ethanporcaro/eric-fulltext-meta huggingface dataset:
"What Do You Mean by Whiteness?": A Professor, Four Doctoral Students, and a Student Affairs Administrator Explore Whiteness
Author: Carter, Stephanie Power
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Personnel Workers,Administrators,Whites,Racial Attitudes,African Americans,Seminars,Dialogs (Language),Advantaged,Models,Self Concept,Graduate Students,Administrator Attitudes

In this article, four doctoral students--two White females, one African American female, a White male--an African American female assistant professor, and an African American male student affairs administrator reflect on the difficult dialogues that took place during a seminar on whiteness. Watt's (2007) Privilege Identity Model (PIE) was integral in understanding students' reactions and reflections as they began confronting and interrogating whiteness in their own experiences.
When the Dialogue Becomes Too Difficult: A Case Study of Resistance and Backlash
Author: Henry, Wilma J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Power Structure,Advantaged,Perspective Taking,Difficulty Level,Faculty,Student Personnel Services,Student Diversity,Social Justice

This case study explains varied perspectives on a difficult dialogue. It provides recommendations for student affairs professionals and faculty members who work with students and teach courses in content areas that are related to diversity, social justice, and privilege.
Dealing with Institutional Racism on Campus: Initiating Difficult Dialogues and Social Justice Advocacy Interventions
Author: D'Andrea, Michael
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Justice,Racial Bias,Institutional Characteristics,Racial Discrimination,Intervention,Advocacy,Cultural Differences,Institutional Role,Models,Program Descriptions,Organizational Communication

The authors describe social justice advocacy interventions to initiate difficult discussions at the university where they are employed. They emphasize the need to foster difficult dialogues about the problem of institutional racism among students, faculty members, and administrators where they work. The Privileged Identity Exploration (PIE) model is also discussed.
Traversing Boundaries: Dialogues on Christian Privilege, Religious Oppression, and Religious Pluralism among Believers and Non-Believers
Author: Fairchild, Ellen E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Multicultural Education,Religious Cultural Groups,Cultural Pluralism,Religious Factors,Religion,Christianity,Social Attitudes,Social Bias,Colleges,Educational Environment,Journal Writing,Group Discussion,Reflection,Consciousness Raising,Attitudes,Conflict,Social Change

A dialogic model for the discussion of issues related to Christian privilege and religious oppression of minority religious groups and non-believers in the United States is presented. The goal of the dialogue circles is to create and maintain a true multicultural community on the university campus.
Queer(y)ing Religion and Spirituality: Reflections from Difficult Dialogues Exploring Religion, Spirituality, and Homosexuality
Author: LePeau, Lucy
Date: 2007-00-00
Type: Journal Articles
Subjects: Religion,Homosexuality,Religious Factors,Student Personnel Workers,Teaching Methods,Consciousness Raising,Classroom Communication,Team Teaching,Undergraduate Students,Spiritual Development,Gender Issues,Social Attitudes

This article describes a student affairs practitioner's experience with co-instructing a course entitled, "Queer(y)ing Religion and Spirituality". The ways practitioners can facilitate difficult dialogues with students about the intersection of spirituality and GLBT issues are explored.
Engaging Men in Difficult Dialogues about Privilege
Author: Loschiavo, Chris
Date: 2007-00-00
Type: Journal Articles
Subjects: Males,College Students,Campuses,Power Structure,Advantaged,Social Justice,Interpersonal Communication,Socialization,Student Behavior,Masculinity,Individual Characteristics

Male privilege is one aspect of social inequality that underlies much of the oppression and violence that occurs on college campuses. Mad Skills, a program addressing power and privilege with college men, is described along with general recommendations about how to engage men in difficult dialogues. The PIE Model is used to describe defensive behavior observed in college males.
Beyond the Binary: Gender, Identity, and Change at Brandeis University
Author: Agans, Lyndsay J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Needs,Organizational Change,Sexual Identity,Gender Issues,Student Personnel Services,Best Practices,Case Studies,Models,Reflection,Caseworker Approach,Change Strategies,Sexual Orientation,Homosexuality,Gender Discrimination

This article offers a case study outlining promising practices and effective dialogues on gender identity, privilege, and trans gender issues. Also presented are methods for student affairs professionals to foster organizational change to serve transgender student needs.
Implications for the Privileged Identity Exploration Model in Student Affairs Theory and Practice
Author: Johnson, Dawn R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Power Structure,Advantaged,Identification (Psychology),Models,Student Personnel Services,Student Personnel Workers

