, and skills necessary to be social justice advocates. Through qualitative interviews with nine entry- and mid-level student affairs professionals, we explored the motivations and experiences of student affairs professionals who enact values of social justice in their praxis. Participants shared strategies to navigating the field and their advocacy, the influence of theirs and others’ identities on their work, techniques for implementing intentional social justice praxis, challenges faced in their advocacy, and how …
"I'M Man Enough: Are You?": The Queer (Im)Possibilities Of Walk A Mile In Her Shoes
"I'M Man Enough: Are You?": The Queer (Im)Possibilities Of Walk A Mile In Her Shoes
Journal of Critical Scholarship on Higher Education and Student Affairs
Walk a Mile in Her Shoes is a national program that has become a staple program to engage college males in sexual violence prevention on many college campuses. In this manuscript, I use queer theory and crip theory—a conceptual framework that merges queer and critical disability theory—to explore both the positive outcomes and potential harm done in the production and implementation of this event. I conclude the manuscript with considerations for educators seeking to engage college students in critical praxis around ending sexual violence on campus. These possibilities are rooted in Cohen's (1998) notion of reorienting future praxis around the …
The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon
The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon
Education: School of Education Faculty Publications and Other Works
This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework …
'If You Don't Score High Enough, Then That's Your Fault': Student Civic Dispositions In The Context Of Competitive School Choice, Kate L. Phillippo, Briellen Griffin
'If You Don't Score High Enough, Then That's Your Fault': Student Civic Dispositions In The Context Of Competitive School Choice, Kate L. Phillippo, Briellen Griffin
Education: School of Education Faculty Publications and Other Works
When school choice policies position young people to compete with one another to access public educational resources, students stand to experience these policies in not only academic, but also civic dimensions. Young people’s very encounters with competitive school choice policy through their day-to-day schooling constitute a civic experience. This article, then, explores how students who encounter competitive school choice policies come to understand themselves and other youth as citizens. We pursue this line of inquiry through a critically-oriented, qualitative case study conducted with a racially, ethnically, linguistically and socioeconomically diverse group of 36 students undergoing Chicago’s competitive high school admissions …
Does A Taste Of Computing Increase Computer Science Enrollment?, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Taylor White, Ronald I. Greenberg, Lucia Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew Rasmussen, Gail Chapman
Does A Taste Of Computing Increase Computer Science Enrollment?, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Taylor White, Ronald I. Greenberg, Lucia Dettori, Dale F. Reed, Brenda Wilkerson, Don Yanek, Andrew Rasmussen, Gail Chapman
Computer Science: Faculty Publications and Other Works
This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. If the course provides a meaningful and relevant experience, it will increase students' expectancies of success as well as increase their perceived value for the field of computer science. Using survey research, we sought to measure whether the relevance of students' course experiences influenced their expectancies and value and whether those attitudes predicted whether students …
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople
(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople
Education: School of Education Faculty Publications and Other Works
In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …
An Alternative Approach To Standardized Testing: A Model That Promotes Racial Equity And College Access, Saran Stewart, Chayla Haynes
An Alternative Approach To Standardized Testing: A Model That Promotes Racial Equity And College Access, Saran Stewart, Chayla Haynes
Journal of Critical Scholarship on Higher Education and Student Affairs
Since its inception, standardized testing has long been considered an illustration of the endemic nature of racism in America and a barrier to college access for racially minoritized students. This paper explores how standardized testing affects racial equity and college access of racially minoritized students. Critical race theory (CRT) and access provide frameworks to understand how standardized testing impacts racially minoritized students as members of the college going community. Thereafter, we problematize the use of colorblind and meritocratic practices in order to propose a comprehensive critical education model for the assessment of racially minoritized students’ scholastic aptitude. Our analysis found …
“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Ellis
“It’S Just Too Sad!”: Teacher Candidates’ Emotional Resistance To Picture Books, Aimee Ellis
Education: School of Education Faculty Publications and Other Works
The use of critical literacy with children’s books that focus on social issues and disrupt the status quo can be a powerful way to create spaces for conversations with students about social justice and empowerment. Teacher candidates in a semester long children’s literature course were asked to respond to a range of children’s texts that dealt with many social issues and disrupted the commonplace. Despite an explicit emphasis on critical literacy and social justice, the candidates were very resistant to using many of the texts in their own future classrooms. They had strong emotional reactions that prevented them from consideration …
University And College Counseling Centers' Commitment To Social Justice, Elizabeth M. Vera, Julia C. Phillips, Suzette L. Speight, Thomas M. Brounk, Deidre Weathersby, Rufus Gonzales, Kathy Kordesh
University And College Counseling Centers' Commitment To Social Justice, Elizabeth M. Vera, Julia C. Phillips, Suzette L. Speight, Thomas M. Brounk, Deidre Weathersby, Rufus Gonzales, Kathy Kordesh
Education: School of Education Faculty Publications and Other Works
The aim of this study was to examine social justice activities of university and college counseling centers. Seventy center directors provided data on their centers’ commitment to social justice activities, the existence and type of prevention services offered, and other indications of social justice efforts. Findings revealed that a vast majority of centers were committed to and engaged in a variety of social justice-related activities, regardless of their staff composition. Size of university was a significant predictor of only selfrated commitment to social justice.
