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Custer, Lindsay, and Anne Tuominen. "Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students." Teaching Sociology 45, no. 4 (November 16, 2016): 347–57. http://dx.doi.org/10.1177/0092055x16679488.
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Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. We show through our assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.
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Paino, Maria, Matthew May, Lori A. Burrington, and Jacob H. Becker. "Intersectionopoly." Teaching Sociology 45, no. 2 (October 15, 2016): 177–86. http://dx.doi.org/10.1177/0092055x16673417.
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This article describes a simulation activity designed to teach students about the wage gap. The wage gap is an important topic in many sociology classrooms, but it can be difficult to convey the accumulated disadvantage experienced by women and racial/ethnic minorities to students using in-class discussions, lectures, or assigned readings alone. This is particularly true on college campuses that may draw their students from more affluent areas. Classroom simulations, however, provide an opportunity for students with all types of backgrounds to engage their sociological imaginations. In our simulation—Intersectionopoly—we use a modified version of Monopoly based on the wage gap and racial/ethnic minorities’ experiences of everyday life to illustrate how members of different racial and gender groups experience disparities in earnings. Unlike other versions of stratified Monopoly, this simulation more closely mirrors the subtle nature of discrimination in the contemporary United States.
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Thomas, Elizabeth, Marsha Walton, Anna Baker-Olson, Isabelle Blaber, Remi Parker, and Michele Becton. "Collaborative Agency in Civic and Community Engagement: Narratives of College Students Working Toward Generative Partnerships." Journal of Adolescent Research 36, no. 1 (September 13, 2020): 3–33. http://dx.doi.org/10.1177/0743558420955035.
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The development of democratic citizenship and youth leadership requires an ability to collaborate with others in ways that are jointly empowering. In this study, we sought to understand how students at an urban liberal arts college in the United States framed their own and others’ efficacy and responsibility in narrative accounts of situations they faced in civic and community engagement. We were interested in how young people learn and work alongside local stakeholders, rather than serve on behalf of people and communities considered to be in need. We aimed to gain insight into occasions in which collaborative agency emerged, or failed to emerge, in the coordinated activity of individuals engaged in the creation of intersubjectivity, shared commitments, and perceptions of group accomplishment. We collected narratives over a 4-year period from 123 Bonner Scholars, campus leaders whose scholarship includes a substantial weekly commitment to service. Our analysis of stories featuring or problematizing collaborative agency showed students grappling with limits of collaborative agency, but also generativity and interdependence. They described civic agency and leadership with other students, non-profit partners, and citizens. In some settings, we heard students striving for a collaborative solidarity, moving beyond collaborative agency toward relationships affording mutual empowerment.
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Schroeder, Sarah Bartlett. "Incoming Undergraduate Students Struggle to Accurately Evaluate Legitimacy of Online News." Evidence Based Library and Information Practice 16, no. 1 (March 15, 2021): 95–97. http://dx.doi.org/10.18438/eblip29854.
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A Review of: Evanson, C., & Sponsel, J. (2019). From syndication to misinformation: How undergraduate students engage with and evaluate digital news. Communications in Information Literacy, 13(2), 228-250. https://doi.org/10.15760/comminfolit.2019.13.2.6 Abstract Objective – To determine how new undergraduate students access, share, and evaluate the credibility of digital news. Design – Asynchronous online survey and activity. Setting – A small private, liberal arts college in the southeastern United States of America. Subjects – Participants included 511 incoming first-year college students. Methods – Using the Moodle Learning Management System, incoming first-year students completed a mandatory questionnaire that included multiple choice, Likert scale, open-ended, and true/false questions related to news consumption. Two questions asked students to identify which news sources and social networking sites they have used recently, and the next two questions asked students to define fake news and rate the degree to which fake news impacts them personally and the degree to which it impacts society. The end of the survey presented students with screenshots of three news stories and asked them to reflect on how they would evaluate the claim in the story, their confidence level in the claim, and whether or not they would share this news item on social media. The three items chosen represent certain situations that commonly cause confusion for news consumers: (a) a heading that does not match the text of the article, (b) a syndicated news story, and (c) an impostor URL and fake news story. Researchers coded the student responses using both preset and emergent codes. Main Results – Eighty-two percent of students reported using at least one social media site to access political news in the previous seven days. Students reported believing that fake news is a worrying trend for society, with 86% labelling it either a “moderate” or “extreme” barrier to society’s ability to recognize accurate information. However, they expressed less concern about their own ability to navigate an information environment in which fake news is prevalent, with 51% agreeing that it has only somewhat of an effect on their own ability to effectively navigate digital information. Of the three news items presented to them, students expressed the least confidence (an average of 1.55/4) and least interest in sharing (12%) the first news item, in which the heading does not match the text. However, only 14% of respondents noted this mismatch. In evaluations of the second item, an AP news item on the Breitbart website, 35% of students noted the website on which the article was found, but fewer noted that the original source is the Associated Press. Student responses to the third article, a fake news item from a website masquerading as an NBC website, show that 37% of students believed the source to come from a legitimate NBC source. Only 7% of students recognized the unusual URL, and 24% of respondents indicated that they might share this news item on social media. Conclusion – The study finds that impostor URLs and syndicated news items might confuse students into misevaluating the information before them, and that librarians and other instructors should raise awareness of these tactics.
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Nelson, Toben F., Steven L. Gortmaker, S. V. Subramanian, and Henry Wechsler. "Vigorous Physical Activity Among College Students in the United States." Journal of Physical Activity and Health 4, no. 4 (October 2007): 496–509. http://dx.doi.org/10.1123/jpah.4.4.496.
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Background:Vigorous physical activity (VPA) declines from adolescence into adulthood and social disparities in VPA exist. Physical activity is understudied in the college setting.Methods:VPA during high school and college was examined among 10,437 students attending 119 four-year colleges using gender-stratified logistic regression analyses.Results:Fewer students engaged in VPA in college compared with high school (males 74% to 52%; females 68% to 44%). Athletics was associated with VPA, but 51% participated in high school and 15% in college. Among females, African Americans, Asians, and students of lower socioeconomic position (SEP) were less likely to engage in VPA in college, adjusting for high school VPA. Among males, Asians and older students were less likely to engage in VPA.Conclusions:VPA declines from high school to college. Athletic participation is a determinant of VPA, but few participate in collegiate athletics. Social disparities in VPA emerge in college, an important setting for promoting VPA and addressing health disparities. Regular physical activity is an important contributor to human health. It is positively associated with longevity and may prevent or help manage diabetes, metabolic syndrome, overweight, hypertension, cardiovascular disease, and colon cancer.1-8 Among children and adolescents, lack of physical activity is associated with higher body mass index.9-10 Physical activity is also associated with positive mood, self-esteem, and decreased anxiety.11-14
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Kim, Young Choul, and Ho Keun Yoo. "Anti-Americanism in East Asia: Analyses of college students’ attitudes in China, Japan, and South Korea." International Area Studies Review 20, no. 1 (December 8, 2016): 42–56. http://dx.doi.org/10.1177/2233865916682390.
