Latinx College Student Sense of Belonging: The Role of Campus Subcultures

This qualitative, multiple case study incorporated elements of a grounded theory approach to explore the role of involvement in a particular university subculture, Latinx Greek letter organizations, in how Latinx college students develop and make meaning of their sense of belonging within predominantly White institutions. The study was guided by the following questions: (1) How do Latinx college students involved in LGLOs at PWIs experience and develop a sense of belonging? (2) What role (if any) does involvement in Latinx fraternities and sororities play in how Latinx college students experience and develop a sense of belonging at PWIs? Participants included 14 Latinx college students involved in Latinx Greek letter organizations at two large, public universities in the Midwest. Data collection involved individual level and institutional level data. Individual level data were the primarily data source and included a demographic survey in addition to a set of three individual interviews using photo elicitation with each of the 14 participants. Institutional level data included institutional documents and statements as well as interviews with Greek Life staff members at participating institutions. An exploration of participants’ sense of belonging in microsystems, “the immediate, face-to-face setting in which the person exists” (Bronfenbrenner, 1997, p. 302), pointed to five primary characteristics of places of belonging: where I have a role or responsibility, where people look like me, where I am valued and cared for, where my racial identity and culture is recognized and valued, and where I share interests or values with others. These characteristics shaped the extent to which participants felt a sense of belonging within a given setting, which had a ripple effect on individuals’ sense of belonging in other contexts. The findings of this study underscored the significance of the role of belonging in campus subcultures for Latinx college students regardless of whether individuals also felt a sense of belonging within the university as a whole, thus highlighting the significance of micro- and macro- levels of belonging in the experiences of Latinx college students. This study offers implications for research and practice based on these findings

Does Location Really Matter? Exploring the Role of Place in Domestic and International Service-Learning Experiences

Although increasingly popular, international/global service-learning programs are not without critique; in fact, the role of crossing national borders in service-learning is highly contested. The purpose of the study discussed in this article was to explore this role of crossing borders within the context of a particular experience: participation in an alternative break (AB) program. The authors sought to understand whether there is an aspect of learning in specific places, namely learning across national borders, that is separate (and separable) from what happens in those places. Participants reported a high level of influence of their AB experience on both their intentions to volunteer and to travel internationally, although there were a number of differences between students who participated in domestic and international ABs. Mediation analysis showed that the relationship between program location and the influence of the AB on students’ plans to volunteer was mediated completely by features of the AB program itself, while the relationship between program location and the influence of the AB on students’ plans to travel internationally was only partially mediated by program features

International Students in Their Own Country: Motivation of Vietnamese Graduate Students to Attend a Collaborative Transnational University

Higher education institutions in Vietnam have embraced opportunities to collaborate internationally to address specific educational needs that have emerged as a result of an accelerated economic and political society. The shift to a global market-driven economy has resulted in the need to produce better prepared graduates, advance in technology, and a shift in teaching and learning practices. In this study, we examine the motivations of 22 Vietnamese graduate students to attend Vietnamese-German University (VGU). The site is of particular importance because VGU is a true collaboration between two different governments, resulting in a collaborative transnational university. The findings from this study indicate three connected pull factors for graduate students: instruction conducted in English, benefits of a German degree, and the low cost for an international degree. Implications from findings illuminate why Vietnamese graduate students make educational choices and provide insights on their academic experiences as they relate to societal priorities

International Students in Their Own Country: Motivation of Vietnamese Graduate Students to Attend a Collaborative Transnational University

Higher education institutions in Vietnam have embraced opportunities to collaborate internationally to address specific educational needs that have emerged as a result of an accelerated economic and political society. The shift to a global market-driven economy has resulted in the need to produce better prepared graduates, advance in technology, and a shift in teaching and learning practices. In this study, we examine the motivations of 22 Vietnamese graduate students to attend Vietnamese-German University (VGU). The site is of particular importance because VGU is a true collaboration between two different governments, resulting in a collaborative transnational university. The findings from this study indicate three connected pull factors for graduate students: instruction conducted in English, benefits of a German degree, and the low cost for an international degree. Implications from findings illuminate why Vietnamese graduate students make educational choices and provide insights on their academic experiences as they relate to societal priorities

