Career Development & Learning at Jesuit Colleges & Universities During the COVID-19 Pandemic & Beyond

Today’s youth are often interested in how they can work toward social justice, not just in their spare time, but also as part of their educations and careers. This includes students who are drawn to the social justice missions of Jesuit colleges and universities. In 2020, the COVID-19 public health crisis disrupted education and career plans, placing major obstacles along young adults’ pathways. Guided by the Engagement of Hope theoretical model, the current study examines student supports and how they may facilitate hope and learning. Mixed methods data were collected from five undergraduate students from a Jesuit university in a Midwestern city, using in-depth interviews and an online survey conducted in 2021. The findings reveal that students depicted their hopes for later careers, described learning numerous skills, used a wide array of college supports, and discussed the role of families in their education and career pathways. The authors reflect on adaptations made to student supports during the pandemic and on how student service programs at Jesuit institutions might continue to evolve in the post-pandemic era

Promoting Educational Equity: Embedding Transformative Social and Emotional Learning in Experiential Learning

Although college enrollment rates among Black and Latinx students have risen, inequities in graduation rates across racial and ethnic groups persist. Guided by the integration of strength-based frameworks, the proposed manuscript will discuss how experiential learning and teaching may serve a dual purpose: helping students enact social change while simultaneously reaching their education goals. The proposed manuscript will integrate the culturally engaging campus environments model with the transformative social-emotional learning (T-SEL) framework. Also, drawing from the existing literature, the proposed manuscript will describe a range of experiential learning activities and how they may involve T-SEL. We then conclude with implications for experiential education and future research. Embedding T-SEL in experiential learning may help increase educational equity in ways that are meaningful in the short- and long-run for college students, especially minoritized young adults

Self-Regulation in Early and Middle Childhood as a Precursor to Social Adjustment Among Low-Income, Ethnic Minority Children

Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children’s lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precursors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood

Promoting Educational Equity : Embedding Transformative Social and Emotional Learning in Experiential Learning

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