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In the last decade, negative attitudes towards the United States have increased throughout the world. Though the United States and East Asian countries have relatively had harmonious relationships, anti-Americanism is still prevalent for various reasons. In spite of China’s increasing economic interdependence with the United States, the country is succeeding to its long history of anti-Americanism. Although Japan and South Korea have been considered pro-United States allies since the Korean War (1950–1953), the countries’ younger generations have often expressed critical opinions of the United States. What is the cause of this anti-American sentiment in the East Asian countries? The purpose of this study is to examine the determinants of anti-American sentiment in East Asian countries using a cross-national survey. The results of the empirical analyses support previous approaches and promote four theoretical concepts: (1) the people’s knowledge and curiosity about the United States is the most influential factor of anti-American sentiment for East Asian college students (the cognitive-orientation); (2) individual’s attitudes towards American culture and society influence anti-American sentiment in East Asian countries (the cultural-cleavage); (3) anti-American sentiment in East Asian countries is mostly affected by people’s general ideas about the roles of the United States in the world and United States’ foreign policies (the anti-hegemony); and (4) the people’s general perception on the relationship between their own countries and the United States is another determinant of anti-American sentiment in East Asian countries (the equal-relationship). In contrast, it explains that gender and the financial condition of East Asian college students are not significant determinants of anti-American sentiment.
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Fielding, William J., Travis W. Cronin, and Christina Risley-Curtiss. "College Students’ Experiences of Nonhuman Animal Harm in the United States and The Bahamas." Society & Animals 28, no. 7 (December 19, 2018): 752–75. http://dx.doi.org/10.1163/15685306-12341534.
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Abstract This study compares and contrasts experiences of harm to nonhuman animals in the lives of 830 college students in The Bahamas and the United States. Overall, students in The Bahamas were more likely to have been exposed to seeing animals harmed (65%) than those in the United States (16%), and they were more likely to have seen an animal killed (22% in The Bahamas and 12% in the United States). Bahamian students reported a higher rate of participation in harming animals than United States students. Stray animals were at greater risk of harm than animals designated as companion animals. The occurrence of coerced harm to animals including zoophilia was low. Participants were indirect victims of animal harm at older ages than the ages at which they had first witnessed or participated in harming animals. Cross-societal implications of harming animals are discussed in the context of teaching animal welfare.
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Isralowitz, Richard E. "Israeli College Students' Drinking Problems: An Exploratory Study." Psychological Reports 60, no. 1 (February 1987): 324–26. http://dx.doi.org/10.2466/pr0.1987.60.1.324.
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The drinking problems of 156 Israeli college students were examined in 1986. The data suggest alcohol is used and negative behavior is exhibited with its use. Compared to research on United States college students' drinking problems, lower drinking activity appears to exist in Israel. This exploratory study is viewed as an initial step towards a systematic assessment of college students' alcohol use throughout Israel.
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Velezmoro, Rodrigo, Charles Negy, and Jose Livia. "Online Sexual Activity: Cross-National Comparison Between United States and Peruvian College Students." Archives of Sexual Behavior 41, no. 4 (November 15, 2011): 1015–25. http://dx.doi.org/10.1007/s10508-011-9862-x.
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Torres, Kelly M., Samantha Tackett, and Meagan C. Arrastia-Chisholm. "Cuban American College Students’ Perceptions Surrounding Their Language and Cultural Identity." Journal of Hispanic Higher Education 20, no. 1 (January 4, 2019): 17–32. http://dx.doi.org/10.1177/1538192718822324.
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Four waves of Cuban immigrants have arrived to the United States from the early 1960s with the fourth wave still in progress. The changing reasons these immigrants fled Cuba have resulted in diverse characteristics for each wave of immigration. This qualitative study investigated Cuban American students’ perceptions of their cultural background and Spanish proficiencies. The results of this study indicate that all participants possessed limited Spanish proficiencies and a strong desire to maintain their heritage. Implications are discussed in light of the current political climate in the United States.
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Schuster, Catherine. "Condom Use Behavior: An Assessment of United States College Students' Health Education Needs." International Quarterly of Community Health Education 17, no. 3 (October 1997): 237–54. http://dx.doi.org/10.2190/rnxk-52eb-tujn-vbfg.
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Descriptive studies regarding sexual activity and condom use among college persons have found that college students are particularly permissive and do not use condoms regularly. Within a social cognitive theory (SCT) framework, the present study determined the condom use related health education needs of college students. Data regarding condom use frequency, appropriateness of condom use, social support for condom use, perceived barriers regarding condom use, perceived social norm regarding the use of condoms, perceived outcomes of using a condom, and condom use self-efficacy were collected from 569 students enrolled in health, physical education, and recreation classes at a large mid-Western United States university. Results indicated a serious lack of consistent and appropriate use of condoms. Strengths and weaknesses of SCT scales were described. Women could improve on their physical and emotional outcome expectations of using a condom. Areas for men that could be improved include perceived physical and emotional outcomes of condom use, self-efficacy related to partner disapproval and embarrassment, and self-efficacy related to intoxicants. Several recommendations for college health education programs were made.
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Penglee, Nattika, Richard W. Christiana, Rebecca A. Battista, and Ed Rosenberg. "Smartphone Use and Physical Activity among College Students in Health Science-Related Majors in the United States and Thailand." International Journal of Environmental Research and Public Health 16, no. 8 (April 12, 2019): 1315. http://dx.doi.org/10.3390/ijerph16081315.
