In this study, we draw on information from student newspapers and interviews to illuminate the reasons why students mobilized on college campuses. We focus on those campaigns that followed the I, Too, Am Harvard campaign. We find that students were primarily motivated to mobilize by the need to highlight factors that create negative campus climates for students from historically marginalized populations, such as microaggressions.
Using interview data and an institutional logics perspective, this paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity.
This three-year, multi-site case study examined the college-going messaging at three racially and economically diverse public high schools in different regions of Texas. Findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.
Immigrant-origin students are the fastest growing new population in community colleges, yet little is known about how they make use of their campus spaces. Through a mixed-methods strategy, this study sought out to understand in what ways and to what degree immigrant-origin students in community college use their time on campus.
In this research, we found that Black PhD students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.
Drawing on 47 life history interviews with Division I student-athletes, this paper questions the extent to which college sports offer meritocratic mobility. Findings reveal a sports-track-to-college pipeline and a correspondence between White middle-class communities and greater access to elite universities via athletics.
This article offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach.
Using in-depth interviews with 45 students, this article investigates the factors that keep students from completing community college credentials.
This article uses figured world theory to explore how college-bound youth construct college-going identities in an urban magnet high school.
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.
This article draws interview data from three community colleges in Virginia to articulate the largely unspoken expectations, behaviors, and attitudes to which community college students must adhere if they are to be successful.
This study measures the impact of co-enrollment on community college success outcomes. Results demonstrate co-enrolling significantly increases students’ odds of success.
Class attendance and out-of-class study time are known to be strongly associated with student success. The paper examines two other uses of time as influences on academic outcomes in college: those devoted to active engagements with friends and community as opposed to passive entertainments, and those that connect students to campus life rather than separating them from campus life. Controlling for students’ socio-demographic backgrounds, previous academic achievements, and social psychological stressors, we find that “activating” uses of time are associated with higher levels of academic conscientiousness and, through academic conscientiousness, with higher GPAs. However, uses of time that connect students to campus life show inconsistent effects.
In this article, we use narrative inquiry to engage in a collaborative project between two White faculty members and three African American graduate students.
What happened to a professor who made voting a course requirement
This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist.
Humorous account of teaching the new generation at the community college level.
The authors use their experience with a professional development project to propose a model of teacher community in the workplace.
This nonlinear, mixed-genre essay presents two interaction patterns found in seminar-style classes whose ritual aspects work to resolve a dilemma contained in the American commitment to individualism. It also addresses the lack of intellectual vitality claimed to exist on many American campuses.
This paper examines the contradictory relationship between higher education's ideal of community and multiculturalism.
In this article, we weave the analysis of community within political philosophy
with the stories of undergraduates who experience the daily struggles of
pluralistic community construction as they implement community-building
strategies in a residential college.
The paper examines the value of university-owned and operated public schools, explaining their effectiveness in addressing acute urban problems.