Advancing Grounded Theory: Using Theoretical Frameworks within Grounded Theory Studies

The founding fathers of grounded theory (GT) claimed it is an inductive methodological approach. Yet, some scholars argue that purely inductive GTs are not possible given researchers’ involvement in data collection and analysis. Subsequently, a constructivist GT approach was introduced. Still, full-length methodological articles that include rationales or detailed explanations for using constructivist GT approaches are limited in peer-reviewed journals. The purpose of this article is to highlight the ways in which the author used a constructivist GT approach in his dissertation. Within the article, the author provides concrete examples and a rationale for the ways in which he used a theoretical framework within a constructivist GT study. First, the author introduces literature on GT. Next, the author introduces the theoretical framework used in the study, highlighting the introduction of a theoretical framework as a departure from the traditional tenets of GT. Finally, the author highlights the ways in which he used the theoretical framework to shape the research questions, data collection and analysis, and findings

Does Gender Matter in Black Greek-Lettered Organizations?

This article explores the salience of gender for African Americans in Black Greek-lettered organizations at a predominantly White institution. An emphasis was placed on the social capital that may be gained through historically Black fraternities and sororities as a result of their single-gender structures. A constructivist phenomenological approach guided the study. The study revealed that the women found gender to be important in establishing relationships in sororities, whereas men de-emphasized the role of gender in their fraternity experiences. The article closes with a discussion and implications of the findings and recommendations for future research

Welcome to College Student Affairs Leadership

Within this editorial, Donald Mitchell, Jr., faculty advisor for College Student Affairs Leadership, welcomes readers to the journal

Learning Race and Racism While Learning: Experiences of International Students Pursuing Higher Education in the Midwestern United States

Researchers have documented how race and racism influence the college experiences of U.S. citizens. However, research on the ways that race and racism affect international students warrants similar attention. This qualitative study explored how international students learned about U.S. concepts of race and racism and how such concepts shaped their college experiences. The participating international college students learned about U.S. concepts of race and racism through media, relationships, formal education, and lived experiences. They defined these concepts in varying ways and had varying racial ideologies

Modulation characteristics of a high-power semiconductor Master Oscillator Power Amplifier (MOPA)

A semiconductor master oscillator-power amplifier was demonstrated using an anti-reflection (AR) coated broad area laser as the amplifier. Under CW operation, diffraction-limited single-longitudinal-mode powers up to 340 mW were demonstrated. The characteristics of the far-field pattern were measured and compared to a two-dimensional reflective Fabry-Perot amplifier model of the device. The MOPA configuration was modulated by the master oscillator. Prior to injection into the amplifier, the amplitude and frequency modulation properties of the master oscillator were characterized. The frequency response of the MOPA configuration was characterized for an AM/FM modulated injection beam, and was found to be a function of the frequency detuning between the master oscillator and the resonant amplifier. A shift in the phase was also observed as a function of frequency detuning; this phase shift is attributed to the optical phase shift imparted to a wave reflected from a Fabry-Perot cavity. Square-wave optical pulses were generated at 10 MHz and 250 MHz with diffraction-limited peak powers of 200 mW and 250 mW. The peak power for a given modulation frequency is found to be limited by the injected power and the FM modulation at that frequency. The modulation results make the MOPA attractive for use as a transmitter source in applications such as free-space communications and ranging/altimetry

The Dating and Hooking Up Experiences of Black Women at Predominantly White Institutions: A Phenomenological Study

Within this study, we explored the dating and hooking up experiences of Black women interested in dating men while attending predominantly White institutions. Using a phenomenological approach, we investigated how participants’ dating and hooking up experiences influenced their college experiences. We used intersectionality, thriving, and belongingness to theoretically frame the study. Five themes emerged: defining dating and hooking up, the value of education, Black women’s wants, Black women’s experiences, and men’s expectations. We close with implications for practice and recommendations for future research

Hidden Identity: A Constructivist Grounded Theory of Black Male Identity Development at Historically Black Colleges and Universities

Identity development models for Black males are limited, particularly within the context of higher education. Within this qualitative study, we used constructivist grounded theory to develop a theory of Black male identity development at historically Black colleges and universities (HBCUs). We were guided by the following research questions: (1) How do the experiences at a historically Black college or university influence the identity development for Black males? (2) What externalfactors influence identity development for Black males who attend a historically Black college or university? Eight Black males participated in this study, each completing series of semistructured interviews. Derived from the interviews, a four-phase identity development theory emerged. The four phases of Black male identity development at HBCUs are: (1) acknowledgment of Black male identity, (2) understanding of differences among Black males, (3) creation of professional identity, and (4) transition into Black male role model. Our theory highlights how HBCUs offer unique spaces for Black male identity development that continues through adulthood. We close with recommendations for practice and future research

The Experiences of Black Women Senior Student Affairs Officers: A Multiple-Case Study

Within this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year historically white institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes—often expressed within experiences of marginalization—emerged across the cases: 1) I Have a Right to Be Here; 2) Creating Networks; 3) No Straight Line to the Top; and 4) I’m Thinking about the Black Girls Coming Behind Me. We conclude the study with a discussion, implications for practice, and recommendations for ongoing research

Friendships and Retention at a Historically Black University: A Quantitative Case Study

The retention and graduation rates of underrepresented minority, first-generation and low-income college students persist as problems in U.S. higher education. While researchers have documented the ways in which minority-serving institutions have been successful in serving these students, little is known about how friendships influence retention at these institutions. This study examines retention factors of first-year students who began college with close friends at a historically Black university. The researchers used exploratory factor analysis and binary logistic regressions to determine the factors and significance. In addition, the researchers used linear structural relations to estimate hypothesized causal models. Results of the study indicate students who started college with close friends were less academically prepared and persisted at comparable rates. In addition, social expectations and social confidence were determined as beneficial factors when comparing students who started with close friends to students who started without close friends