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Smartphone use among college students is prevalent across the world. Recently, research has begun to investigate the relationship between smartphone use and physical activity. This study examined the amount of time spent using a smartphone and the physical activity (PA) levels among college students majoring in health science-related disciplines in the United States (US) and Thailand. Using convenience sampling, college students in the US (n = 242) and Thailand (n = 194) completed an online survey, in Fall 2016, assessing smartphone usage and PA. Data were analyzed using chi-square tests and two-way ANOVA (p < 0.05). US students reported more days per week ( U = 15,150.0 , p = 0.00 , r = 0.33 ) and greater duration of PA ( U = 11,234.0 , p = 0.00 , r = 0.33 ) than Thai students while Thai students used smartphones more per day than US students ( U = 13,137.5 , p = 0.00 , r = 0.40 ). No difference existed for years of smartphone use ( U = 22,207.0 , p = 0.27 ). Greater smartphone use per day inversely related to days per week of engaging in PA among Thai students ( X 2 ( 3 ) = 10.55 , p = 0.01 , ε 2 = 0.06 ), but not among US students ( X 2 ( 3 ) = 2.39 , p = 0.50 ). The high smartphone use among college students, especially in Thailand, may be a barrier to PA as well as a strategy for PA promotion in higher education settings. Research should examine the best techniques for smartphone application development to promote PA in college settings.
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Monteiro, Andreia C., Miljana Jeremic, and Michael C. Budden. "Can We Have Fries With That, Please? Nutrition And Physical Activities Among College Students." Contemporary Issues in Education Research (CIER) 3, no. 11 (November 15, 2010): 1. http://dx.doi.org/10.19030/cier.v3i11.241.
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Obesity is a growing health and socioeconomic issue in the United States. College students are an important part of the alarming statistics involving weight gain. This study investigated how nutrition behaviors and physical activity modified students’ perceptions of body weight and nutrition knowledge. Furthermore, the study assessed gender and ethnicity as modifiers of nutrition behaviors, self-perception of body weight, and exercising habits among college students.
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Mugleston, William. "Jenkins, A History Of The United States." Teaching History: A Journal of Methods 23, no. 1 (April 1, 1998): 39–40. http://dx.doi.org/10.33043/th.23.1.39-40.
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This is a difficult book to review, because I am uncertain for whom it is intended. In 297 pages Philip Jenkins, Professor of History and Religious Studies at Pennsylvania State University, deftly and succinctly surveys the major bases of U.S. history--political, economic, social, and cultural developments. It is a small masterpiece of compression, and this, unfortunately, might be its weakness as far as high school and college classroom use is concerned. For students largely unfamiliar with this nation's history, the sweeping generalities encountered here will come across as just that, generalizations with no human flesh and blood attached.
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Cech, Erin A., Jessi L. Smith, and Anneke Metz. "Cultural Processes of Ethnoracial Disadvantage among Native American College Students." Social Forces 98, no. 1 (October 11, 2018): 355–80. http://dx.doi.org/10.1093/sf/soy103.
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Abstract Although indigenous populations have been subjected to some of the worst forms of institutionalized oppression in the United States, little social science research has sought to understand the day-to-day ethnoracial biases that contemporary Native American populations face. Seeking to expand this knowledge, we present a theoretical framework of the cultural processes of ethnoracial disadvantage experienced by Native American students in predominantly white colleges. Drawing on 65 in-depth interviews with 50 Native students, we identify four cultural processes of disadvantage: derogatory stereotyping, exoticized othering, delegitimation, and assimilation pressures related to cultural hegemony. Intertwined with these processes is the cultural permissibility of ignorance, a willful dearth of knowledge—and lack of accountability for knowledge—about indigenous peoples, traditions, and histories of oppression which enable these biases and exclusions. Students tend to respond to these cultural processes of disadvantage in three ways: educating others, working to disprove stereotypes, and spanning two worlds. We end by discussing how these results help advance theoretical understanding of ethnoracial bias toward indigenous populations and cultural processes of ethnoracial inequality in the United States more broadly.
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Seo, Dong-Chul, Mohammad R. Torabi, Nan Jiang, Xinia Fernandez-Rojas, and Bock-Hee Park. "Correlates of College Students’ Physical Activity: Cross-Cultural Differences." Asia Pacific Journal of Public Health 21, no. 4 (August 5, 2009): 421–32. http://dx.doi.org/10.1177/1010539509344112.
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This study examined cross-cultural differences in personal and behavioral determinants of vigorous-intensity and moderate-intensity physical activity (PA) among college students living in distinctly different cultures, that is, the United States, Costa Rica, India, and South Korea. Participants of this study were recruited from randomly chosen public universities in the 4 countries during the 2006-2007 academic year. A total of 4685 students participated in the study (response rate 90%). Vigorous-intensity PA was measured by asking on how many of the past 7 days the participants participated in PA for at least 20 minutes that made them sweat or breathe hard. For moderate-intensity PA, participants were asked on how many of the past 7 days they participated in PA for at least 30 minutes that did not make them sweat or breathe hard. Findings indicate that whereas perceived overweight and fruit and vegetable consumption are relatively culture-free predictors of PA, gender and TV/video watching are culture-specific predictors. Binge drinking was not predictive of meeting the vigorous-intensity and moderate-intensity PA guidelines in any of the 4 countries.
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Brantmeier, Noorie K. "“One Side Celebrates and the Other Side is Grieving”." International Journal of Critical Indigenous Studies 8, no. 2 (June 1, 2015): 29–42. http://dx.doi.org/10.5204/ijcis.v8i2.125.
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Currently, few studies examine the learning and unlearning that takes place in Native American and Indigenous Studies (NAIS) courses with non-Native and predominately white undergraduate college students in the United States (US). Due to the unique history, political status, Native nationhood, and sovereignty of the United States’ Indigenous Americans, there are unique issues associated with Native American studies content that differs from other diversity-focused courses. For many US-based college students, the opportunity to openly explore the historical and contemporary experiences of groups that are culturally and linguistically different from their own home culture often occurs when taking college courses (Chang 2002). The purpose of the current study was to understand how taking NAIS courses influences undergraduate college students’ attitudes towards Indigenous people, their history, and contemporary experiences. This qualitative analysis focuses on NAIS courses as the site of inquiry and is part of a larger mixed methods research study.
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BARNEY, David, and Kelsey Higginson. "Student Voices for Why College Students’ Take Physical Activity Classes When it is not required for Graduation." Asian Journal of Physical Education & Recreation 23, no. 1 (June 1, 2017): 6–14. http://dx.doi.org/10.24112/ajper.231764.
