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1 – 10 of over 20000Jasmine Armstrong and Brandon A. Jackson
This study examines the role of mentorship in black Greek letter fraternities (BGLFs) in resisting cultural and institutional oppression. Based on 20 interviews with black male…
Abstract
This study examines the role of mentorship in black Greek letter fraternities (BGLFs) in resisting cultural and institutional oppression. Based on 20 interviews with black male college students, we build upon the works of others that have sought to examine the functions BGLFs play among black men in college. We suggest that BGLF participation offers collegiate black men mentorships with older members who motivate them to succeed personally and academically, support in integrating them into the black student community, and helps develop their professionalism and leadership. This mentorship allows young black men to contest the negative controlling images of black men culturally, and the lack of institutional support at predominantly white colleges and universities.
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Benjamin Cohen, Kira T. Lawrence, Andrea Armstrong, Miranda Wilcha and Alexa Gatti
A coalition of students, professors, administrators and operational staff at Lafayette College designed an environmental module to integrate in-class curricular education with…
Abstract
Purpose
A coalition of students, professors, administrators and operational staff at Lafayette College designed an environmental module to integrate in-class curricular education with out-of-class environmental engagement. The purpose of this study was to improve the ethos of sustainability across campus.
Design/methodology/approach
The research reported here draws from qualitative and quantitative assessments to corroborate previous evidence that institution-wide collaboration is a necessary prerequisite for the successful development of such environmental campus programming.
Findings
It adds to those prior conclusions with the finding that three intertwined factors are critical keys to success. One is attention in the design process to coalition building between the academic, administrative and operational units of campus; second is a strong focus on organizational capacity; and third is explicit attention to preparing long-term management.
Practical implications
The particularities of college campuses, where student residence is temporary while the campus environment is continuous, require attention to organizational sustainability as much as the more common technical features of sustainability (e.g. energy, water, food, transportation systems, etc.). For small colleges seeking to implement similar programming to foster a culture of sustainability on their campuses, that commitment to organizational sustainability demonstrates that maintenance, durability and invested personnel are essential factors when similarly seeking interdisciplinary environmental education initiatives.
Originality/value
This paper describes the original program structure of Greening Lafayette. The program was built on the campus of Lafayette College through specific co-curricular, administrative, academic and facilities efforts. The paper details the approach Lafayette College students and faculty took to draw from best practices in campus sustainability, analyze their campus’ baseline engagement in and awareness of sustainability and leverage their college’s structures to design a program that generates a campus ethos of sustainability. It further elucidates the importance of ensuring the organizational sustainability of the program itself. While Greening Lafayette was designed for the context of a specific undergraduate campus, the program offers a model for faculty, students and administrators of other colleges and universities to build coalitions, design sustainability programming and develop an ethos of sustainability on their campuses.
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Purpose – This chapter examines the role of family resources and social networks during the admissions process, across the college years and into postgraduation plans, and…
Abstract
Purpose – This chapter examines the role of family resources and social networks during the admissions process, across the college years and into postgraduation plans, and considers how different forms of social capital contribute to the intergenerational transmission of advantage.Methodology/approach – I conduct an analysis of survey data from a panel study of students attending a highly selective, private university. First, I examine how social class is associated with admissions resources, including family legacy ties to the institution, and access to campus networks. Next, I test the effects of campus networks and activities on end-of-college outcomes with logistic regression predicting graduation honors and multinomial logistic regression predicting expected and actual occupation about five years after graduation.Findings – A key benefit of an abundance of social capital is the ability to convert resources into other forms of capital and to compensate for deficits in other areas. Extensive campus networks – an example of immediate social capital – are associated with higher levels of academic performance, plans to attend graduate school, and high-status career aspirations. Admission preferences for legacies – an example of institutionalized social capital – disproportionately benefit white students from affluent families and serve to advantage an already advantaged group.Research limitations – This study is restricted to matriculants at an elite university, and results should not be generalized to all postsecondary students. Although social class is associated with differences in family resources and ties to campus, few elite university students enter college from households with absolute deficits of economic, cultural, or social capital.
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Multiple research studies show a positive correlation between library usage and student retention. At the same time, no formal research studies focusing on the effect of library…
Abstract
Purpose
Multiple research studies show a positive correlation between library usage and student retention. At the same time, no formal research studies focusing on the effect of library usage on LGBT student persistence and retention exist. The purpose of this paper is to provide information about today’s LGBT undergraduates, their personal and academic needs, and how academic libraries may meet those needs.
Design/methodology/approach
The author will challenge the grand narrative perpetuated by LGBT librarians that “libraries save [LGBT] lives” through a review of existing research literature on LGBT undergraduates and their personal and academic needs, where libraries play a role in LGBT undergraduate life, and whether or not academic libraries actually meet those needs.
Findings
No formal research studies on how libraries play a role in the retention of LGBT undergraduates exist. While LGBT undergraduates share many similarities with their peers, they seek out resources and spaces that the library may be able to provide independently or through collaborations with other units on campus. The existence of campus LGBT resource centers may impact LGBT undergraduate use of libraries.
Practical implications
The author will provide suggestions for academic libraries to create appropriate resources, services, and spaces for LGBT undergraduates so that they persist at their institutions and graduate.
Originality/value
This is the first research paper to address the role that academic libraries play in LGBT student retention.
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Richard Emanuel and J.N. Adams
The purpose of this paper is to ascertain whether or not there are differences between college students in Alabama and Hawaii based on three questions: are students concerned…
Abstract
Purpose
The purpose of this paper is to ascertain whether or not there are differences between college students in Alabama and Hawaii based on three questions: are students concerned about the present/future? What do students know about sustainability? Who is responsible for sustainability?
