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Not Quite Foreign, Never Fully Belonging: Racialization Of Southbound Policy Students In Taiwan, Garima Jha

Journal of Comparative & International Higher Education

This paper critically examines how race and racialization shape the socio-cultural adjustment experiences of international students from New Southbound policy (NSP) countries in Taiwan. Drawing from a qualitative part conducted for my master’s thesis, which explored the coping strategies and adjustment processes of seven students from Southeast and South Asia through semi-structured interview, I reframe the data to center race as an analytical lens using the conceptual framework proposed by Glasgow (2009) which explains that racialization as the process through which social meanings are attached to perceived cultural or bodily differences, creating and maintaining hierarchies among groups. and Brondolo et …

Transnational Racialization: An Exploratory Case Study Of Asian International Students In U.S. Higher Education, Jia Zheng, Kristyn Lue

Journal of Comparative & International Higher Education

This exploratory case study examines the transnational racialization experiences of 14 ethnically diverse Asian International Students (AIS) studying abroad in the U.S. Using International Student Critical Race Theory to foreground the contexts of participants’ home countries, we ask: What are AIS’s experiences with transnational racialization? Findings suggest that AIS are socialized to the racial dynamics of the U.S. through: (1) the different contexts of their home countries, (2) their specific social positioning within these contexts, (3) the influence of Western narratives across the globe, and (4) their academic communities in the U.S. Our findings advance theoretical perspectives on racialization in …

Inclusions And Illusions: Transnational Matrix Of Subordination & The (In)Visible Hierarchies Among Racialized International Students In Ontario Universities, Shamiga S. Arumuhathas

Journal of Comparative & International Higher Education

This study critically examines the (in)visible racial hierarchies experienced by racialized international students (IS) within Ontario’s (HE) education landscape amid populist, anti-immigration backlash and expanding internationalization. Guided by Critical Race Theory (CRT) and intersectionality, this research employed narrative inquiry with 14 self-identified racialized IS at 2 public universities. Core research questions include: How do racialized IS experience belonging, racism, and institutional EDID (Equity, Diversity, Inclusion, Decolonization) in present-day Ontario? How do EDID and internationalization policies obscure or reinforce racial hierarchies? Findings reveal a transnational matrix of subordination: White IS remain proxies for institutional belonging, while racialized and domestic students act …

Decolonizing Raciolinguistic Ideologies In Institutions Of Higher Learning, Chantelle M. August-Mowers, Samantha M. Hoffman

Journal of Comparative & International Higher Education

This article examines how raciolinguistic ideologies shape global higher education (HE), highlighting the intersection of language, race, and systemic inequalities. English often functions as a gatekeeper, privileging certain knowledge systems while marginalizing students and faculty from the Global South (Flores & Rosa, 2015; Pennycook, 2007). Structural inequities persist in faculty recruitment, international student selection, and academic publishing, reflecting colonial legacies and epistemic injustice (Canagarajah, 2013; Quijano, 2000). Racialized and linguistically marginalized students experience exclusion, microaggressions, and limited mobility, revealing contradictions between diversity rhetoric and institutional practices (Sekaja, 2022; Enslin, 2024). The study advocates decolonial and multilingual interventions, including translanguaging, inclusive …

Race, Racism, And Racialization In International Higher Education: A Transnational And Mobility-Aware Approach, Benjamin Denga, Louise Michelle Vital

Journal of Comparative & International Higher Education

Race, racism, and racialization are increasingly recognized as central to understanding inequality in global higher education. Yet dominant frameworks in comparative and international higher education remain nationally bounded and citizenship-centered, offering limited insight into how race operates under conditions of mobility, legal temporariness, and transnational governance. As internationalization intensifies through student mobility, cross-border partnerships, and global knowledge circulation, racialized experiences are shaped by visa-dependent status, differential protection, global racial imaginaries and discourses, uneven or unequal geopolitical relations and institutional logics of internationalization (including marketization, risk management and revenue extraction). In this conceptual article we argue that race and racialization in …

Pdf Full Issue, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

Exploring The Effectiveness Of A “How-To-Teach” Book Club For Preservice Teachers, Rina Bousalis, Eden Greene, Robyn Klein, Abigail Woods, Isabella Mandoeng

Journal of Educational Research and Practice

As teacher training programs continue seeking ways to prepare their preservice teachers to teach, many have turned to “how-to-teach” books written by veteran teachers, viewing them as a valuable source that could offer teacher candidates additional support. This study, which developed from the idea of creating a book club with instructors and members of a university’s future educators’ organization, used a qualitative textual analysis approach to explore concepts that emerged from how-to-teach books, how participants’ perceived those concepts, and how the books benefited participants. The study revealed that although authors’ perspectives often conflicted with participants’ beliefs, the authors’ engaging activities …