Globalization And Possibilities For Intercultural Awareness: Multimodal Arabic Culture Portfolios At A Catholic University, Sawsan Abbadi
Globalization And Possibilities For Intercultural Awareness: Multimodal Arabic Culture Portfolios At A Catholic University, Sawsan Abbadi
Modern Languages and Literatures: Faculty Publications and Other Works
This case study explores the teaching and learning of Arabic at one Catholic university campus, with a focus upon the complex interactions between language and culture in a postmodern globalized context. Specifically, it examines the use of “multimodal culture portfolios” as a means to engage students both linguistically and culturally in classroom and community discourses. Through their interactions and co-construction of knowledge with other participants, these students are led to think about the multiple communicative contexts that are shaping and being shaped by them. Data collection was conducted through survey questionnaires and students' responses to the assigned culture portfolio. The …
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Journal of Critical Scholarship on Higher Education and Student Affairs
Engaging today’s issues in higher education requires strong analytical tools that can address the complex nature of our institutional systems and their involved actors. This paper forwards a critical race institutional logics perspective (CRILP). CRILP examines both organizations as they are embedded in a neoliberal and racist society and actor identity, agency, decision-making, and their relation to power. It is important to centralize actor-level racial identity and intersecting identities as race and racism are still pervasive in today’s society. Additionally, the current state of higher education as a market-driven entity leads to thinking about the ways that neoliberalism have permeated …
Native American College Students: A Group Forgotten, Kristen E. Willmott, Tara Leigh Sands, Melissa Raucci, Stephanie J. Waterman
Native American College Students: A Group Forgotten, Kristen E. Willmott, Tara Leigh Sands, Melissa Raucci, Stephanie J. Waterman
Journal of Critical Scholarship on Higher Education and Student Affairs
Broadening McClellan’s (2003) study through 2011, the authors utilize qualitative content analysis of over two thousand journal articles, professional association conference programs, and reflective memos, to detail the extent to which Native American college students remain a forgotten group within the literature. The authors’ positionality and Indigenous feminist theory inform the study. The study concludes by exploring the benefits of expanded Native American college student research and the authors propose a research agenda that can guide higher education professionals to better serve the educational needs of this unique group.