Design/methodology/approach
Two approaches were used to address these questions. First, a summary of sustainability efforts at universities in Alabama and Hawaii is provided. Second, a random sample of 406 undergraduate students at two universities in Alabama (n=258) and at a community college in Hawaii (n=148) were surveyed.
Findings
The data indicate that sustainable programs and practices are being implemented on a number of college campuses in Alabama and in Hawaii. Students surveyed in both states are concerned about wasteful consumption and pollution. Respondents' were similar in their self‐assessed knowledge about sustainability. Respondents were also similar in their views about who is responsible for sustainability. However, a consistently larger proportion of Hawaii respondents expressed concern for and willingness to participate in sustainable practices. So, there seems to be little or no “knowledge gap” when it comes to campus sustainability, but there does seem to be a “commitment gap.” Possible reasons for this are discussed.
Originality/value
Since the 1980s, many universities in the USA have elected to incorporate sustainability practices into campus development and day‐to‐day operations. They are now emerging as environmental leaders and innovators. An understanding of students' perceptions of sustainability may give insight into whether or not and how they are likely to engage in sustainable practices.
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Beth Choate, Brittany Y. Davis and Jacqueline Verrecchia
The purpose of this study was to identify how to reduce bottled water use on our campus, given that the majority of students were bringing it onto campus from outside sources…
Abstract
Purpose
The purpose of this study was to identify how to reduce bottled water use on our campus, given that the majority of students were bringing it onto campus from outside sources. Bottled water bans have been implemented on several college and university campuses in an effort to reduce the consumption of bottled water and the associated waste. Observations on the campus of Allegheny College demonstrated that while bottled water was being consumed, students were not purchasing those bottles on campus.
Design/methodology/approach
To identify methods to reduce bottled water prevalence on campus, alter negative perceptions of local tap water and create behavioral changes among student, an environmental science class surveyed the student body. Students were asked about their preferred type of drinking water and why they preferred one type to another, as well as additional questions about reusable bottle ownership and usage.
Findings
The data identified that disposable bottled water was most commonly consumed by first year students, with rates of use decreasing the longer students are on campus. Many students were concerned about the safety of tap water and did not like the taste.
Originality/value
As a result of this survey, Allegheny College has increased the number of filtered, bottle refill stations throughout campus and provides a high-quality, metal water bottle to all students upon beginning their first year. Students are also provided information about the safety of Meadville tap water, as well as the environmental and social benefits of choosing tap water over bottled water.
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Christopher M. Seitz and Robert W. Strack
Although the threat of protest may be a barrier toward implementing a tobacco policy on college campuses in the USA, the prevalence and severity of such opposition has yet to be…
Abstract
Purpose
Although the threat of protest may be a barrier toward implementing a tobacco policy on college campuses in the USA, the prevalence and severity of such opposition has yet to be investigated. The purpose of this paper was to determine how often campus communities protest against smoke-free policies and rate the disruptiveness of the protests.
Design/methodology/approach
Researchers located and analyzed news reports regarding 21 protests over newly implemented or proposed policies on college campuses in the USA.
Findings
Protests over college campus smoking policies are typically non-disruptive and consist of a small group of students who publicly smoke tobacco products and attempt to gain support of fellow students.
Practical implications
Those advocating for campus tobacco policies should be aware that the campus community may protest, but that a heightened concern of a protest's effect on the campus community may be unfounded.
Originality/value
To authors’ knowledge, research studies regarding opposition to anti-tobacco policies cannot be found in the literature. This paper may be used as a practical resource by advocates to educate campus administrators about the low turnout and lack of severity of any possible protest to a new campus tobacco policy.
Steve D. Mobley, Nina Daoud and Kimberly A. Griffin
While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In…
Abstract
While many may assume that all students enrolled at historically Black campuses are African American, recent trends suggest these campuses are becoming increasingly diverse. In this chapter, we challenge common perceptions about historically Black colleges and universities (HBCUs), highlighting both what is known and yet to be known about enrollment trends and the experiences of students from diverse backgrounds at historically Black campuses. The chapter presents data from the National Center for Education Statistics, tracking changes in enrollments over time. These data are coupled with a review of research on the experiences of non-Black students at HBCUs, largely focusing on White students, but also integrating the narratives of a growing Latina/o/x student population. HBCUs can also be ethnically diverse, and we examine the heterogeneity within the Black student experience based on ethnic identity and immigrant status. We close with recommendations for research and practice, calling for increased attention to how non-Black populations experience, navigate, and engage HBCU campus communities to promote student outcomes and opportunities for learning across difference.
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Proposing an integrated model based on multiple theoretical approaches, such as the theory of planned behavior, the model of goal-directed behavior and self-determination theory…
Abstract
Purpose
Proposing an integrated model based on multiple theoretical approaches, such as the theory of planned behavior, the model of goal-directed behavior and self-determination theory, the purpose of this paper is to examine factors influencing college students’ campus recycling intention and actual recycling behavior.
Design/methodology/approach
An online survey method was used to test the proposed model with college students. A total of 434 students participated in the survey.
Findings
This study found that self-determined motivation, attitude toward recycling, perceived behavioral control and negative anticipated emotion had direct effects on campus recycling intention, while recycling intention and self-determined motivation influenced students’ actual campus recycling behavior.
Research limitations/implications
The findings of the study may not be generalizable to the broader population. Respondents’ self-reported assessment of their recycling behaviors may also be a drawback of the study. However, the study provides statistical evidence testing the proposed model of campus recycling.
Practical implications
The study’s findings provide communication planners for university recycling and sustainability departments with communication and message strategies to enhance college students’ recycling behavior.
Originality/value
The study proposes a more comprehensive, tailored model that integrates other compelling theoretical models, to address college students’ sustainability engagement on campus.
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