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The time in college is a time to prepare to go out into the world and be a contributing member of society. Typically, a college education should take four years to complete. Many colleges are eliminating the physical activity requirement for graduation, hoping that it will aid the student in graduating in a timely manner. Yet, students still take physical activity classes while working towards graduation. For this study 420 college students (235 males & 185 females) participated in this study. Students in physical activity classes at a private university of the western United States completed a survey in regards to why they take physical activity classes even when it is not required for graduation.The surveys asked the student’s respond and explain why they are taking physical activity classes. Generally, it was found that students take physical activity classes to have fun along with other reasons.
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Milita, Kerri, and Jaclyn Bunch. "Helicopter Parenting and the Policy Attitudes of College Students." PS: Political Science & Politics 50, no. 02 (March 31, 2017): 359–66. http://dx.doi.org/10.1017/s1049096516002808.
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ABSTRACT Helicopter parenting is a phenomenon that is attracting sizable attention from university administrators and instructors. We examine the implications of helicopter parenting for both the political science classroom and for public opinion. Using a survey conducted at multiple universities in the United States, we find that helicopter parenting has a significant impact on the policy attitudes of college students. Specifically, students with helicopter parents are more likely to express support for both government surveillance and nanny state policies than are students without helicopter parents. Given the growing trend of helicopter parenting, these findings will likely have substantial implications for both the political science classroom and public opinion in the near future.
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Williams, Jamie M., Tommy M. Phillips, Laura Stockdale, Hailey G. Holmgren, Daniel W. Wong, and Donna J. Peterson. "An Exploratory Study of Violent Media Consumption and Aggression in Black College Students." Journal of Black Studies 48, no. 8 (July 9, 2017): 758–74. http://dx.doi.org/10.1177/0021934717717980.
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One-hundred Black college students attending a historically Black college and university (HBCU) on the east coast of the United States participated in a study intended to explore and provide baseline information on the relationship between violent media consumption and aggression in Black college students. Results suggest that, consistent with college students and emerging adults in general, Black college students are heavy users of violent media and that violent media is related to aggression. This study makes an important contribution to the research literature by illuminating violent media consumption and the relationship between violent media consumption and aggression in a population that has been overlooked or understudied by previous media violence-aggression research.
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Nettles, Michael T. "History of Testing in the United States: Higher Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.
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Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.
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Wilson, Oliver W. A., Danielle R. Brittain, and Melissa Bopp. "College Student Aerobic and Muscle-Strengthening Activity: The Intersection of Gender and Sexual Orientation Among United States Students." Annals of LGBTQ Public and Population Health 2, no. 1 (March 1, 2021): 72–86. http://dx.doi.org/10.1891/lgbtq-2020-0015.
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The purpose of the study was to examine differences in aerobic and muscle-strengthening activity participation based on the intersection of gender and sexual orientation among cisgender college students. Data from the American College Health Association National College Health Assessment collected between Fall 2015 and Fall 2018 were analyzed. Differences from the population average for meeting aerobic and muscle-strengthening activity (separately) recommendations were computed for each gender and sexual orientation intersection. The likelihood of meeting aerobic and muscle-strengthening activity (separately) recommendations were calculated using a series of logistic regression analyses to determine odds ratios controlling for age, year of enrollment, race/ethnicity, and health status. Overall, more men and those identifying as straight met activity (aerobic and muscle-strengthening) recommendations. Asexual and straight women were less likely to meet activity recommendations compared to men, and bisexual and questioning women were less likely to meet muscle-strengthening recommendations compared to men. Bisexual, pansexual, and questioning individuals were less likely to meet activity recommendations compared to straight individuals among both genders, as were queer and gay men and women who identified as pansexual or another identity. Men who identified as pansexual or another identity, as well as lesbian and queer women were less likely to meet muscle-strengthening recommendations compared to straight individuals. In summary, findings demonstrate that aerobic and muscle-strengthening activity participation disparities are evident based on the intersection of gender and sexual orientation. The intersection of socio-demographic characteristics should be considered by researchers and physical activity promoters in order to better understand and address disparities.
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Romano, Robert, and Mackenzie Shanklin. "Consider potential implications of Title IX exemption granted to Baylor University." College Athletics and the Law 21, no. 2 (May 2024): 5–8. http://dx.doi.org/10.1002/catl.31317.
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Title IX was originally enacted to protect college students from sex discrimination in educational programs or activities, including athletics. Specifically, Title IX states that “No person in the United States shall, on the basis of sex, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”
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Obasi Odii, Ikenna, Jun Y. Byun, David E. Vance, Edson Chipalo, and Crystal Chapman Lambert. "Knowledge, Attitudes, and Utilization of HIV PrEP among Black College Students in the United States: A Systematic Review." Texila International Journal of Public Health 12, no. 1 (March 29, 2024): 1–16. http://dx.doi.org/10.21522/tijph.2013.12.01.art013.
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Considering the diverse socio-cultural norms, sexual attitudes, and mental and emotional immaturity that generally exist among young adults, Black college students are behaviorally vulnerable to acquiring new HIV infections before requisite exposure to HIV prevention education. Black college students (aged 18 to 34) fall within the description of one of the highest priority populations at risk for new HIV infection given the overall under-utilization and racial disparities in the HIV pre-exposure prophylaxis (PrEP) coverage among Black people in the United States (U.S). Yet, research addressing sexuality and HIV PrEP amongst Black college students are limited. This systematic review undertakes a comprehensive exploratory search of eight databases and includes four studies that have been conducted regarding Black college students HIV PrEP knowledge, attitudes and PrEP utilization in the U.S. Our findings suggest a high rate of sexual activity and hesitancy to initiate PrEP due to fear, exacerbated by low comprehensive knowledge of PrEP, low self-perceived HIV risk, and low HIV testing before any PrEP educational intervention. Positive PrEP utilization was closely associated with high self-perceived HIV risk following PrEP education, particularly when individual and structural factors were satisfactorily addressed. Current evidence suggests that PrEP is grossly under-utilized by Black college students who may benefit from it, and attitudes are driven by multiple determinants informed by psycho-social and structural barriers to PrEP access or acceptability in the U.S. Therefore, PrEP education is a potent tool for improving sexual health behaviour and attitude among Black college students.
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Rader, Nicole E., Sarah A. Rogers, and Jeralynn S. Cossman. "Physical Health, Mental Health, and Fear of Crime Among College Students: A Consideration of Sex Differences." Violence Against Women 26, no. 1 (February 23, 2019): 3–23. http://dx.doi.org/10.1177/1077801219826749.