A Mixed-Methods Pilot Study Of A 10-Week Wellness Program For Resident Assistants, Emily L. Lee-Chong

Electronic Theses and Dissertations

This mixed-methods pilot study used semi-structured interviews with 15 resident assistants (RAs), complemented by descriptive pre- and post-test data from the Five Factor Wellness Inventory (FFWEL), to explore their lived experiences of participating in a 10-week wellness program grounded in the Indivisible Self Model of Wellness (IS-WEL). The purpose of this study was to examine the program's perceived influence on wellness practices and to explore the feasibility of implementing wellness-focused programming. Using a hermeneutic inquiry approach, the study identified four themes reflecting participants’ experiences throughout the program. Themes highlighted the importance of self-awareness through the IS-WEL model, the value of …

Professionalizing Folklore In Latin America: Four Paradigms Of The Musician And The Coloniality Of Music Education, Matias Recharte

Visions of Research in Music Education

In this article, I discuss the professionalization of folklore and its entanglements with coloniality through an analysis of four paradigms of the musicians I encountered in conversations with students, administrators and instructors at the Escuela Nacional de Folklore Jose Maria Arguedas in Lima, Peru. I contrast two pairs of paradigms, the empírico with the académico and the chivero with the professional in order to show how the “professional folklore musician” is constructed through similarities and differences with these paradigms. For my analysis, I use a coloniality theory framework (Casto-Gomez, 2021; Quijan, 1980, 2000, 2007; Segato 2011, 2022) which considers social …

Measuring The Empathy Of Nutrition And Dietetics Students With The Jefferson Scale Of Empathy – Health Professions Student Version: A Pilot Study, Sara Tamsukhin, Youn Seon Lim

Journal of Dietetic Education

The purpose of this study was to learn about undergraduate nutrition and dietetics students’ empathy scores. The study was a descriptive quantitative design with a web-based, cross-sectional survey. Participants were undergraduate nutrition and dietetics students from two universities who completed a survey with demographic questions, clinical experience questions, and the Jefferson Scale of Empathy – Health Professions Student version (JSE-HPS©). Seventy-one nutrition and dietetics students completed the survey. Most respondents were female, white, and non-Hispanic. The mean total empathy score was 114.69 (SD=11.09) with a range of 81 to 137. Welch’s t-test did not show significant differences by gender, ethnicity, …

Assessing And Addressing Cultural Competence And Cultural Humility In Dietetic Education, Zoe Duran, Nicholas Slagel, Lisa Caldwell, Katie Kage

Journal of Dietetic Education

Limited theory-informed, dietetic-specific resources are available to guide the development, evaluation, and refinement of culturally competent (CC) curricula. This pilot study used a mixed-methods, theory-informed approach to evaluate CC integration within an undergraduate dietetics curriculum and examine the applicability of existing CC self-assessment tools for dietetic students. A senior-level undergraduate community nutrition curriculum was evaluated using the Tool for Assessing Cultural Competence Training (TACCT), guided by the Campinha-Bacote Model of Cultural Competence in Healthcare Delivery. James Banks’ Model of Multicultural Curriculum Reform was then applied to refine curricular content and learning activities. In addition, 74 students enrolled in a didactic …

Parks Coble, Jr., Unl History; Chinese Nationalists & Business, Chinese-Japanese Relations, Mark A. Griep, Parks M. Coble Jr.

UNL ORCA Interview Series

Dr. Parks Coble, Jr. was awarded the ORCA in 2005. He was born in Waterloo, South Carolina in 1946 but he grew up in Columbia. He earned his bachelor’s in history at the University of South Carolina in Columbia. Next, he traveled 740 miles northwest to earn his doctorate at the University of Illinois in Champaign. In 1976, he became an assistant professor of history at the University of Nebraska, where he quickly rose through the ranks. His early work focused on the relationship between Chinese business elites and leaders of the Chinese National Government movement during a very interesting …

A Poetic Call For And A Reflection And Commentary On Clarity, Understanding, Hope, Courage, And Compassion, Carroy U. Ferguson

Psychology Faculty Publication Series

Finding a published poem I had written as a teenager, titled “The Heavens Weep.” this article uses that poem as the basis for a commentary that reflects on the state of the world today (2026),  As a commentary, the article uses the poetic and metaphoric words in the poem as a relevant "reality check" for what is still going on today.  In essence, the commentary is about a call for Clarity, Understanding, Hope, Courage, and Compassion, or what I call Archetypal Energies, Higher Vibrational Energies that operate deep within our individual and collective psyches to creatively urge us to "see" …