This article comments on the utility of the Privileged Identity Exploration (PIE) model in student affairs theory and practice and draws upon examples from the preceding articles.
Changes in Clark-Trow Subcultures from 1976 to 2006: Implications for Addressing Undergraduates' Leisure Interests
Author: Hendel, Darwin D.
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Behavior,Student Attitudes,Leisure Time,Student Interests,Classification,Interest Inventories,Interest Research,Land Grant Universities,Student Characteristics,Student Subcultures,Behavior Change,Student Diversity,Student Motivation,Longitudinal Studies,Intervals

Unrest in the early 1970s stimulated a need to understand undergraduates' motivations. The Clark-Trow Typology (Clark &amp; Trow, 1966) examined student behavior (i.e., academic, collegiate, vocational, and non-conformist) according to identification with the institution and involvement with ideas. The Student Interest Survey included questions based on the Typology, and was administered at five-year intervals beginning in 1976 to undergraduates at a research extensive institution. Results suggested statistically significant shifts in subcultures. For example, the percentage of students in the academic subculture declined from 37% in 1976 to 18% in 1996, whereas the collegiate subculture increased from 17% in 1976 to 34% in 1996. Differences in leisure interests within subcultures are discussed, along with implications for addressing undergraduates' leisure interests. (Contains 1 table and 2 figures.)
What to Do about Being Overwhelmed: Graduate Students, Stress and University Services
Author: Oswalt, Sara B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Coping,Stress Management,Stress Variables,Student Personnel Services,Health Promotion,Mental Health,Gender Differences,Mail Surveys,Mental Health Programs,Institutional Role,Change Strategies

Few studies have examined graduate students and stress. At a large, Southeastern university, 223 graduate students completed a survey about factors contributing their stress, current coping strategies and related university services. A majority felt stressed (48.9%) or very stressed (24.7%). There were significant differences in coping strategies of males and females. Many were interested in learning about and using new coping strategies such as massage, yoga and meditation. Additionally, affordable health insurance, improving the physical environment (i.e., parking), and increasing communication in the academic context could reduce stress levels. Discussion about how health centers, counseling centers and other Student Affairs departments can help the university address these issues to reduce overall graduate student stress is included. (Contains 8 tables.)
Professional Development Credits in Student Affairs Practice: A Method to Enhance Professionalism
Author: Dean, Laura A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Continuing Education,Credits,Professional Development,Student Personnel Services,Professional Continuing Education,Student Personnel Workers,Questionnaires,Mail Surveys,Needs Assessment,Educational Practices,Educational Needs

Many professions require members to be involved in continuing education in order to maintain skill levels, to remain current on issues, and often to remain licensed or certified in that field. The same level of continuous professional development does not always occur in student affairs, and there exists no system for documenting such activities when they occur. The purpose of this study is to explore the perceived benefits of requiring professional development credits (PDCs) in the profession of student affairs. Results indicate support for instituting PDCs in student affairs, with differences related to years in the field. (Contains 2 tables.)
The Efficacy of the Theory of Reasoned Action to Explain Gambling Behavior in College Students
Author: Thrasher, Robert G.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Games,Probability,Student Attitudes,Behavior Theories,Student Surveys,Addictive Behavior,Intention,Social Science Research

Shaffer and Hall (1997) have estimated college student gambling to be three times as high as their adult counterparts. Despite a considerable amount of research on gambling, researchers have struggled to develop a universal theory that explains gambling behavior. This study explored the potential of Ajzen and Fishbein's (1980) Theory of Reasoned Action to explain college student gambling. The results from 345 completed student surveys indicated both gambling attitudes and subjective norms significantly and positively predicted gambling intentions; however, the explained variance in gambling intentions was low. Gambling intentions significantly and positively predicted gambling behavior in terms of specific gambling types. Modifications to the Theory of Reasoned Action are suggested to better explain college student gambling behavior. (Contains 3 tables and 1 figure.)
Ethnically Diverse College Students' Psychological Sense of Community: Do Their Perceptions of Campus Racial Climate Influence It?
Author: Berryhill, Joseph C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Minority Groups,White Students,Student Attitudes,College Environment,Personality Traits,Influences,Student Characteristics,Student Participation,Racial Bias