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This article examines how physical health and mental health affect college students’ fear of crime. Few studies have examined the influence of fear of crime on both objective and subjective measures of physical and mental health and—to our knowledge—none has examined how health measures vary by sex in the United States. In addition, most of the existing research targets older individuals, rather than college students. Using the ACHA-NCHA data set (American College Health Association-National College Health Assessment), we expand the fear of crime literature by examining both subjective and objective physical and mental health measures among college-aged men and women.
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Yarrow, Andrew L., and Cecilia M. Orphan. "Why Students Need to Be Informed about Our Looming Fiscal Crisis: The America's Future Initiative." PS: Political Science & Politics 43, no. 02 (April 2010): 319–21. http://dx.doi.org/10.1017/s104909651000020x.
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Despite nearly universal concern about America's rapidly rising national debt, the United States government was $12.5 trillion in debt by the spring of 2010. Yet, few people—including college and university students—understand why we are in debt, what the many effects and dangers could be, the difficult steps necessary to reduce our deficits and debt, and the critical importance of bipartisanship and compromise. Given that young people are the nation's future and knowledge is power, what better place to raise awareness and stimulate discussion than on college campuses?
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Flores, Stella M., Tim Carroll, and Suzanne M. Lyons. "Beyond the Tipping Point: Searching for a New Vision for Latino College Success in the United States." ANNALS of the American Academy of Political and Social Science 696, no. 1 (July 2021): 128–55. http://dx.doi.org/10.1177/00027162211043781.
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While Latinos have seen an increase in college enrollment and attainment over the last decade, completion rates relative to non-Hispanic whites are stagnant, resulting in a steady or widening gap in the attainment of college degrees. This article summarizes research related to Latinos’ college success, highlighting the promise of Latino-attentive approaches for boosting college completion. We elaborate on how parental and teacher contributions and behaviors, family-level considerations of costs and benefits, and the value of a college degree at a community level present opportunities to increase Latinos’ attainment of postsecondary degrees. We also present an original multivariate assessment that indicates how the presence of Hispanic-serving institutions and in-state resident tuition benefits for immigrant students may raise the odds of college enrollment and completion rates for Latinos. Our findings suggest that incorporating Latino-attentive policies are beneficial to college completion among Latinos.
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Kobayashi, Emiko, Susan F. Sharp, and Harold G. Grasmick. "Gender and Deviance: A Comparison of College Students in Japan and the United States." Deviant Behavior 29, no. 5 (June 13, 2008): 413–39. http://dx.doi.org/10.1080/01900690701598010.
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Wexelbaum, Rachel. "Book Review: Women in American History: A Social, Political, and Cultural Encyclopedia and Document Collection." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 72. http://dx.doi.org/10.5860/rusq.57.1.6465.
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To this day, high school and college students rarely learn about the role of women in American history, cultures, or politics. Teachers and textbooks still focus predominantly on the white Christian heterosexual males that continue to take most of the credit for building the United States of America. While it is fact that, for most of American history, only white men could own land, vote, and serve in government, women of all races, religions, and sexual orientations have done a great deal to advance American culture, fight for justice, and impact the laws, businesses, scientific research, and education systems that have developed in the United States over time.
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Barber, Bob, and Delores E. McNair. "Who Guards the Guardians? National Implications of Accreditation at City College of San Francisco." Community College Review 45, no. 3 (July 2017): 215–33. http://dx.doi.org/10.1177/0091552117717022.
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Purpose: This article addresses the broad context of community college accreditation which surrounds a controversy involving one of the largest community colleges in the United States, City College of San Francisco (CCSF), and its regional accrediting agency, the Accrediting Commission for Community and Junior Colleges (ACCJC). Its purposes are to illuminate the issue of how accrediting agencies are held accountable and to highlight the importance of addressing student equity issues as part of accreditation. Argument/Proposed Model: Rather than focusing on the details of the specific case, we reflect on the situation as a microcosm of the issues facing community college students and accreditors. Themes that emerge include the rise of compliance-oriented accreditation practices, the degree to which accreditation is increasingly subject to political and economic forces, and the dilemmas involved in assuring that educational quality is available to all students. Conclusions/Contributions: Accrediting agencies must address the barriers that interfere with the success of first generation students, low-income students, and students of color, who are rapidly coming to represent the predominant student demographic in the United States and who constitute the majority of students at CCSF. We conclude that the basis exists in higher education research and practice for the development of accreditation standards that address the student equity agenda.
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Kobayashi, Emiko, Harold R. Kerbo, and Susan F. Sharp. "Differences in Individualistic and Collectivistic Tendencies among College Students in Japan and the United States." International Journal of Comparative Sociology 51, no. 1-2 (December 2009): 59–84. http://dx.doi.org/10.1177/0020715209343424.
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Alshehri, Mohammed. "Enhancing Awareness of Physical Activity Guidelines among Saudi College Students: The 150 Minutes Program." Advances in Public Health 2024 (April 10, 2024): 1–6. http://dx.doi.org/10.1155/2024/9935971.
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Objective. This study evaluates the effectiveness of the “150 Minutes Program” in increasing awareness and fostering positive behavior changes regarding recommended physical activity guidelines among Saudi college students. Initiated as part of the national “Sports for All Challenge,” this program targets college students to improve their understanding of the U.S. Department of Health and Human Services’ physical activity guidelines. Methods. Engaging over 250 Saudi college students from 17 student groups across the United States, the program employs two intervention strategies: a general awareness campaign and the application of physical activity guidelines tailored to the Saudi student community. The study assesses the program’s impact through pre-/post-surveys, evaluating changes in participants’ awareness levels and physical activity behaviors. Results. A total of 110 participants completed either the presurvey (n = 35) or postsurvey (n = 75). Results indicate a significant rise in participants’ awareness of recommended physical activity guidelines, increasing from an initial 4% to 22.9%. Postprogram surveys reveal positive shifts in physical activity behaviors, with 51.4% of participants meeting adult physical activity guidelines, compared to 40% before the program. The average physical activity levels also demonstrated an increase. Conclusion. The 150 Minutes Program proves effective not only in enhancing awareness but also in instigating positive physical activity behavior changes among Saudi college students. The study contributes valuable insights to the evolving landscape of physical activity interventions within college populations, emphasizing the need for targeted programs, and collaborations with student organizations to ensure sustained impact and scalability.