Enacting Efficacy In Early Career: Narratives Of Agency, Growth, And Identity

Aim/Purpose: To explore how early career faculty in the field of higher education administration develop and enact their personal and professional identities. Background: Participants sought to understand themselves, to understand their environments and the “rules” of the academic “game,” and to reconcile conflicts between their own values and identities and the expectations and culture of their environments. Methodology: In-depth case studies of seventeen early career scholars in the field. Contribution: The participants’ experiences underscore important implications for mentoring and socialization that takes into consideration the unique motivation and identity development of aspiring and new faculty members. Findings: Identifies the early career period as one where new faculty are working to develop a strong internal foundation upon which they can manage the many challenges of their personal and professional lives. Recommendations: The findings point to implications for practice, both in graduate education and in departments hiring new faculty members

Sorority and Fraternity Life Professionals’ Perspectives on Challenges Faced by Culturally Based Sororities and Fraternities

Featuring the perspectives of 15 sorority and fraternity life (SFL) professionals, this qualitative study highlights the challenges culturally based sororities and fraternities face on college campuses. Guided by a framework grounded in concepts of organizational culture, findings revealed three issues that culturally based SFL organizations encounter: a predominant emphasis on historically white sororities and fraternities in SFL communities, a lack of human and financial capital, as well as inadequate advisor support and training. Implications for research and practice are offered

Variation Within the “New Latino Diaspora”: A Decade of Changes Across the United States in the Equitable Participation of Latina/os in Higher Education

This study problematizes the common discourse that rapid and widespread Latina/o demographic growth in the United States is a driving force in realizing higher education equity gains. Using equity indices for students, faculty, and administrative leaders at the state level, we present a portrait of changes in Latina/o participation in higher education over the last decade and propose a classification scheme for understanding variation across states at the intersection of changes in both demographics and equitable participation. En este estudio se problematiza el discurso común del veloz y extendido crecimiento demográfico latino en los Estados Unidos como promotor de mayor equidad en la educación terciaria. A través de índices de equidad al nivel estatal de estudiantes, profesores y funcionarios administrativos, se presenta un retrato de los cambios en la participación de latina/os en la educación terciaria en la última década y se propone una clasificación esquemática de estados que facilita la comprensión de variantes que surgen de la confluencia entre cambios demográficos y participación equitativa

Best Laid Plans: How Community College Student Success Courses Work

Objective: Beyond understanding whether first-year student success interventions in community colleges are effective—for which there is mixed evidence in the literature—this study’s purpose was to uncover how they work to realize observed outcomes, including at times unanticipated undesirable outcomes. Method: This qualitative multiple case study used cultural historical activity theory (CHAT) to unpack interactions and tensions among programmatic-level features and individual-level experiences and actions. We conducted classroom observation, document analysis, and interviews with instructors and students in four student success courses across diverse contexts. Results: Regardless of particular designs and course emphases, we found in all cases a blurring of activity elements, wherein learning tools and learning goals were often coterminous, or instructors effectively took on the role of learning tools themselves, in the form of object lessons and mediators, for instance. Courses had a distinctive character as rehearsal for college that simultaneously created a welcoming peer environment but an uncertain learning and assessment environment. Contributions: Because of their nature as metacourses—college courses about college-going—success courses’ means and ends ultimately may be functionally inseparable, thus helping to explain their continual evolution and contested roles. Whereas such courses are typically justified as means to teach college skills, we found this utilitarian rationale to be insufficient to describe the experiential dimensions of social learning that participants reported. Instead, we found these courses reveal how college-going is an emergent social literacy, one that a single course is insufficient to fully realize

NPHC and MGC Sororities and Fraternities as Spaces of Activism within Predominantly White Institutions

This study explored how Students of Color within National Pan-Hellenic Council and Multicultural Greek Council sororities and fraternities engaged in activism and in what ways this involvement connected to their membership. Using a qualitative critical narrative approach, we examined the journeys of ten participants. Findings unpack ways participants engaged in activism and resistance aimed at educating individuals and increasing awareness of societal injustices, addressing inequities through service, and inciting disruption and cultivating institutional and societal level change

The association of health literacy and blood pressure reduction in a cohort of patients with hypertension: The heart healthy lenoir trial

Lower health literacy is associated with poorer health outcomes. Few interventions poised to mitigate the impact of health literacy in hypertensive patients have been published. We tested if a multilevel quality improvement intervention could differentially improve Systolic Blood Pressure (SBP) more so in patients with low vs. higher health literacy