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Articles 1 - 14 of 14
Full-Text Articles in Education
Angry White Men On Campus: Theoretical Perspectives And Recommended Responses, Kyle C. Ashlee, Pietro A. Sasso, Christina Witkowicki
Angry White Men On Campus: Theoretical Perspectives And Recommended Responses, Kyle C. Ashlee, Pietro A. Sasso, Christina Witkowicki
Journal of Critical Scholarship on Higher Education and Student Affairs
In this article, the authors explore a rise in violent protest among white college men, theoretical interpretations of this trend, and recommendations that student affairs educators can implement to address the harmful acts of white male on campus. By examining hegemonic masculinity, the theory of dispossession, anomic protest masculinity, and white men’s disengagement in college, student affairs professionals can begin to understand the larger contemporary trend of student activism among white college men. Moreover, evaluating common strategies for engaging college men, including behavior-only approaches, bad-dogging accountability practices, and white privilege pedagogy, educators can gain perspective on how current responses in …
Strengths So White: Interrogating Strengthsquest Education Through A Critical Whiteness Lens, Nicholas Tapia-Fuselier, Lauren Irwin
Strengths So White: Interrogating Strengthsquest Education Through A Critical Whiteness Lens, Nicholas Tapia-Fuselier, Lauren Irwin
Journal of Critical Scholarship on Higher Education and Student Affairs
Many college student leadership programs utilize StrengthsQuest as a tool for individual and group development. Although StrengthsQuest is touted as a universal tool to help all individuals leverage their strengths in varied settings, the authors are critical of both the tool itself and the ways educators utilize StrengthsQuest. This paper employs tenets of critical whiteness theory, including color evasiveness, normalization, and solipsism, to deconstruct StrengthsQuest within the context of leadership education. Additionally, the authors offer possibilities for reimagining StrengthsQuest education in ways that center inclusion and justice. Finally, strategies for critical leadership educators are discussed.
An Education In Sexuality & Sociality: Heteronormativity On Campus, Jason K. Wallace
An Education In Sexuality & Sociality: Heteronormativity On Campus, Jason K. Wallace
Journal of Critical Scholarship on Higher Education and Student Affairs
In An Education in Sexuality & Sociality: Heteronormativity on Campus, Dr. Frank Karioris discusses the role of universities in creating sexed and gendered relationships and hierarchies within society. Through his ethnographic study, Dr. Karioris explores homosociality and challenges heteronormativity on college campuses. This book review provides an overview of this work along with critique and implication for higher education.
Normal Schools Revisited: A Theoretical Reinterpretation Of The Historiography Of Normal Schools, Garrett H. Gowen, Ezekiel Kimball
Normal Schools Revisited: A Theoretical Reinterpretation Of The Historiography Of Normal Schools, Garrett H. Gowen, Ezekiel Kimball
Journal of Critical Scholarship on Higher Education and Student Affairs
This article provides a theory-driven account of the emergence, development, and ultimate disappearance of the normal school as a unique institutional form within higher education. To that end, this article engages new institutionalism in order to construct a composite narrative from the historiography of teacher education which counters the cursory treatment of normal schools in popular and widely-used synthetic histories of higher education. This article also responds to the challenge of better integrating normal schools into the historiography of higher education and suggests future avenues for theory-driven history.
Resisting The “Do More With Less” Culture In Higher Education And Student Affairs, Oiyan Poon, Delia Cheung Hom
Resisting The “Do More With Less” Culture In Higher Education And Student Affairs, Oiyan Poon, Delia Cheung Hom
Journal of Critical Scholarship on Higher Education and Student Affairs
This paper explores how student affairs practitioners may engage in critical cultural praxis through participatory action research (PAR). As authors, both researchers and practitioners, we partnered with one another to conduct a needs assessment of Asian American students through PAR methods at a university in the northeast United States. Unfortunately, the PAR project as initially designed did not come to fruition. We used autoethnography to understand the many barriers that prevented the completion of the project, such as lengthy and unclear IRB processes, lack of organizational stability, and limited institutional support. Finally, we offer insight into how scholar-practitioners and institutions …
Surviving Domestic Violence And Navigating The Academy: An Autoethnography, Robert L. Hill
Surviving Domestic Violence And Navigating The Academy: An Autoethnography, Robert L. Hill
Journal of Critical Scholarship on Higher Education and Student Affairs
This autoethnography takes a critical view of my experiences surviving domestic violence while navigating the university’s resources to support survivors as well as my academic life. I turn to Spade’s (2015) critical trans politics in order to complicate the notion of higher education structures as neutral and to question who benefits from existing domestic violence survivor support programs and procedures. Guided by Nash’s (2004) guidelines for scholarly personal narrative, I tell my story of surviving in five parts, beginning with initial conversations and continuing with processes of surviving, leaving home, mandatory reporting, and (not) learning. Throughout the narrative, I analyze …
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 …
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 …
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 …
Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West
Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West
Journal of Critical Scholarship on Higher Education and Student Affairs
Students' Critical Reflections on Racial (in)justice
"Do Not Engage Y'All!" Training And Preparing Our Black Students For Battle, Michael J. Seaberry
"Do Not Engage Y'All!" Training And Preparing Our Black Students For Battle, Michael J. Seaberry
Journal of Critical Scholarship on Higher Education and Student Affairs
Students' Critical Reflections on Racial (in)justice
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 …
Challenging The Utility Of A Racial Microaggressions Framework Through A Systematic Review Of Racially Biased Incidents On Campus, Gina A. Garcia, Marc P. Johnston-Guerrero
Challenging The Utility Of A Racial Microaggressions Framework Through A Systematic Review Of Racially Biased Incidents On Campus, Gina A. Garcia, Marc P. Johnston-Guerrero
Journal of Critical Scholarship on Higher Education and Student Affairs
Despite claims of being in a “postracial” era, racially biased incidents pervade college and university campuses across the U.S., as evidenced in the continual media coverage of such incidents. In recognizing the complexities of these incidents, we sought to offer a contemporary review of racially biased incidents on college and university campuses and to explore the extent to which they represent covert forms of racial microaggressions versus more overt forms of racism. We conducted a content analysis of all news-making racially biased incidents that occurred on college and university campuses between August 1, 2005 and May 1, 2010, identifying 205 …
Can They Teach Each Other? : The Restructuring Of Higher Education And The Rise Of Undergraduate Student “Teachers” In Ontario, Jennifer Massey, Sean Field
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 …