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Parker, Stuart, Amy E. Traver, and Jonathan Cornick. "Contextualizing Developmental Math Content into Introduction to Sociology in Community Colleges." Teaching Sociology 46, no. 1 (June 30, 2017): 25–33. http://dx.doi.org/10.1177/0092055x17714853.
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Across community colleges in the United States, most students place into a developmental math course that they never pass. This can leave them without the math skills necessary to make informed decisions in major areas of social life and the college credential required for participation in growing sectors of our economy. One strategy for improving community college students’ pass rate in developmental math courses is the contextualization of developmental math content into the fabric of other courses. This article reviews an effort to contextualize developmental math content (i.e., elementary algebra) into Introduction to Sociology at Kingsborough Community College and Queensborough Community College, both of the City University of New York, during the spring 2016 semester. Data from a pretest/posttest control-group design implemented across the two campuses reveals the significance of this strategy for some sociology students’ grasp of discrete mathematical skills and success in developmental math.
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Benson, Ariel A., Nathaniel Mendelsohn, Maria Gervits, Folashade Adeshuko, Carlo S. Garcia, and Sylvia Smoller. "Medical Student Views of Healthcare Reform in the United States, 2009." Einstein Journal of Biology and Medicine 27, no. 1 (March 2, 2016): 28. http://dx.doi.org/10.23861/ejbm20112714.
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PurposeTo assess the opinions of Albert Einstein College of Medicine (Einstein) medical students about U.S. healthcare reformin the context of the 2008 U.S. presidential election through the use of an online survey. The study additionallyevaluates the influences on students’ healthcare opinions and whether there is sufficient instruction given to medicalstudents about healthcare systems.MethodDuring January and February 2009, first-year and second-year (classes of 2011 and 2012) Einstein medical students(n=362) were surveyed about U.S. healthcare using a web-based electronic survey. The survey included questionsabout students’ healthcare views and influences, political views, and education related to healthcare systems.ResultsWith a response rate of 56%, the survey showed that, among Einstein students, the most popular reform to the U.S.healthcare system would be a multipayer system (41%) in which all U.S. citizens would have access to healthcare paidfor by the U.S. government, but could also choose to obtain private insurance. More than 86% of the respondentsfelt that they had not received adequate education in medical school about the U.S. healthcare system. Seventy-fourpercent of respondents supported Barack Obama in the 2008 U.S. presidential election.ConclusionsEinstein students overwhelmingly recognize the need for reform in the U.S. healthcare system, and students are confidentthat, under Barack Obama’s leadership, the number of uninsured American citizens will decrease in the nextfour years. Survey findings also reveal the need for improved medical student education about the U.S. healthcaresystem.
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Salinas Jr, Cristobal, Katherine E. Coulson-Johnston, Malik J. Handoush, Maysaa Barakat, Zakia Ilyas, and Domique Graham. "“We are America’s Number One Enemy”: The Experiences of Middle Eastern Muslim Men College Students Navigating Higher Education in the United States." International Journal of Islamic Educational Psychology 3, no. 2 (December 10, 2022): progress. http://dx.doi.org/10.18196/ijiep.v3i2.16007.
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Muslim students in higher education are affected by the hardships of oppression, discrimination, prejudices, and stereotypes associated with the increasing Islamophobia and xenophobia within the U.S. The current literature on Middle Eastern Muslim men college students lacks an understanding of their lived experiences on U.S. college campuses. The purpose of this study is to understand how Middle Eastern Muslim men college students navigate a university within a divisive political context. This phenomenological study conducted semi-structured interviews with seven Middle Eastern Muslim men students. Data gathered informs how participants of this study made sense of their experience navigating higher education institutions. The findings describe that Middle Eastern Muslim men college students must fight negative perceptions, face the challenge of feeling alone socially and academically, and commit to education with the support of their families. After the findings, this paper provides a discussion and a list of recommendations for research and practice to be inclusive and elevate the lived experiences of Middle Eastern Muslim men students in higher education. While this study took place in the U.S., the discussion and recommendations apply to all colleges and universities worldwide.
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Reyns, Bradford W., and Heidi Scherer. "Stalking Victimization Among College Students: The Role of Disability Within a Lifestyle-Routine Activity Framework." Crime & Delinquency 64, no. 5 (June 14, 2017): 650–73. http://dx.doi.org/10.1177/0011128717714794.
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This study utilized the routine activity perspective and incorporated measures of disability to examine the underexplored relationship between disability status and stalking victimization. Survey data from approximately 43,000 college students from across the United States were examined to explore these relationships. Results indicated that disability was a significant risk factor for victimization. Consistent with theoretical expectations, several measures of lifestyles and routine activities also were found to increase risk of stalking victimization, including volunteering, employment, and risk-taking behaviors such as alcohol and drug use. Collectively, the results suggest that measures of disability should be incorporated into future research testing the routine activities perspective for interpersonal victimization.
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Dierenfeldt, Rick, Samantha Scott, Gale Iles, and Merideth Smith. "Examining College Student Perceptions of Criminal Justice Outcomes Among Persons With Mental Illness." International Journal of Offender Therapy and Comparative Criminology 64, no. 9 (January 28, 2020): 1027–49. http://dx.doi.org/10.1177/0306624x19899642.
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An extensive body of literature has documented punitive responses to mental illness in the United States that have coalesced around arrest and incarceration. Similarly, studies have highlighted the lack of treatment options available to persons with mental illness, as well as the fact the persons with mental illness are particularly susceptible to offering false confessions. Research on perceptions of these realities is, however, comparatively limited. This study contributes to the literature through the use of survey methodology to examine the perceptions of college students at a mid-sized university in the Southeastern United States as they relate to criminal justice outcomes among persons with mental illness. Results of multinomial regression models suggest that these perceptions are shaped by factors such as political orientation, semester standing, and punitiveness.
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Wu, Shenghui, Martie Thompson, Adam Hege, Richard W. Christiana, and Jennifer Schroeder Tyson. "Physical activity is inversely associated with overall cancer risk among college students in the United States: Results from the National College Health Assessment." PLOS ONE 18, no. 6 (June 8, 2023): e0287129. http://dx.doi.org/10.1371/journal.pone.0287129.
