Resolving tensions for Black–White multiracial students in master's level student affairs graduate programs

2021 ◽  
Vol 2021 (174) ◽  
pp. 55-60
Author(s):  
Kamrie J. Risku ◽  
Brandon T. Arnold
Keyword(s):  
Student Affairs ◽  
Graduate Programs ◽  
Master's Level ◽  
Multiracial Students ◽  
Level Student

Gaining Organizational Entry and Developing Partnerships for Applied Research and Experience: A Perspective From Industrial-Organizational Psychology Master's Programs

2018 ◽  
Vol 11 (4) ◽  
pp. 606-612
Author(s):  
Elizabeth L. Shoenfelt ◽  
Nancy J. Stone ◽  
Janet L. Kottke
Keyword(s):  
Applied Research ◽  
Graduate Programs ◽  
Organizational Psychology ◽  
Master's Level ◽  
Organizational Entry ◽  
Master's Programs ◽  
Industrial Organizational Psychology ◽  
Organizational Action ◽  
Definition Of ◽  
Guidelines And Recommendations

As faculty in master's industrial and organizational (I-O) psychology graduate programs, we read with great interest the focal article on initiating and maintaining partnerships with organizations (Lapierre et al., 2018). We applaud the efforts of the authors to present guidelines and recommendations for successful applied research in organizations. Although Lapierre et al. directed their recommendations primarily to doctoral faculty and their students, there currently are 159 I-O psychology master's programs listed on the Society for Industrial and Organizational Psychology (SIOP) webpage (http://my.siop.org/GTP). Because of the applied nature of most master's programs, by necessity we work continuously to gain entry into and partner with organizations for internship placements, applied course projects, and applied service opportunities. We, along with other master's faculty colleagues, have published and presented on the topic of partnering with organizations (e.g., Shoenfelt, 2003; Shoenfelt, Kottke, & Stone, 2012; Shoenfelt et al., 2015; Shoenfelt, Stone, & Kottke, 2013; Shoenfelt, Walker, Long, Smith, & Whelan, 2012; Stone, Shoenfelt, Huffcut, Morganson, & Frame, 2018; Stone, Shoenfelt, Morganson, Moffett, & Van Hein, 2017). In this response, we offer an analogous perspective from the master's level based on tacit knowledge garnered from more than a century of combined experience. We note that many of the recommendations in this focal article likewise surfaced in our work. Here we highlight the challenges unique to master's-level and teaching-intensive faculty in implementing these recommendations. In our response, we embrace Lewin's (1946) definition of action research that there is no action without research and no research without action. Thus, we broadly define applied research as asking an important applied question and systematically collecting data to answer that question in a manner in which the results inform organizational action (whether or not it results in a peer-reviewed publication).

scholarly journals Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research

2017 ◽  
Vol 7 (4) ◽  
pp. 925-943 ◽  
Author(s):  
Brian A. Burt ◽  
Alexander Knight ◽  
Justin Roberson
Keyword(s):  
Graduate Students ◽  
Cultural Identity ◽  
Student Affairs ◽  
Black Men ◽  
Graduate School ◽  
Graduate Programs ◽  
Ethnically Diverse ◽  
Promising Practices ◽  
Foreign Born ◽  
Domain Specific

Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

scholarly journals Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach

10.28945/4444 ◽  
2019 ◽  
Vol 4 ◽  
pp. 279-280
Author(s):  
Crystal R Chambers
Keyword(s):  
Professional Development ◽  
Student Affairs ◽  
Continuing Education ◽  
Master's Level ◽  
Undergraduate Level ◽  
Education Professional ◽  
Education Professional Development ◽  
Competency Based ◽  
Diversity Issues

Aim/Purpose: Book Review: Multicultural and Diversity Issues in Student Affairs Practice - A Professional Competency Based Approach Background: This text explores cases and concepts regarding multiculturalism, diversity, and inclusion in student affairs practice as guided by ACPA/ NASPA competencies. Methodology: Review Contribution: Review Findings: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendations for Practitioners: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Recommendation for Researchers: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Impact on Society: Overall, this text is a useful resource for introductory student affairs coursework at the undergraduate level, master’s level, for workshops and other continuing education/ professional development. Future Research: See Review

Education, Community, and Social Engagement

2019 ◽  
pp. 69-86 ◽  
Author(s):  
Toby S. Jenkins
Keyword(s):  
Student Affairs ◽  
Transformative Learning ◽  
Social Engagement ◽  
Teaching And Learning ◽  
Graduate Programs ◽  
Graduate Faculty ◽  
Education Programs ◽  
Community Based ◽  
Education Community ◽  
Approach To Teaching

In many higher education and student affairs graduate programs the responsibility for providing field-based learning often falls on the graduate assistantship. Programs often situate theoretical learning inside the classroom and practical engagement at the assistantship site. The growing urgency for educators to create transformative learning experiences and to integrate deep interactions with issues of social justice into the classroom challenges graduate faculty to re-evaluate their approach to teaching and learning. In this chapter, the author makes the case for adopting a creative, community-based, and culturally engaging approach to teaching in graduate education programs.

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