Women college students -- United States -- Social life and customs.
Women -- Education (Higher) -- United States.
Using Holland and Eisenhart's (1990) Educated in Romance as a springboard from
which to explore college women's relational lives, this study examines how first-year
women reconcile romance with friendship and schoolwork. Findings suggest that romance
remains central to women, although the reasons for this are unclear.
Universities and colleges -- United States -- Administration.
Education, Higher -- United States -- Administration.
Recently, policymakers have called for total restructuring and redesign of campus governance,
claiming governance processes are incapable of making strategic decisions. The
purpose of this study and article is to provide evidence about the consequences of engaging
in radical alteration of an institution's governance system. Because no earlier
studies of radical change within a governance system have been conducted, a grounded
theory approach to analysis and data collection was adopted. Four frameworks related to
radical change are used: business process reengineering, political, cultural, and institutional
theories. The scant literature on proposed outcomes of radical change is reviewed.
Two theoretical propositions about the consequences of radical change are described,
identifying negative outcomes often not reviewed in the literature.
This paper explains doctoral student attrition as a consequence of inadequate academic
integration, a concept developed to explain undergraduate attrition. Theoretically, poor
integration results from either isolation from or mismatch with the departmental (local)
or disciplinary (national) communities. Interviews with students who left four departments
at one university reveal six reasons (each present in at least three of the departments)
that fit into a modified framework. A third category, "the discipline as filtered
through the department," is added.
In this qualitative study, African American students attending a predominantly White institution
(PWI) were interviewed to understand their definitions of student-centered faculty.
The results suggest that a tradition of education within the African American community
called "othermothering" provides a useful framework for conceptualizing the
unique needs and expectations of some African American students attending PWIs.