Colleges often seek to promote a psychological sense of community (PSOC) among their students. However, there is limited research on factors promoting PSOC, and little empirical evidence on whether students of different ethnic backgrounds might experience PSOC differently. This study, which took place on a predominantly White campus, explored whether ethnically diverse students' perceptions of racial climate contributed to their PSOC, after controlling for other variables that predict sense of community. Regression analyses demonstrated that racial climate was related to PSOC for students of color, a trend that also was nearly significant for White students. We discuss implications of the findings, highlighting suggestions for campuses interested in enhancing PSOC for students of diverse ethnic backgrounds. (Contains 3 tables.)
The Effects of Sorority and Fraternity Membership on Class Participation and African American Student Engagement in Predominantly White Classroom Environments
Author: Harper, Shaun R.
Date: 2007-00-00
Type: Journal Articles
Subjects: African American Students,Undergraduate Students,Sororities,Fraternities,Group Membership,Student Participation,Class Activities,Learner Engagement,Student Experience,Disproportionate Representation,Teaching Styles,College Faculty,Student Responsibility

The relationship between Black Greek-letter organization membership and African American student engagement in almost exclusively White college classrooms was explored in this study. Data were collected through interviews with 131 members from seven undergraduate chapters at a large, predominantly White university in the Midwest. This study resulted in an explanatory model that shows how underrepresentation, voluntary race representation, and collective responsibility positively affect active participation, while Forced Representation has a negative effect. Findings also reveal that faculty teaching styles both positively and negatively affect engagement among African American sorority and fraternity members in their classes. The implications of these findings are discussed at the end of the article. (Contains 1 figure.)
The Role of Heuristic Knowledge in Vietnamese American Students' Success at a Midwestern Community College
Author: Bottrell, Cynthia A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Community Colleges,Experiential Learning,Information Sources,Asian American Students,Vietnamese People,Two Year College Students,Academic Achievement,Student Experience,Interviews,Photography,Visual Aids

This qualitative research study investigated the development of heuristic knowledge and its role in the academic and social journeys of five Vietnamese American students enrolled at a community college located in the American Midwest. The participants were interviewed in depth to understand their &quot;lived experiences&quot; while attending the community college. Data were collected, analyzed, and interpreted using a narrative inquiry approach. The interpretation led to a composite image of the students' experiences expressed in the form of a virtual photo album. Research findings provided guidance for future research and advice for community college practitioners. (Contains 6 tables.)
Are All Student Organizations Created Equal? The Differences and Implications of Student Participation in Academic versus Non-Academic Organizations
Author: Holzweiss, Peggy
Date: 2007-00-00
Type: Journal Articles
Subjects: College Students,Student Organizations,Student Participation,Interpersonal Competence,Social Networks,Skill Development,Extracurricular Activities,Enrichment Activities,Context Effect,Academic Achievement,Student Motivation

This study examined differences between participation in academic and non-academic student organizations at a large, predominantly White, public research institution. A survey of 354 undergraduates revealed that students joined academic organizations to prepare for their futures while students joined non-academic organizations for immediate benefits such as making friends. Both groups indicated that their expectations were met and that they experienced personal benefits directed towards their goals, such as gains in field knowledge for students involved in academic organizations and interpersonal skill development for students in non-academic organizations. Implications for how administrators structure and direct students toward involvement opportunities are discussed. (Contains 1 table.)
When White Women Cry: How White Women's Tears Oppress Women of Color
Author: Accapadi, Mamta Motwani
Date: 2007-00-00
Type: Journal Articles
Subjects: Females,Whites,Emotional Response,Racial Bias,Social Bias,Minority Groups,Conflict,Gender Issues,Racial Factors,Social Attitudes,Racial Relations,Interaction,Case Studies,Psychological Patterns,Interpersonal Communication,Colleges

This article focuses on the tension that arises as the result of the intersection of social identities, namely gender and race. Through examination of a case study I consider the ways in which White women benefit from White privilege through their interactions with Women of Color using the Privileged Identity Exploration Model as the tool for analysis.
The Black-White Achievement Gap Revisited
Author: Braun, Henry
Date: 2010-09-10
Type: Journal Articles
Subjects: African American Students,Test Results,Academic Achievement,Educational Change,Grade 8,Achievement Gap,White Students,Racial Differences,Equal Education,Trend Analysis,Mathematics Achievement,Poverty,Educational Policy,Achievement Gains,Federal Legislation,High Stakes Tests,Accountability,Curriculum,State Standards,Teacher Qualifications,Teacher Salaries,Teacher Certification,National Standards