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To our knowledge, this is the first epidemiologic study to examine the association between physical activity (PA) and cancer using data from the American College Health Association-National College Health Assessment (ACHA-NCHA). The goal of the study was to understand the dose-response relation between PA and cancer, as well as the associations between meeting US PA guidelines and overall cancer risk in US college students. The ACHA-NCHA provided self-reported information on demographic characteristics, PA, body mass index, smoking status, and overall cancer during 2019–2022 (n = 293,682; 0.08% cancer cases). To illustrate the dose-response relationship, a restricted cubic spline logistic regression analysis was used to evaluate the association of overall cancer with moderate-to-vigorous PA (MVPA) on a continuous basis. Logistic regression models were used to calculate odds ratios (ORs) and 95% confidence intervals for the associations between meeting the three U.S. PA guidelines and overall cancer risk. The cubic spline observed that MVPA was inversely associated with the odds of overall cancer risk after adjusting for covariates; a one hour/week increase in moderate and vigorous PA was associated with a 1% and 5% reduced overall cancer risk, respectively. Multivariable-adjusted logistic regression analyses showed that meeting the US guidelines for aerobic PA for adults (≥150 minutes/week of moderate aerobic PA or ≥75 minutes of vigorous PA) (OR: 0.85), for PA for adults (≥2 days of muscle strengthening activity in addition to aerobic MVPA) (OR: 0.90), and for highly active adults (≥2 days of muscle strengthening activity and ≥300 minutes/week of aerobic moderate PA or 150 minutes/week of vigorous PA) (OR: 0.89) were statistically significant and inversely associated with cancer risk. MVPA, especially meeting US guidelines, may be inversely associated with overall cancer among college students in the US. To reduce cancer risks, multilevel interventions to promote US physical activity guidelines among college students are warranted.
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Rinfret, Sara. "Experiential Learning and Pathways to Carbon Neutrality." PS: Political Science & Politics 50, no. 03 (June 12, 2017): 842–48. http://dx.doi.org/10.1017/s1049096517000701.
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ABSTRACTTo date, more than 650 university presidents across the United States have become signatories of the American College and University Presidents’ Climate Commitment (ACUPCC). A central goal of being a signatory is for a campus to achieve carbon neutrality. This article suggests that bringing the practice of experiential learning to the college classroom is a mechanism to help students understand and become involved in campus carbon-neutrality efforts. More specifically, it discusses the practical realities of using an undergraduate environmental-policy course to create policy proposals for our campus’s 2020 carbon-neutrality goal. The findings support a growing body of literature that demonstrates the value of experiential learning by enabling students to move from theory to practice.
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Baker, Amanda R. "Implications of financial concerns for college goal commitment among undergraduate students in the United States." Social Psychology of Education 22, no. 1 (September 19, 2018): 63–89. http://dx.doi.org/10.1007/s11218-018-9467-5.
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Nagoshi, Kira, Zareen Zaidi, Ashleigh Wright, and Carolyn Stalvey. "Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States." Journal of Educational Evaluation for Health Professions 16 (October 8, 2019): 29. http://dx.doi.org/10.3352/jeehp.2019.16.29.
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Purpose: Peer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States.Methods: The University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1–6) and open-ended comments during the 2017–2018 academic year.Results: Students felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students.Conclusion: PAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.
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Haswell, Janis, Richard Haswell, and Glenn Blalock. "Hospitality in College Composition Courses." College Composition & Communication 60, no. 4 (June 1, 2009): 707–27. http://dx.doi.org/10.58680/ccc20097193.
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There has been little discussion of hospitality as a practice in college writing courses. Possible misuses of hospitality as an educational and ethical practice are explored, and three traditional and still tenable modes of hospitality are described and historicized: Homeric, Judeo-Christian, and nomadic. Application of these modes to instructional situations may lead to new and sometimes counter-establishment methods, in terms of course objectives, shared labor of teacher and students, writing assignments, response to writing, and assessment of student work. Perhaps the most radical form is transformative hospitality, which accepts the possibility that host and guest, teacher and students, will all be changed by their encounter, a potentiality that is characterized by risk taking, restlessness, and resistance to educational entrenchments. Traditional hospitality as practiced in writing classrooms does not mark a return to student-centered pedagogies of past decades but does stake out a position that might be considered marginal apropos the current political and educational climate in the United States.
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Romano, Robert, and Mackenzie Shanklin. "Consider potential implications of Title IX exemption granted to Baylor University." Campus Legal Advisor 24, no. 12 (July 15, 2024): 3–6. http://dx.doi.org/10.1002/cala.41404.
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Title IX was originally enacted to protect college students from sex discrimination in educational programs or activities, including athletics. Specifically, Title IX states that “No person in the United States shall, on the basis of sex, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” Keep this background information in mind as you read the following about a recent development that occurred in the Title IX arena.
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Pharr, Jennifer R., Courtney Coughenour, Maxim Gakh, Timothy Bungum, Sharon Jalene, Mary Whitehead, and Manoj Sharma. "Predictors of Depression among College Students in the Early Stages of the COVID-19 Pandemic." Global Journal of Health Science 14, no. 6 (May 9, 2022): 9. http://dx.doi.org/10.5539/gjhs.v14n6p9.
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College students are disproportionately impacted by depression compared to the general population. The purpose of this study was to determine the predictors of depression among college students during the COVID-19 pandemic to inform interventions. This cross-sectional study surveyed students at a large, diverse university in the southwest United States. Students provided information regarding the severity of their depression symptoms over the past two weeks (dependent variable) along with independent demographic and educational variables (age, sex, sexual orientation, grade point average, number of credits taken, first-generation college student status, race/ethnicity, and employment status), perceived stress, hours of sleep, physical fitness, and minutes of physical activity. Univariate and multivariate linear regression analyses were conducted. Variables that were significantly associated with depression in the multiple linear regression included stress, identifying as Asian, hours of sleep, and age. There is a need for stress management and mental health promotion interventions targeting college students. Additional interventionals should also focus on those more at risk, including those who identified as Asian (almost three times more likely to report depression compared with White students) and younger college students. We also found a need to promote sleep hygiene.
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Davidson, Curt, and Alan Ewert. "College Student Commitment and Outdoor Orientation Programming." Journal of Experiential Education 43, no. 3 (June 1, 2020): 299–316. http://dx.doi.org/10.1177/1053825920923709.
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Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.
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Sigler, Robert T., and Beverly S. Curry. "Perceptions of Offender Motivation in Unwanted Aggressive Sexual Advances." International Review of Victimology 4, no. 1 (September 1995): 1–14. http://dx.doi.org/10.1177/026975809500400101.
