Social justice -- Study and teaching (Higher) -- United States.
This study extends the extant research on first-year programs to include a closer examination of their impact on student learning and democratic outcomes. Based on data collected from three courses—a first-year success course with an explicit focus on diversity, an introductory communication course, and an introductory engineering course—we examined student change across three outcomes: multicultural awareness, commitment to social justice, and attributional complexity. Our findings suggest that although students in the different courses showed no pretest differences on the outcome variables, only students in the first-year success course made significant gains on all three outcomes. ANCOVA results also demonstrated significant course effects for the first-year success course after controlling for a number of covariates. The article concludes with a discussion of the importance of using developmental theory to guide first-year programming and implications for practice.
Friedlander, Laura J.
Reid, Graham J.
College freshmen -- Social networks -- United States.
The current study examined the joint effects of stress, social support, and self-esteem on adjustment to university. First-year undergraduate students (N = 115) were assessed during the first semester and again 10 weeks later, during the
second semester of the academic year. Multiple regressions predicting adjustment to university from perceived social support (friends and family), self-esteem (academic, social, and global), and stress were conducted. From the fall
to winter semesters, increased social support from friends, but not from family, predicted improved adjustment. Decreased stress predicted improved overall, academic, personal-emotional, and social adjustment. Increased global, academic, and
social self-esteem predicted decreased depression and increased academic and social adjustment. Results are discussed with respect to potential mechanisms through which support and self-esteem may operate.
Landreman, Lisa M.
Rasmussen, Christopher J.
King, Patricia M., 1950-
Jiang, Cindy Xinquan.
Universities and colleges -- United States -- Faculty -- Psychology.
Multicultural education -- United States.
Despite the priority higher education institutions have given to multicultural initiatives, little attention has been given to examining the multicultural experiences and other life events that influence those charged with developing and facilitating these initiatives. The purpose of this phenomenological study was to explore how multicultural educators known for their expertise in this area acquired the capacity to effectively serve in this role and to explore the kinds of experiences that facilitated these educators' visions of social justice. Participants were 20 university educators representing 14 different race/ethnicity groups, balanced by gender, and varied in sexual orientation. Using in-depth interviews with these individuals we developed a model that describes the major themes that emerged from their interviews and illustrated these themes with excerpts from their stories.
The aim of this study was to expand the assessment of two explanatory models of drinking behavior—perceptions of risk and social norms—and determine their relationship to dimensions of alcohol involvement in a multivariate
evaluation. The Alcohol and Drug Survey was administered to a sample (N = 235) of college students from a university in the Southeast. Results from the canonical correlation analysis revealed that perceived normative beliefs of closest
friends of the same sex best explained dimensions of alcohol involvement. Perceptions of risk were associated with drinking involvement, although the direction of relationships was unexpectedly positive. Implications for campus interventions are discussed.
Gay college students -- United States -- Psychology.
Gay college students -- United States -- Political activity.
Gays -- Identity.
Leadership -- United States.
This qualitative study provided evidence of common patterns of involvement, leadership, and identity among 15 students leading lesbian, gay, bisexual, and transgender (LGBT) campus groups. Participants were 7 men, 5 women, and
3 female-to-male transgender students; one first-year, 4 sophomores, 4 juniors, and 6 seniors; and 8 White, 2 Black, one biracial, one international, 2 Latina/o, and one White Jewish students. Within the overall pattern of involvement, an
involvement-identity cycle occurred in which increased leadership led to increased public LGBT identity and a merged gender/sexual orientation and leadership identity. Evidence also supported the classification of students into three distinct
identities: LGBT Leader, LGBT Activist, and Queer Activist. I present implications for scholars and educators working with LGBT and other students leading in identity-based contexts.
Stein, Catherine H.
Vickio, Craig J.
Fogo, Wendy R.
Abraham, Kristen M.
Emergency management -- United States -- Planning.
Universities and colleges -- United States -- Planning.
Network analysis (Planning)
A network approach to disaster preparedness in university settings is described. Basic network concepts relevant for disaster preparedness and methods for analyzing network data without complex mathematics are presented. A case study of campus mental health and academic units at a midwestern university is presented to illustrate the practical application of network techniques. Results of the network study indicate the existence of few structural ties among organizational units in the university community and highlight untapped resources available in the event of a disaster. The use of network techniques as a catalyst for increased university coordination and mobilization of resources following a disaster is discussed.
Research in Brief John H. Schuh, Associate Editor
LaBrie, Joseph W.
Pedersen, Eric R.
Hummer, Justin F.