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Articles 1 - 8 of 8
Full-Text Articles in Education
"I'M Man Enough; Are You?": The Queer (Im)Possibilities Of Walk A Mile In Her Shoes, Z Nicolazzo
"I'M Man Enough; Are You?": The Queer (Im)Possibilities Of Walk A Mile In Her Shoes, Z Nicolazzo
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 …
Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva L. Sarcedo, Cheryl E. Matias, Roberto Montoya, Naomi Nishi
Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva L. Sarcedo, Cheryl E. Matias, Roberto Montoya, Naomi Nishi
Journal of Critical Scholarship on Higher Education and Student Affairs
Using a raceclass analysis, which positions race and class as inextricably linked, this reflective and conceptual paper will explore how racialized and classed, or raceclassist, microaggressions impact first-generation and low income college students of color. Utilizing counterstorytelling and theoretical analysis, the first author shares her counterstory as a starting point to understand and analyze the impact raceclassist microaggressions have on racially and economically minoritized students. We consider the implications of raceclassist microaggressions toward first-generation and low income college student of color. We also pose recommendations for addressing raceclassist microaggressions in terms of practice in student affairs and institutions of …
Democracy In Crisis, The Specter Of Authoritarianism, And The Future Of Higher Education, Henry A. Giroux
Democracy In Crisis, The Specter Of Authoritarianism, And The Future Of Higher Education, Henry A. Giroux
Journal of Critical Scholarship on Higher Education and Student Affairs
As the forces of neoliberalism gain ascendency in the United States, democratic public spheres must confront a growing crisis—one that impacts subjectivity as much as the material conditions in which most people must now struggle to survive. Politics has become an extension of war as a range of groups are now considered disposable, including immigrants, low-income and poor ethnic minority youth, the elderly, the unemployed, the homeless, and people of color. Higher education is an important sphere that has historically supported a democratic public culture by infusing students with moral and political agency, critical thinking, and public values. But higher …
Pushing Education: Parental Engagement, Educational Aspirations And College Access, Darris R. Means, Katherine Laplante, Cherrel Miller Dyce
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 …
"It's Kind Of Apples And Oranges": Gay College Males' Conceptions Of Gender Transgression As Poverty, Daniel Tillapaugh, Z Nicolazzo
"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.
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 …
'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
'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 …
Higher Education In An Era Of Mass Incarceration: Possibility Under Constraint, Erin L. Castro, Michael Brawn, Daniel E. Graves, Orlando Mayorga, Johnny Page, Andra Slater
Higher Education In An Era Of Mass Incarceration: Possibility Under Constraint, Erin L. Castro, Michael Brawn, Daniel E. Graves, Orlando Mayorga, Johnny Page, Andra Slater
Journal of Critical Scholarship on Higher Education and Student Affairs
In this essay, we explore the purposes of higher education in prison during an era of mass incarceration and contend that the potential of postsecondary educational opportunity in carceral spaces is undermined by a single-minded focus on reducing recidivism. Among the over 2.2 million individuals behind bars in the United States, only 6 percent have access to formal postsecondary educational opportunities, and as a result, most incarcerated students are not on an educational pathway likely to result in academic degree attainment. We must move beyond a recidivist paradigm not because certificate-based and vocational training is not valuable, but because it …