“Caring Makes Students Learn English More Easily And Enthusiastically”: Exploring The Emotional And Academic Outcomes Of Experiencing Teacher Care In Medical Sciences University Efl Classes In Iran, Kiyana Zhaleh, Shima Azizbeigi

The Qualitative Report

Previous research on teacher care in university second/foreign language (L2) classes have primarily concentrated on non-medical sciences students, resulting in a lack of insights into its effects in medical sciences education. This is surprising considering the field-specific challenges of medical sciences education, potentially influencing teacher caring behaviors in this context. Addressing this gap, this qualitative study employed the emotional response theory (ERT) and positive psychology to explore how Iranian medical sciences undergraduates perceive teacher care in university EFL classes, how they emotionally respond to it, and how their experiences of care impacted their academic outcomes. In this descriptive qualitative research …

Aligned But Disengaged: Self-Estrangement Weakens Citizenship Behavior In Higher Education, Andrew Krouse, Rob E. Carpenter

Human Resource Development Faculty Publications and Presentations

Higher education depends on discretionary employee contributions that sustain coordination, service continuity, and institutional functioning. Yet contemporary governance and accountability pressures can reconfigure higher education work in ways that erode autonomy, line-of-sight, and intrinsic reward, elevating the risk of work alienation, weakening the discretionary behaviors institutions rely on. This study tests whether person–organization fit (POF) predicts organizational citizenship behavior (OCB) and whether multidimensional work alienation mediates this relationship through powerlessness, meaninglessness, and self-estrangement. Using survey data from 325 employees across four U.S. higher education institutions, we applied confirmatory factor analysis and structural equation modeling with bias-corrected bootstrapping. Model comparisons were …

A Word From The Writing Team (August 2026), Pam Walter, Mfa, Laura Deloretta, Phd

A Word From the Writing Team (Newsletter)

No abstract provided.

Uab Libraries News, 08/09 2026, Uab Libraries

UAB Libraries News

No abstract provided.

The Long Arc Of Global Citizenship: Historical Foundations, Modern Challenges, And Institutional Innovation At Rollins College, Wenxian Zhang

Faculty Publications

The concept of global citizenship can be traced back to the Greek and Roman periods in Western civilization, as well as to ancient Eastern philosophies. Representing both a prescriptive ideal and an aspirational faith in humanity, the notion is closely linked to the historical development of cosmopolitanism, transnationalism, and transnationality. This study first reviews the rich historical roots and core values of global citizenship, along with the growing need for global citizenship education in the modern era. It then highlights several influential individuals who strongly championed its principles, including theoretical physicist and Nobel Prize winner Albert Einstein and internationalist and …

Evaluating The Motivations Of Participants In Online Equine Extension Courses, Sarah Vos

Department of Animal Science: Dissertations, Theses, and Student Research

Traditional program evaluations emphasize participant demographics, knowledge gain, behavior change, and program impact. However, evaluating participant motivation can provide addition insight into why participants enroll in extension programs and help explain participant engagement and persistence throughout a program. The purpose of this study was to evaluate participant motivation in two online equine extension courses and examine potential relationships between motivation, demographics, and course delivery method, and describe participant engagement in Virtual Horse Judging Camp (VHJC). This cross-sectional study utilized convenience sampling of participants in two online equine extension courses, Horse Adult Leader Training and Educational Resource (HALTER) and VHJC. The …

Transforming Business Ethics Teaching Through Experiential And Writing Practices, Begimai Abdraeva

GHEA21 Publications

This paper explores how writing-based teaching practices can improve the teaching of Business Ethics. The study is based on the author’s own teaching experience over four semesters at the American University of Central Asia. Using an action research approach, the paper describes how the Institute for Writing and Thinking’s (IWT) pedagogical strategies such as Freewriting, Loop Writing, Dialectical Notebooks, and Process Writing were added to lectures, films, and case studies. The results show that these methods made classes more interactive, encouraged students to reflect on ethical dilemmas, and helped them connect theory with personal and professional experience. Student evaluations and …

Empowering Future Educators: How Service-Learning Shapes Teacher Candidate Self-Efficacy And Understanding Of Book Access, Nancy F. Hulan, Morgan S. Major

Reading Horizons: A Journal of Literacy and Language Arts

Literacy rates are historically low in areas where access to books is limited. Thus, students with limited exposure to books prior to school pose a unique challenge to teachers, who often feel unprepared to teach students from underserved populations. To help remedy this, teacher candidates need preparation that builds their abilities to provide both access to books and quality literacy instruction for students who live in poverty. The study described in this article investigated the impact of literacy-related community engagement on teacher candidates’ self-efficacy, their understanding of book access, and their perceptions of teachers’ roles in providing book access. Participants …

2026-08-01 Caudill Connection, Morehead State University. Caudill College Of Arts, Humanities And Social Sciences.

