Exploring the perceptions of HBCU student affairs practitioners toward the racial diversification of Black colleges.

2018 ◽  
Vol 11 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Robert T. Palmer ◽  
Andrew T. Arroyo ◽  
Dina C. Maramba
Keyword(s):  
Student Affairs ◽  
Black Colleges ◽  
Student Affairs Practitioners

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

The Performance Appraisal Paradox: An Essential but Neglected Student Affairs Staffing Function

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Don G. Creamer ◽  
Roger B. Winston
Keyword(s):  
Student Affairs ◽  
Performance Appraisal ◽  
Student Affairs Practitioners

Performance appraisal is widely endorsed as an essential part of the staffing process, yet most student affairs practitioners acknowledge that it is done poorly, or not at all, in their institutions. The reasons for this neglect are outlined, and suggestions are offered for ways to make performance appraisal a more valuable staffing tool.

Common Issues in Professional Behavior

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Steven M. Janosik
Keyword(s):  
Student Affairs ◽  
Case Studies ◽  
Organizational Level ◽  
Professional Behavior ◽  
Years Of Experience ◽  
Institutional Type ◽  
Student Affairs Practitioners

Most conversations about ethics and professional behavior involve case studies and hypothetical situations. This study identifies and examines the most common concerns in professional behavior as reported by 303 student affairs practitioners in the field. Differences by gender, years of experience, organizational level, institutional type, and institution size are also explored.

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

NASPA Journal ◽  
2007 ◽  
Vol 44 (1) ◽  
Author(s):  
Joy Gaston Gayles ◽  
Bridget T Kelly
Keyword(s):  
Student Affairs ◽  
Focus Group Interviews ◽  
Diversity Courses ◽  
Preparation Programs ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Theory To Practice ◽  
Diversity Issues ◽  
Group Interviews ◽  
Graduate Preparation Programs

The purpose of this study was to assess individuals’ perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to student affairs practice. Using focus group interviews, data were collected from graduate students and student affairs practitioners. Three major themes that focus on requiring diversity in the curriculum, what should be included in diversity courses, and effective ways of linking theory to practice are discussed.

The Grass is Always Greener on the Other Side of the Fence: Making a Transition from Student Affairs Administrator to Full-Time Faculty

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Phyllis McCluskey-Titus ◽  
Tony W. Cawthon
Keyword(s):  
Student Affairs ◽  
Small Population ◽  
Full Time ◽  
Personnel Preparation ◽  
Administrative Positions ◽  
Faculty Position ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Student Personnel ◽  
Time Faculty

A research study was conducted using the small population of current graduate preparation faculty who were both NASPA members and former student affairs practitioners (n=38). The purpose of this study was to discover the benefits and challenges faced by practitioners when moving from an administrative position to a full-time faculty position in a student personnel preparation program. The following subjects were considered in this study: factors respondents considered when moving to a full-time faculty position, challenges respondents encountered in making the career change, differences between former administrative positions and current faculty positions, and type of preparation respondents reported were necessary for success in a faculty role. Some of the positive differences respondents described included: control over their quality of life, the ability to focus on teaching and research, and the ability to contribute to the profession. Certain challenges were recounted by respondents such as adjusting to the faculty culture and work expectations, development of a research agenda, having fewer resources as a full-time faculty member, and a difference in quality and nature of relationships.

Some Propositions Worth Debating

1996 ◽  
Vol 1 (4) ◽  
pp. 31-32
Author(s):  
Elizabeth J. Whitt
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Student Affairs Practitioners

In 1995 a team of student affairs practitioners and faculty got together under the auspices of NASPA to explore the connection between student learning and student affairs practice. The propositions discussed here are an important result of their work.

scholarly journals Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

2021 ◽  
Vol 9 (3) ◽  
pp. 01-12
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Science Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Indigenous Knowledge ◽  
Student Development ◽  
Student Leadership ◽  
Historical Background ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
Indigenous Epistemologies

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

Design Thinking

2021 ◽  
pp. 163-180
Author(s):  
Trisha C. Gott
Keyword(s):  
Problem Solving ◽  
Student Affairs ◽  
Transformative Learning ◽  
Learning Theory ◽  
Design Thinking ◽  
Problem Posing ◽  
Transformative Learning Theory ◽  
Student Affairs Practitioners ◽  
Support Students

Design thinking is a process that student affairs practitioners can learn to support students in developing practices of leadership. The design thinking tool builds from ideas of transformative learning and leadership-as-practice. Deployed as an intervention for problem posing, design thinking is a tool and an opportunity to reframe how students learn. In design thinking, students are moved to problem solving through intentional practice. In this chapter, the author will explore design thinking from the lenes of transformative learning theory and leadership-as-practice. Moving through each stage of the process, she will share examples of how to use the practice with students.

Civic Learning and Democratic Engagement in Student Affairs

2021 ◽  
pp. 170-190
Author(s):  
Hannah Rushe Piechowski ◽  
Nathan Scott
Keyword(s):  
Student Affairs ◽  
Student Affairs Professionals ◽  
The United States ◽  
Student Affairs Practitioners ◽  
Civic Learning ◽  
University Campuses ◽  
College And University ◽  
New Learning ◽  
Democratic Engagement ◽  
College And University Campuses

This chapter explores the challenges, issues, and recommendations that student affairs practitioners should consider in order to implement constructive civic learning and democratic engagement on college and university campuses in the United States. The work of student affairs directly impacts the development of students. Yet, student affairs professionals and programs face challenges in collaborating with academic affairs, understanding and practicing political neutrality, and responding to the current issues of the day. With consideration of quality and successful programs, student affairs can continue to move the needle of impact forward through new learning opportunities throughout the college experience, including restorative justice efforts, housing and residence life programs, and collaborative university themes.

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