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 Journal of Student Affairs Research and Practice, Journal About Women and Gender in Higher Education, and Journal of College and Character.
Using the framework of feminist standpoint theory, this study explored the everyday work of undergraduate STEM students to identify STEM institutional cultural norms and standards that organize and inform the organization of work for undergraduate women majoring in math and physics. Data collection and analysis focused on how the interface between undergraduate women and STEM education was organized as a matter of everyday encounters between students, faculty, and administration through their experiences inside and outside the classroom. Undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. These characteristics are evidence of a masculine STEM institution, which also creates a masculine ideal that women students are expected to meet and exacerbates their discomfort in the STEM environment.
The purpose of this study is to examine the extent to which faculty culture pertaining to student-centered pedagogy, student–faculty interactions, and faculty goals of enhancing spirituality is associated with spirituality in college students. While individual interactions with faculty have been the focus of spirituality research in recent years, few have examined how exposure to institutional culture fostered by the faculty plays a role in students’ spiritual growth and development. We utilize hierarchical linear modeling to examine the role of faculty culture in spiritual development to fill this gap.
This qualitative study explored the learning outcomes of an exercise intended to introduce student affairs professionals to crisis management skills and competencies. Ten student affairs professionals, from various functional areas, were observed as they collaboratively worked through an interactive, sequential, crisis-related case study exercise. Observational data were combined with participants’ written reflections about the process. Findings suggest that such an exercise is an effective method of practicing and honing crisis management skills.
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.
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Journal of Women and Gender in Higher Education publishes scholarship that centers gender-based experiences of students, faculty, and staff while examining oppression, including but not limited to patriarchy, sexism, trans* oppression, and cisnormativity as they intersect with other systems of domination.
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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 MoreTechnology 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.
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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.
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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.
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This work was born out of a conversation between the first two authors, Nadeeka and Ginny. While pursuing her master’s in student affairs, Nadeeka taught leadership classes to undergraduates at her institution.
Conducting this study and beginning to write this journal article in graduate school was the first time that I had the opportunity to deeply explore something that mattered to me on an academic, personal and societal level. The reason I chose to focus in on this issue stemmed from my experiences as the first in my family to graduate with a bachelor’s degree.
We are excited to share this piece with readers of the Journal of Women and Gender in Higher Education. The topic is especially timely and relevant given the ongoing discussions about immigration issues and women in STEM disciplines.
The purpose of this special issue is to present scholarship that focuses on conceptualizations of healing the fragmentation that occurs in academe for Latina-identified communities from within multiple educational contexts and perspectives, and through various theoretical frameworks (most especially, Chicana/Latina feminism, decolonization, intersectionality, and Latinx/a/o critical race theory).
Journal of Women and Gender in Higher Education invites applicants to join the New Professional and Graduate Student Review Board for the 2020-2023 term. The deadline to apply is October 1, 2019.