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy
Education: School of Education Faculty Publications and Other Works
Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in …
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Poststructural Theorizing Of “Experiences”: Implications For Qualitative Research And Curriculum Inquiries., Seungho Moon
Education: School of Education Faculty Publications and Other Works
This paper was to investigate urgent issues in qualitative research, specifically the ontological conundrum that researchers commonly encountered in depicting experience and social reality. The turn to “experience” has expanded the modes of qualitative research by hearing “marginalized” voices, and thus increasing cultural awareness. Based on the review over multiple approaches to “experience” to enrich conversation in qualitative research, three major approaches to “experience” were identified, drawn from phenomenology, narrative inquiry, and critical ethnographic studies. This examination provided a platform to explore complex meanings of experience, defined by poststructuralist theories: (a) experience as discursively constructed, (b) experience as non-linear development, …
But We Didn't Mean It Like That: A Critical Race Analysis Of Campus Responses To Racial Incidents, Shametrice Davis, Jessica C. Harris
But We Didn't Mean It Like That: A Critical Race Analysis Of Campus Responses To Racial Incidents, Shametrice Davis, Jessica C. Harris
Journal of Critical Scholarship on Higher Education and Student Affairs
The purpose of this study is to deconstruct the nature of campus responses to racial incidents. Through a Critical Race Theory lens, we scrutinize the language used to address three campus racial incidents on three campuses. We aim to not only deconstruct responses but also provide concrete suggestions for constructing responses that reach beyond surface level statements and address the root problem of systemically implicit racism within these incidents.
From Individual Difference To Political Analysis: An Emerging Application Of Critical Theory In Student Affairs, Anna L. Patton
From Individual Difference To Political Analysis: An Emerging Application Of Critical Theory In Student Affairs, Anna L. Patton
Journal of Critical Scholarship on Higher Education and Student Affairs
This literature review presents a bridge between current use of critical theories in student affairs and contemporary political critiques of higher education. Critical theories in student affairs have been used in professional philosophy statements, student development theories, as well as new works of research exploring student experiences and campus practices. Particularly, Critical Race Theory (CRT), feminisms, and queer theory are salient in a number of works using critical theories in student affairs. Applications of critical theories in student affairs do not include a thorough interrogation of the political economic environment surrounding higher education and its relevant implications. Academic capitalism has …
Guest Editors' Introduction: Research On Equity And Sustained Participation In Engineering, Computing, And Technology, Tiffany Barnes, Jamie Payton, George K. Thiruvathukal, Kristy Elizabeth Boyer, Jeff Forbes
Guest Editors' Introduction: Research On Equity And Sustained Participation In Engineering, Computing, And Technology, Tiffany Barnes, Jamie Payton, George K. Thiruvathukal, Kristy Elizabeth Boyer, Jeff Forbes
Computer Science: Faculty Publications and Other Works
The guest editors introduce best papers on broadening participation in computing from the RESPECT'15 conference. The five articles presented here are part one of a two-part series representing research on broadening participation in computing at all levels of education: from K-12 schools through graduate school, with a focus on diversity with regard to gender, race, and ethnicity.
The Question Of School Resources And Student Achievement: A History And Reconsideration, Larry Hedges, Terri D. Pigott, Joshua Polanin, Ann Marie Ryan, Charles Tocci, Ryan T. Williams
The Question Of School Resources And Student Achievement: A History And Reconsideration, Larry Hedges, Terri D. Pigott, Joshua Polanin, Ann Marie Ryan, Charles Tocci, Ryan T. Williams
Education: School of Education Faculty Publications and Other Works
One question posed continually over the past century of education research is to what extent school resources affect student outcomes. From the turn of the century to the present, a diverse set of actors, including politicians, physicians, and researchers from a number of disciplines, have studied whether and how money that is provided for schools translates into increased student achievement. The authors discuss the historical origins of the question of whether school resources relate to student achievement, and report the results of a meta- analysis of studies examining that relationship. They find that policymakers, researchers, and other stakeholders have addressed …
The Need For Research In Broadening Participation, Tiffany Barnes, George K. Thiruvathukal
The Need For Research In Broadening Participation, Tiffany Barnes, George K. Thiruvathukal
Computer Science: Faculty Publications and Other Works
Underrepresentation in computing is a global problem, marked by a disturbing lack of access to computing resources and education among people underrepresented by race, ethnicity, gender, income, disability, and sexual-orientation status. It is urgent that we address this divide between those with and without the knowledge to create computational artifacts or even basic functional literacy. Important alliances for broadening participation (BP) are catalyzing efforts to engage more people in computing, but they are not enough. We need solid research as well.
