65 research outputs found
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Understanding how liberal arts sophomores self-author through career services engagement
No full textThe sophomore slump is a phenomenon researched across higher education and is a documented challenge at Reed College, where the majority of student attrition occurs during the sophomore year. Informed by Baxter Magolda and King’s (2004) Self-Authorship Model, this study investigates sophomores’ psychosocial identity development after engaging with a phenomenologically unique career services program at Reed College. This phenomenological, qualitative study collected Zoom interviews to understand how, if at all, the Purpose Driven Career Advising Model (PDCAM) used by the Center for Life Beyond Reed (CLBR) promoted sophomores’ self-authorship development. The study asked the question: According to juniors at Reed College who engaged with the Center for Life Beyond Reed (CLBR) as sophomores, how, if at all, did their engagement with the Purpose Driven Career Advising Model (PDCAM) influence their ability to self-author throughout sophomore year? Narrative reflections were recorded and gathered from six juniors who meaningfully engaged with CLBR during their sophomore year. Their interviews were analyzed using in vivo and hand coding to identify three themes that evidenced the PDCAM’s impact on sophomore’s identity development. Drawing from these findings, implications for practice and implications for future research were offered to advance sophomores’ campus experience, career progression, and continued identity development. Implications from this study included a greater need for universally adopting the PDCAM across Reed College and greater integration of identity-based advising practices as a standard in the field of career services
Increasing college access and success
No full texthttps://scholarlycommons.pacific.edu/ed-facbooks/1000/thumbnail.jp
Absent Voices: The Intersections of Academic Success and Students with Physical Disabilities, A Qualitative Case-Study
No full textThe promise of accessibility: Reconceptualizing college access for students with disabilities
No full textIn this paper, we critically explore college access through the lens of accessibility. We contend that as higher education shifts to address the critical issues related to access, equity, and diversity for underserved students, students with disabilities are often absent from the conversation. Through in-depth interviews with disability services administrators, we examine how they adapt institutional practices and embed strategies to make the promise of equal educational opportunity for all possible. The efforts of these disability services administrators provide insight into how students with disabilities are given voice, can achieve academic success, and begins to shape a new definition of college access
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How Asian International Students Navigate Race and Racialized Experiences in the U.S. Based on Their Country of Origin
No full textInternational student enrollment in the U.S. has been a significant trend since the 1950s, reaching 1,075,496 from over 100 countries, 70% of whom are from Asian countries (Open Doors, 2020). While numerous studies have shed light on the experiences of racial discrimination faced by international students in the U.S. (Hanassab, 2006; Lee & Rice, 2007; Loo, 2019; Poyrazli & Lopez, 2007; Sodowsky & Plake, 1992), there is a gap in the existing literature that specifically focuses on differences between various Asian international students and how they navigate racialized experiences based on their country of origin. Using Learning Race in a U.S. Context (LRUSC), by Fries-Britt, George Mwangi, and Peralta (2014) as a theoretical framework, this study answers the research question: How do Asian international students navigate their racialized experiences in the U.S. at the intersection of their race and place of origin? Additionally, three sub-questions further guided the research: (a) How do different Asian international students understand race before entering the country? (b) What types of racialized experiences did they perceive since arriving in the U.S., and how did these experiences affect their perceptions of race? (c) How did their background influence how they navigated these experiences?
This narrative inquiry analyzed the stories of 14 Asian international students who represent eight countries. Through semi-structured interviews, participants shared their understanding and navigation of race and racialized experiences both before and after they arrived in the U.S. Two main themes emerged from the thematic analysis, illuminating the wide range of racial awareness among the participants before and after they entered the U.S. The findings from this research confirms the racialized experiences indicated by previous research and adds to the literature the heterogeneity found within Asian international students' navigation of race. Based on these findings, modifications to the LRUSC are suggested, and recommendations to policy, practice, and future research are provided to further support Asian international students as they navigate race and racialized experiences in the U.S
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How You Living in the Halls? The Lived Experiences of Nia Black Scholar Living Learning Community Residents
No full textThis qualitative inquiry examines the lived experiences of Black students in the Nia Black Scholar Living Learning Community (LLC) (Nia) at Oregon State University (OSU). The Nia Black Scholar Living Learning Community was established to address longstanding disparities in retention and graduation rates for Black students at predominantly white institutions (PWIs) by fostering culturally affirming residential environments. Grounded in the Culturally Engaging Campus Environments (CECE) Model, this study utilized basic qualitative interviews with five returning residents to answer two research questions: (1) How do the lived experiences of Black students inform their decision to reside in Nia and shape their sense of identity, belonging, and community at OSU? and (2) Which specific programmatic aspects of the Nia Black Scholar Living Learning Community do students perceive as most impactful to their academic success and retention?
Participants shared rich personal experiences about their educational journeys, experiences with marginalization, and motivations for joining the LLC. The findings reveal that students were drawn to the Nia community for its promise of cultural familiarity, academic support, and connection. Smaller class sizes, supportive faculty in the Educational Opportunities Program and Ethnic Studies Courses, access to culturally affirming holistic support from the Educational Opportunities Program, and the welcoming and inspiring residence hall staff had the strongest positive impact on students’ academic success and retention. The results demonstrate the importance of identity-affirming residential spaces and culturally relevant programming in supporting Black student success
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