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This chapter provides an overview of prominent theories about areas in which college students develop and how they do so, as well as factors that hinder students’ growth. Although there are a multitude of theories about college student development, such as those that describe students’ moral or cognitive growth, this chapter will focus on theories that are most closely related to students’ mental health and wellbeing. The seven domains in which college students grow, according to Chickering, are reviewed first, followed by Sanford’s theory that posits that college students need a proper balance of challenge and support to develop. Next, the chapter explores Baxter Magolda’s theory of self-authorship, which proposes that college students are responsible for becoming adults by actively narrating their own beliefs, identities and relationships. The chapter concludes by examining various models of cultural identity development. Although these models are not specific to college students, virtually all students will develop their identities along one or more cultural dimensions before they graduate. Models of ethnic identity development, White racial consciousness and faith development are presented in detail.

This chapter begins with a brief overview of various sources of truth, including authority figures, faith, science, reason and experience. Although all sources of truth are recognized as valid, science is particularly valuable because of its relative objectivity. Therefore, the balance of the chapter describes three major sources of empirical information about college student mental health. First, the Center for Collegiate Mental Health (CCMH) is discussed, followed by the Healthy Minds Study (HMS) and then the National College Health Assessment. The latter two are national surveys of college students, whereas CCMH only collects data from students receiving mental health services. The HMS, like CCMH, gathers data specific to college students’ mental health; the National College Health Assessment, which is conducted by the American College Health Association, collects information on college students’ physical and mental health. Taken together, these three sources of data provide the basis for comparisons between college students who are and are not receiving mental health services, allow for determinations of trends in college student mental health and serve as the basis for hundreds of studies on the prevalence, causes, correlates and consequences of college students’ mental health.

This paper seeks to understand how a new elite, known as the cork aristocracy, emerged in the Bordeaux wine field, France, between 1850 and 1929 as wine merchants replaced aristocrats. Classic class and status perspectives, and their distinctive social closure dynamics, are mobilized to illuminate the individual and organizational transformations that affected elite wineries grouped in an emerging classification of the Bordeaux best wines. We build on a wealth of archives and historical ethnography techniques to surface complex status and organizational dynamics that reveal how financiers and industrialists intermediated this transition and how organizations are deeply interwoven into social change.

The term “Pacific” is often used to describe the diverse ethnic makeup of individuals from the Pacific Islands who have migrated to New Zealand (NZ), but this oversimplifies their multifaceted and dynamic identities. Pacific students in NZ often face a variety of challenges when attempting to access and succeed in higher education, such as financial barriers, language barriers, cultural differences, and feelings of isolation. Appreciative mentoring (AM) is an effective method of engagement that equips Pacific students with the knowledge and skills to foster personal and professional growth. Academics in education can become appreciative mentors with mentoring as a long-term, diverse approach that emphasizes relationships and personal growth to ensure that students have the assistance they need to reach their full potential.

Several African American educators served as an inspiration in the development and scholarship of an African American female who teaches at a Predominantly White Institution (PWI) of higher learning. This chapter shares the author's foundational beginnings and persistence in academe while teaching and leading in a race-conscious society. She shares some of her upbringing, education, and early teaching experiences. She also shares her motivation to learn and serve (Bethune, 1950, 1963), while walking in circles. Sizemore (1973, 2008) to provide a roadmap of her journey to support new and developing African American female professors. She uses poetry and the dimensions of African American culture (Boykin, 1983) to guide her sharing. The author uses her exploration of identity development as an African American womanist who advocates as an African American first, to share how she has developed as a scholar whose renewal of purpose targets becoming a full professor.

Mental health is not simply the absence of psychological problems any more than physical health is the absence of disease. This chapter explores various aspects of optimal mental health and wellbeing among college students. It examines the question of what is required for college students to both feel their best and function at or near their highest levels. It also discusses the characteristics of peak mental health, including its transient nature. Predictive factors such as exercise, diet, sleep and social connection will be explored. Regarding the features of optimal wellbeing, the following variables are described: integrity, values, mindfulness, self-compassion, flow and resilience. These variables are considered in an integrated fashion as components, as well as byproducts, of wellness. Hettler’s multidimensional model of wellness is presented at the outset of the chapter, followed by Keyes’ theory of flourishing.