The Impact Of The Exploring Computer Science Instructional Model In Chicago Public Schools, Lucia Dettori, Ronald I. Greenberg, Steven Mcgee, Dale Reed
The Impact Of The Exploring Computer Science Instructional Model In Chicago Public Schools, Lucia Dettori, Ronald I. Greenberg, Steven Mcgee, Dale Reed
Computer Science: Faculty Publications and Other Works
As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.
My Presence Is My Protest, Stacey D. Garrett
My Presence Is My Protest, Stacey D. Garrett
Journal of Critical Scholarship on Higher Education and Student Affairs
Students' Critical Reflections on Racial (in)justice
Recycling Incompetence: A Reflection On Cultural Competency Development In Graduate Preparation, Khaled J. Ismail
Recycling Incompetence: A Reflection On Cultural Competency Development In Graduate Preparation, Khaled J. Ismail
Journal of Critical Scholarship on Higher Education and Student Affairs
Students' Critical Reflections on Racial (in)justice
Special Issue: Students' Critical Reflections On Racial (In)Justice
Special Issue: Students' Critical Reflections On Racial (In)Justice
Journal of Critical Scholarship on Higher Education and Student Affairs
This special issue was made possible by the generous, critical, timely, and powerful contributions submitted by undergraduate and graduate students reflecting on the state of racial justice/injustice as they see it.
Research In Brief - Pushing Education: Parental Engagement, Educational Aspirations And College Access, Darris R. Means, Katherine Laplante, Cherrel Miller Dyce
Research In Brief - Pushing Education: Parental Engagement, Educational Aspirations And College Access, Darris R. Means, Katherine Laplante, Cherrel Miller Dyce
Journal of Critical Scholarship on Higher Education and Student Affairs
This qualitative study explores the counterstories of educational engagement experiences for five parents who have a high school student in a college access program that is designed for students with a financial need and/or no family history of college. This study uses the ecologies of parental engagement (EPE) framework to explore family engagement in traditional academic settings but also nonacademic settings. Data were collected through semi-structured interviews and one focus group. Their counterstories challenge the notion that parents from lower socioeconomic backgrounds and/or no to little family history of college are disinterested or disengaged in their student’s education. The data …
Research In Brief - Can They Teach Each Other? : The Restructuring Of Higher Education And The Rise Of Undergraduate Student “Teachers” In Ontario, Jennifer Massey, Sean Field
Research In Brief - Can They Teach Each Other? : The Restructuring Of Higher Education And The Rise Of Undergraduate Student “Teachers” In Ontario, Jennifer Massey, Sean Field
Journal of Critical Scholarship on Higher Education and Student Affairs
Changes to public funding regimes, coupled with transformations in how universities are managed and measured have altered the methods for educating undergraduate students. The growing reliance on teaching fellows, teaching assistants, and increasingly undergraduate peer educators (administering Supplemental Instruction [SI] programs) is promoted as a means toachieve a greater “return on investment” in the delivery of postsecondary education. Neoliberal discourses legitimating this downloading of teaching labour suggest it offers a “win-win” solution to the “problem” of educating growing numbers of undergraduate students. It proposes universities can deliver the same curricula, and achieve the same “outcomes” (primarily measured through grades and …
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Journal of Critical Scholarship on Higher Education and Student Affairs
Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black …
Research In Brief - "It's Kind Of Apples And Oranges": Gay College Males' Conceptions Of Gender Transgression As Poverty, Daniel Tillapaugh, Z Nicolazzo
Research In Brief - "It's Kind Of Apples And Oranges": Gay College Males' Conceptions Of Gender Transgression As Poverty, Daniel Tillapaugh, Z Nicolazzo
Journal of Critical Scholarship on Higher Education and Student Affairs
This paper explores the ways in which gay males in college make meaning of gender variance and transgressions from the gender binary as a form of poverty. Using epistemological bricolage, the researchers analyzed data from 17 self-identified gay cisgender males attending three colleges in Southern California. Participants represented an array of racial backgrounds and were between 20 and 23 years old. The researchers posit that three key elements influence these gay males’ meaning making: (1) gender coding and policing, (2) hyperawareness of gender transgressions, and (3) reifying hegemonic masculinity.