Student role orientations and college dropouts.

1970 ◽  
Vol 17 (6, Pt.1) ◽  
pp. 559-566 ◽  
Author(s):  
Victor Savicki ◽  
Harry Schumer ◽  
Robert E. Stanfield
2021 ◽  
pp. 1-20
Author(s):  
Dennis Lichtenstein ◽  
Martin R. Herbers ◽  
Halina Bause
Keyword(s):  

2021 ◽  
pp. 009579842110026
Author(s):  
Catherine C. Ragland Woods ◽  
Krista M. Chronister ◽  
Aleksandria Perez Grabow ◽  
William E. Woods ◽  
Kyndl Woodlee

Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.


2020 ◽  
Vol 8 (3) ◽  
pp. 347-366 ◽  
Author(s):  
Valerie Belair-Gagnon ◽  
Rodrigo Zamith ◽  
Avery E. Holton
Keyword(s):  

2014 ◽  
Vol null (59) ◽  
pp. 229-258
Author(s):  
Sun Nam Kim ◽  
hyun-wook jung
Keyword(s):  

1966 ◽  
Vol 44 (5) ◽  
pp. 475-481 ◽  
Author(s):  
Lee M. Marsh
Keyword(s):  

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