NASPA journals feature peer-reviewed research in student affairs, serving higher education communities worldwide through an unparalleled commitment to quality, scholarship, and the spirit of inquiry. Members receive complimentary electronic subscriptions to the Journal of Student Affairs Research and Practice, NASPA Journal About Women in Higher Education, and Journal of College and Character.
The purpose of this preliminary, phenomenological study was to identify factors that influence identity development and meaning-making of Black undergraduate women at a predominately White institution. The goal of this research was two-fold: to share diverse experiences of Black undergraduate women in order to understand the essence of their lived experience and to identify contemporary perspectives of the duality of being both Black and a woman at a predominately White institution. Findings were clustered into themes pertaining to support systems, maternal and familial influences, articulation of Black identity, and interactions with other Black undergraduate women.
The focus on helping students transform their lives has emerged as part of the mission of many colleges and universities. Campus-based student affairs personnel contribute to this endeavor through their efforts to create a campus ecology conducive to supporting and promoting well-being and by their engagement with students in their time of need. These two types of involvement with students necessitate that graduate studies programs in student affairs educate future student affairs professionals in the knowledge base and, at times, the skill base essential to being effective in both population-focused and individual assistance. This article delineates several aspects of the counseling and health promotion knowledge base and related competencies students should acquire during their graduate program in student affairs. It divides the knowledge and skill base into activities that are primarily growth and prevention oriented and those that are focused on helping students resolve existing challenges commonly encountered during enrollment in college.
Veterans are a growing subpopulation of students on college campuses. While writing proliferates about best practices and veteran-friendly suggestions (e.g., Carr, 2010; Cook & Kim, 2009; Lokken, Pfeffer, McAuley & Strong, 2009; McBain, Kim, Cook & Snead, 2013), only a small body of empirical research about contemporary student veterans exists. Much of this literature describes student veterans as a monolithic group, leading to “one size fits all” campus initiatives. In this paper, the voices of 11 student veterans explicate their perceptions of being homogenized while in college. In response to the stereotypes of sameness, participants offered rich descriptions of what they believed to be important differences among student veterans.
In this retrospective account of their scholarly work over the past 45 years, Alexander and Helen Astin show how the struggle to achieve greater equity in American higher education is intimately connected to issues of character development, leadership, civic responsibility, and spirituality. While shedding some light on a variety of questions having to do with fairness and equity, this research has not succeeded in removing the structural barriers to progress among underrepresented groups. Accordingly, the authors advocate that colleges and universities focus greater attention on developing student values and other personal qualities that will produce a new generation of citizens who are committed to creating a more just and equitable society.
Though the number of women employed in the workforce has increased, there continues to be an inequity in employment of women in the highest ranks of community colleges. Guided by gendered organizational theory, the study looked at both overt and covert knowledge of genderedness at community colleges. As one might infer, institutional genderedness may reveal itself inconspicuously through detailed analysis of the culture of an institution. The purpose of the study was to determine if community colleges are gendered institutions based on the perceptions of women in non-faculty professional staff positions at these institutions. A mixed methods design was used to analyze the data collected from 934 participants. Community colleges appear to be gender-neutral environments with equal opportunities for both sexes. However, the perceptions of the women in the study indicated a marked disagreement about the practice of gender neutrality in the workplace, indicating that genderedness exists in these institutions.
Legislation and initiatives at the state and federal levels are challenging colleges and universities to review their approach to issues of sexual violence. This article addresses issues of compliance and beyond.
The purpose of this study was to examine whether first-year college students’ strengths awareness is associated with their perceived leadership development. The institution in this study offered all first-year students the Clifton StrengthsFinder assessment and strengths-related programming. The results of hierarchical regression analysis of two concurrent surveys (n = 779) suggested strengths awareness explained a significant amount of variance in students’ perceived leadership development above and beyond the variance explained by other variables.
The vision of the Journal of Student Affairs Research and Practice (JSARP) is to publish the most rigorous, relevant, and well-respected research and practice making a difference in student affairs practice. JSARP especially encourages manuscripts that are unconventional in nature and that engage in methodological and epistemological extensions that transcend the boundaries of traditional research inquiries.Read More
NASPA Journal About Women in Higher Education (NJAWHE) focuses on issues affecting all women in higher education: students, student affairs staff, faculty, and other administrative groups. The journal is intended for both practitioners and researchers and includes articles that focus on empirical research, pedagogy, and administrative practice.Read More
Journal of College and Character is a professional journal that examines how colleges and universities influence the moral and civic learning and behavior of students. Published quarterly, the journal features scholarly articles and applied research on issues related to ethics, values, and character development in a higher education setting.Read More
Technology and Higher Education: Emerging Practice examines the influence that technology has on the college and university environment for students, student affairs professionals, faculty, and the campus community at large. The compendium seeks to provide high-quality articles on research and practice in a manner that is sensitive to the ever-changing nature of technology. As such, the compendium utilizes an expedited peer review process for all submissions in order to produce the timely publication of relevant information.Read More
Community College Journal of Research and Practice is the only two-year college journal that is international in scope and purpose. The journal is a multidisciplinary forum for researchers and practitioners in higher education and the behavioral and social sciences. It promotes an increased awareness of community college issues by providing an exchange of ideas, research, and empirically tested educational innovations.Read More
Change is a magazine dealing with contemporary issues in higher education. It is intended to stimulate and inform reflective practitioners in colleges, universities, foundations, government, and elsewhere. Using a magazine format rather than that of an academic journal, Change spotlights trends; provides new insights and ideas; and analyzes the implications of educational programs, policies, and practices.Read More
The editors seek individuals with a strong interest in research and/or practice that focuses on the experiences of women in higher education. The application deadline is October 30, 2017.
The NASPA Journal About Women in Higher Education seeks individuals with expertise in research and/or practice that focuses on the experiences of women in higher education. The application deadline is October 30, 2017.