Caudill Connection

Caudill Connection newsletter for August of 2026.

Speakin’ Southern: A Phenomenological Exploration Of The Lived Experiences Of College Students With A Southern Dialect, Michael J. Farmer

All Dissertations

Southern dialects are often stereotyped, and southern speakers are often negatively perceived.  The prejudice they may face is perpetuated by Standard Language Ideology (SLI) in which linguistic discrimination is intentionally or unintentionally perpetuated through power structures. While scholarship exists regarding southern dialectal speakers facing SLI in settings such as K-12 classrooms, the workforce, and dialectally unique communities, research into southern dialectal college students navigating the power structure of higher education is sparse. What research does exist in this space often utilizes a mixture of quantitative and qualitative methods to track linguistic variables in light of these experiences. This dissertation, however, …

Rhetorics Of The Lost Cause Myth And Its Lingering Hegemony In The South, Frances Chapman

All Dissertations

The Lost Cause of the Confederacy is a myth that is steeped in the consciousness of many white Southerners. For about one hundred years, it was taught in public schools in the South using curricula devised by the United Daughters of the Confederacy with the goal of keeping the Confederate cause alive and visible. The myth dates back to the end of the Civil War in 1865. Basically, it says that the Civil War was not fought about slavery but about states’ rights, and that the South’s cause was just. It believes wholeheartedly in white supremacy.

Generations of people have …

Of Writing, Community And Transformation: Lessons Learned From A Faculty Developer, María Lucía Guerrero Farías

GHEA21 Publications

No abstract provided.

Exploring The Effect Of Writing-To-Learn Practices On Critical Thinking In A Graduate Teacher Education Program, Alisa Alybaeva

GHEA21 Publications

This project investigates the impact of writing-to-learn practices on the critical thinking skills of first-year students in a graduate teacher preparation program in the Kyrgyz Republic. For this purpose, multiple writing-to-learn strategies (such as Focused Freewriting, Loop Writing, Private Freewriting, Writing in the Zones, Dialectical Notebooks, and others) were integrated into the academic writing course instruction. The analysis of student responses at the beginning and end of the course demonstrated a movement from general statements towards richer responses with evidence of perspective taking, metacognitive reflection, and synthesis. Additionally, student reflections revealed that writing-to-learn practices provided space to overcome writing anxiety, …

A Critical-Constructivist Grounded Theory Exploration Of The Mental Health Experiences Of Individuals With Intellectual Disabilities In Post-Secondary Settings, Alyssa L. Decker

Dissertations, 2020-current

Individuals with intellectual disabilities (ID) now have access to higher education, often through inclusive post-secondary education programs (IPSE), to increase employability and quality of life. IPSE programs, historically, have provided academic and life skill support and not mental health support within programs’ curricula. A recent review of IPSE programs reveals that if mental health services are included, they are often accessed through university health services. Transitioning from high school to college induces high levels of stress, which can exacerbate underlying mental health conditions. Mental health care is defaulted to an already overburdened college counseling center without the knowledge and skills …

University Of Central Florida Undergraduate Catalog, 2025-2026, University Of Central Florida

UCF Catalogs

No abstract provided.

The Relativity Of Education: Student Perspectives On Artificial Intelligence In Community College, Ashley Greta Magana

Electronic Theses, Projects, and Dissertations

This hermeneutic phenomenological study examined how diverse community college students experience and make meaning of the integration of generative artificial intelligence (AI) into their educational contexts. Although AI is quickly transforming higher education through automated grading, personalized learning systems, and new models of assessment, the discourse surrounding its implementation remains dominated by administrators, faculty, and institutional stakeholders, while the perspectives of students, specifically community college students who are often historically underrepresented and economically marginalized, are systematically excluded. Most existing research is quantitative and centered on universities, leaving a critical gap in qualitative understanding of the most diverse population in higher …

Language Learning Under Pressure: Rethinking Anxiety, Assessment, And Support In Second Language Classrooms, Bryn C. Cole

All Graduate Reports and Creative Projects, Fall 2023 to Present

This portfolio examines the role of anxiety in second language acquisition (SLA) and its impact on student performance, assessment, and overall participation. Drawing on both the author’s classroom experience and SLA research, it argues that language anxiety should be understood as a structural feature of classroom environments rather than an individual learner deficit. The paper explores how traditional assessment practices may obscure students’ underlying competence by prioritizing performance under pressure. It proposes two key shifts in response: reformatting assessments as a more flexible and context-sensitive process, and integrating peer mentorship as a form of interpersonal instructional support. Together, these approaches …