Project MUSE®: Journal of College Student Development - Latest Articles
https://muse.jhu.edu/journal/238
Project MUSE®: Latest articles in Journal of College Student Development.daily12026-05-11T00:00:00-05:00text/htmlen-USVol. 44 (2003) through current issueLatest Articles: Journal of College Student DevelopmentTWOProject MUSE®Journal of College Student Development1543-33820897-5264Latest articles in Journal of College Student Development. Feed provided by Project MUSE®Strategic Engagement: Undocumented Students’ Critical Agency in Higher Education
https://muse.jhu.edu/article/986506
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In recent years, a growing number of undocumented students have pursued higher education, reflecting the combined efforts of local immigrant advocacy, national organizations, and educational institutions in expanding access, alongside supportive state policies such as in-state tuition and financial aid options (Schwartz, 2019). However, only a few persist without dropping out, and research has extensively examined the challenges they face in college (Bjorklund, 2018). While understanding these barriers helps develop support systems, this focus tends to overshadow the assets and strategies these students bring and employ in college. Existing research has predominantly examined undocumented students’ college
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallStrategic Engagement: Undocumented Students’ Critical Agency in Higher Education2026-03-26text/htmlen-USStrategic Engagement: Undocumented Students’ Critical Agency in Higher Education2026-03-262026TWOProject MUSE®1143122026-05-11T00:00:00-05:002026-03-26The Development and Pursuit of Engineering Interests among Native American Students
https://muse.jhu.edu/article/986507
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Engineering is a quickly expanding field with an overall projected 2022–2032 growth rate of 4%, and a growth rate in specific engineering fields, such as chemical, industrial, and biomedical, ranging from 10 to 14% (Bureau of Labor Statistics [BLS], 2024). Approximately 3% of U.S. citizens are Native American, yet Native Americans comprise only 0.3% of engineers (Census Bureau, 2021; Department of Energy [DOE], 2016). Thus, Native Americans are one of the most underrepresented groups in engineering and are absent from many of those engineering careers that would promote the sustainability of their own community environments and infrastructures, and provide those critical innovations that could lead to economic
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallThe Development and Pursuit of Engineering Interests among Native American Students2026-03-26text/htmlen-USThe Development and Pursuit of Engineering Interests among Native American Students2026-03-262026TWOProject MUSE®900802026-05-11T00:00:00-05:002026-03-26Which College Success Programs Lead to Psychosocial Outcomes for Lower-Income Students?
https://muse.jhu.edu/article/986508
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Despite decades of efforts to promote college student retention and persistence, attrition remains a substantial problem. Among students who started college in Fall 2022, more than 30% did not re-enroll at the same institution in the subsequent fall term, and roughly 25% of students did not enroll in any institution one year later (National Student Clearinghouse Research Center, 2024). These overall statistics mask substantial disparities in retention and graduation rates. For instance, Calahan et al. (2024) found that 75% of dependent students in the highest income quartile received an associate’s or bachelor’s degree within six years of starting college, whereas only 38% in the lowest income quartile received a
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallWhich College Success Programs Lead to Psychosocial Outcomes for Lower-Income Students?2026-03-26text/htmlen-USWhich College Success Programs Lead to Psychosocial Outcomes for Lower-Income Students?2026-03-262026TWOProject MUSE®1741872026-05-11T00:00:00-05:002026-03-26“You’re not thrown to the wolves”: How College Peer Financial Mentors are Trained and Professionally Developed
https://muse.jhu.edu/article/986509
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Over time, institutions of higher education have provided more student services that incorporate some type of mentoring (Black et al., 2019; Nuis et al., 2023; Taylor & Black, 2018), including peer mentoring (Black et al., 2018; Holt & Fifer, 2018; Leidenfrost et al., 2011). Although peer mentoring in higher education has been studied for decades (Black & Taylor, 2017; Sanft et al., 2008), a new form of peer mentoring has emerged in United States (U.S.) higher education recently: peer financial mentoring. Peer financial mentoring (PFM) pairs college student mentors, typically from business and finance majors (Schuman et al., 2023), with college student mentees to bolster these mentees’ sense of financial wellness
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmall“You’re not thrown to the wolves”: How College Peer Financial Mentors are Trained and Professionally Developed2026-03-26text/htmlen-US“You’re not thrown to the wolves”: How College Peer Financial Mentors are Trained and Professionally Developed2026-03-262026TWOProject MUSE®1013572026-05-11T00:00:00-05:002026-03-26Complicating Student Pathways through the Interfaith Learning and Development Framework
https://muse.jhu.edu/article/986510
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Religion matters, especially in college as students struggle to make meaning of challenging content, differences in perspectives, and their own voice. For decades, student learning development and higher education scholars have neglected religion as an inquiry line—too ineffable to quantify, too personal to fully explore, too controversial to discuss in and out of the classroom (Mayhew, 2012; Rockenbach & Mayhew, 2013). Given these—and other—reasons for distancing religion from studies of student learning and development, very few college impact frameworks have been introduced to explain the potential effects college-going exerts on students’ learning about religion, their religious selves, and how religion can be
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallComplicating Student Pathways through the Interfaith Learning and Development Framework2026-03-26text/htmlen-USComplicating Student Pathways through the Interfaith Learning and Development Framework2026-03-262026TWOProject MUSE®1343772026-05-11T00:00:00-05:002026-03-26Are There Other University Students Like Me with ADHD? An ADHD Skills Workshop
https://muse.jhu.edu/article/986511
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by a persistent pattern of inattention, hyperactivity, or impulsivity that interferes with functioning and development (American Psychiatric Association [APA], 2022). ADHD is represented in three symptoms: predominately inattentive, predominately hyperactive-impulsive, or a combined presentation (APA, 2022). Inattention can manifest as difficulties sustaining focus, lacking persistence, and disorganization. Hyperactivity is often characterized by excessive and inappropriate motor activity, fidgeting, and talkativeness. Impulsivity may present as reckless actions, rash decisions, inability to wait for a reward, and social
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallAre There Other University Students Like Me with ADHD? An ADHD Skills Workshop2026-03-26text/htmlen-USAre There Other University Students Like Me with ADHD? An ADHD Skills Workshop2026-03-262026TWOProject MUSE®1229392026-05-11T00:00:00-05:002026-03-26Mental Health Among College Women of Diverse Sexualities
https://muse.jhu.edu/article/986512
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Women aged 18–25 experience higher rates of mental health disorders than men (Jamal, 2025), yet little is known about the specific mental health needs of college women of diverse sexual identities. Queer1 college students, in general, experience significantly higher levels of stress, loneliness, and mental health concerns than their heterosexual peers (Kerr et al., 2024). Among these groups, bisexual women report elevated rates of depression, anxiety, and suicidality compared to heterosexual, lesbian, and gay women—patterns linked to increased exposure to victimization, microaggressions, and internalized antibisexual stigma (Godfrey et al., 2024). Women with minoritized sexualities—including asexual, bisexual, gay
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Project MUSE®https://muse.jhu.edu/2026-05-11T00:00:00-05:00https://muse.jhu.edu/journal/238/image/coversmallMental Health Among College Women of Diverse Sexualities2026-03-26text/htmlen-USMental Health Among College Women of Diverse Sexualities2026-03-262026TWOProject MUSE®445072026-05-11T00:00:00-05:002026-03-26