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A study designed to examine aspects of perceptions of college students regarding date rape collected data from a randomly selected sample of students from a campus in the southern United States. The levels of rape and date rape, while still substantial, were less than had been anticipated. In addition, the subjects' perceptions of the motivation of the offenders was more positive than anticipated, with the most common label being ‘stupid’ and ‘mentally ill.’ The most frequently expressed explanation for offensive male behavior was the belief that the women would eventually consent.
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Karaman, Nuray, and Michelle Christian. "“My Hijab Is Like My Skin Color”: Muslim Women Students, Racialization, and Intersectionality." Sociology of Race and Ethnicity 6, no. 4 (February 5, 2020): 517–32. http://dx.doi.org/10.1177/2332649220903740.
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During the past several years a growing body of literature has encouraged sociologists to examine the intersection of race and Islam as a distinct form of racialization. What is further needed is an understanding of the experiences of racialization of Muslims through the prism of intersectionality. Applying and expanding Selod’s (2018a, 2018b) conceptualization of “gendered racialization” we argue American and international Muslim college women in the United States experience racialization at the intersection of nationality-culture; how their corporeal bodies are gendered and racially signified; religious-political expression; and legal-political policies and practices. Using data from 34 Muslim women college students we argue, first, that they are being racialized in similar practices and feel un-American and that they do not belong but how they mitigate racialization differs based on their intersecting identities. Specifically, the intersecting forces of nationality, gender and racial body signification, and religious-political expression are pertinent. Second, Muslim women college students negotiate their racialization with different coping strategies informed by their intersecting identities, notably their nationality and how they are bodily signified. These findings expose how whiteness is a malleable process for Muslim college women and choosing how to navigate racialization is determined by competing identities.
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Aguirre, Hilda Cecilia Contreras. "Student Affairs Practitioners' Leadership on behalf of Undocumented College Students in the USA." IRA International Journal of Education and Multidisciplinary Studies 15, no. 2 (June 6, 2019): 78. http://dx.doi.org/10.21013/jems.v15.n2.p4.
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<p>The United States is considered a country of immigrants that has historically hosted people from all over the world. Oftentimes, immigrants struggle to find and shape an American identity, especially when it comes to undocumented youth (Gonzales, 2008). New waves of immigrants to this country trigger feelings of fear concerning the loss of national identity and the lack of cultural incompatibility (Kim & Díaz, 2013a). In this sense, the emergence of anti-immigration attitudes has been in the political, social, and economic agenda over the last years. As a result, postsecondary institutions have been constantly looking for accomplishing social progress and growth (McDermott, 1973); however, there are still gaps to fill in at institutions with respect to create a welcome atmosphere and campus-wide acceptance for all students. In particular, undocumented students which the National Immigration Law Center defined as “a foreign national who: (1) entered the United States without inspection or with fraudulent documents; or (2) entered legally as a nonimmigrant but then violated the terms of his or her status and remained in the United States without authorization” (as cited in Educators for Fair Consideration, 2019) face socioeconomic and institutional barriers. Therefore, it deems necessary to find appropriate services and allocate resources that help undocumented students cope with difficulties concerning both their college adjustment and personal struggles reaching a holistic development (Gildersleeve &Ranero, 2010). The purpose of this paper is to address the topic of undocumented students as it relates to their college persistence. In particular, four leadership theories help highlight the important role of student affairs practitioners to become advocates and seek social justice for this unique student population.</p><p>The organization of the manuscript encompasses the following sections. First, a brief literature review concerning federal and state legislation on undocumented students is presented. Then, an overview of student affairs practitioners’ importance to promote a positive college climate and better serve this student population is addressed. The aforementioned section includes four leadership theories, which student affairs professionals could adopt. Next, an outline addressing the social justice aspect on behalf of undocumented students is introduced. Finally, a section covering recommendations for student affairs professionals is proposed yielding the conclusion.</p>
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Bopp, Melissa, Oliver W. A. Wilson, Lucas D. Elliott, Kelsey E. Holland, and Michele Duffey. "The Role of The Physical and Social Environment for Physical Activity for College Students During the Covid-19 Pandemic." Building Healthy Academic Communities Journal 5, no. 2 (November 29, 2021): 13–30. http://dx.doi.org/10.18061/bhac.v5i2.8251.
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Background: The COVID-19 pandemic created significant disruptions for college students, impacting health and physical activity (PA). Changes to the PA environment presented many challenges for students.Purpose: To examine the influence of the physical and social environment on PA participation for college students during the onset of COVID-19 restrictions.Methods: This cross-sectional, mixed methods survey used an online questionnaire during the onset of COVID-19 restrictions with a volunteer sample of college students at a large university in the United States. Participants self-reported their demographics, PA level and environment for PA, and responded to an open-ended question about their PA participation during the pandemic. Correlations and independent samples t-tests examined relationships between PA and the environment. Qualitative data were scanned to identify overarching themes.Results: Participants (n = 395) were predominantly Non-Hispanic White and female. The neighborhood environment and access to PA equipment were associated with PA for both men and women. Major qualitative themes highlighted the role of the physical environment and PA. Participating in PA with friends and family was positively associated with PA for both men and women as well.Conclusions: This study provides insight on the importance of the social and built environment for encouraging and supporting PA among college students during the COVID-19 pandemic which may provide insight for distance education as higher education evolves.
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DeKeseredy, Walter S., Amanda Hall-Sanchez, and James Nolan. "College Campus Sexual Assault: The Contribution of Peers’ Proabuse Informational Support and Attachments to Abusive Peers." Violence Against Women 24, no. 8 (September 19, 2017): 922–35. http://dx.doi.org/10.1177/1077801217724920.
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Since the mid-1980s, researchers across the United States have uncovered high rates of sexual assault among female college students. However, to advance a better understanding of this gendered type of victimization, and to both prevent and control this problem, the research community needs to identify its major correlates. One that is consistently uncovered in North American campus survey work is negative peer support, especially that provided by male peers. Yet, some earlier studies have found that mixed-sex negative peer support, too, contributes to campus sexual assault. Using recent data from the Campus Quality of Life Survey conducted at a large residential school in the South Atlantic region of the United States, the main objectives of this article are to examine the role of mixed-sex negative peer support in campus sexual assault and to identify the groups of women most at risk of having friends who offer such support.