This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states' education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the Black-White achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. Moreover, there was only a weak association between states' policy rankings and their rankings related to test results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies. (Contains 25 footnotes, 33 tables, and 8 figures.)
Second Language and Literacy Learning in School and at Home: An Ethnographic Study of Chinese Canadian First Graders' Experiences
Author: Li, Guofang
Date: 2007-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Play,Ethnography,Cultural Differences,Values,Mandarin Chinese,Literacy,Teaching Methods,Second Language Learning,Asians,Socialization,Parent Attitudes,Teacher Attitudes,Family Environment,Educational Environment,English (Second Language),Foreign Countries,Native Speakers,Homework,Parenting Styles,Parent Teacher Cooperation,Elementary School Students,Grade 1

Based on the theoretical perspectives of socio-constructivism and language socialization, this study reports two Chinese Canadian first grader's experiences of language and literacy learning in and out of school in a unique sociocultural setting where they were &quot;the mainstream.&quot; The article examines the students' reading and writing practices in school and at home, as well as their parents' and teachers' thoughts, beliefs, resources, and concerns regarding their literacy learning. The findings suggest that there exists great linguistic and cultural discontinuity between the Chinese children's school and home language and literacy experiences. The children view school and home literacies as separate entities rather than a continuum. Such perceptions further widened the gaps between their development of &quot;school literacy&quot; which is mediated through English language and culture and that of &quot;home literacy&quot; which is mediated through Chinese language and culture. These children's learning experiences were also influenced by the conflicts between the school's cultural values and those of their families, which include dissensions on biliteracy expectations, homework, parenting, and instructional approaches (e.g., the use of drawing and free play). Living between two separate worlds of school and home, the students are often burdened with the consequences of the cultural clashes and become &quot;sites of struggle&quot; between teachers and parents, and hence, are placed in a dangerous position for potential failure at school. (Contains 2 figures.)
Studying a Kindergarten School-Home Literacy Project: Questions of Classroom Use and Student Response
Author: Gibson, Sharan A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Independent Reading,Student Reaction,Beginning Reading,Kindergarten,Emergent Literacy,Reading Improvement,Urban Schools,Reading Skills,At Risk Students,Comparative Analysis,Reading Materials,Childrens Literature

The purpose of this study was to document teachers' use of and student responses to a set of early literacy texts designed as a school-home literacy project. Participants in this study were 23 children from six urban kindergarten classrooms and their kindergarten teachers; 11 with high letter identification at entry (HLID) and 12 with low letter identification skills (LLID). Data collection included 82 classroom visits from November to May, over 100 running records, and student scores on the TERA-2. Teachers used the early literacy texts in shared reading, guided reading, and independent reading contexts. Books were typically introduced in large-group settings and reintroduced in small guided reading groups as teachers provided varying levels of support related to student needs. Keep Books were also used in thematic study and across other contexts including the play corner and writing activities. Student response to the texts was overwhelmingly positive with a strong pattern of spontaneous, playful, unprompted language production across all six classrooms. Students' success in reading these books supported a sense of ownership and provided opportunities to talk explicitly about print features, words, reading, and writing. By the end of the year, however, researchers noted a differential pattern of responses to the Keep Books between LLID and HLID students. (Contains 1 table.)
Getting Practical Experience in a New Country
Author: Foster, Allan
Date: 2007-00-00
Type: Journal Articles
Subjects: Job Search Methods,Volunteer Training,Botany,Foreign Countries,Volunteers,Experiential Learning,Horticulture,On the Job Training,Adult Learning,Adult Education,Outdoor Education

It is very difficult for new Canadians to find work that draws on and recognizes their experience and qualifications. About three years ago the Toronto and Region Conservation Authority (TRCA) established a policy to try to help new Canadians achieve hands-on experience in their field of expertise through a special volunteer program. Since then, 59 new Canadians have achieved work-related experience and have moved on to permanent jobs both within TRCA and with other employers. This article presents an example of one of the &quot;graduates&quot; of the volunteer experience program. Pitson Dantanarayana was born in India about 50 years ago. He has a master's degree in botany (genetics) as well as two bachelor degrees--one in botany and the other in chemistry. In addition to consulting on and managing various landscape projects and programs, he was a professor for over 20 years at three different universities. He has worked in Sweden, the United Kingdom and Kenya. When he moved to Canada, he could not find a job in horticulture.