“We Really Have to Come Together”: Understanding the Role of Solidarity in Asian American College Students’ Social Justice Activism and Advocacy

Structural oppression continues to be one of the most pressing problems in U.S. society, and college students have always played a major role in addressing systemic inequities. Yet, much remains to be learned about the experiences of students advocating social justice in higher education, and there is a paucity of research on Asian American students involved in such efforts. This study sought to understand how Asian American undergraduates understand the role of solidarity in social justice work. The authors analyzed interviews with Asian American students engaged in social justice activism and advocacy in the Midwest. Findings show that participants recognized interconnected realities among oppressed communities, centered solidarity in social justice work because of this recognition, and utilized intersectional approaches to integrate solidarity into social justice activism and advocacy. Implications for future research and practice are discussed

New directions for institutional research

Publ. comme no 142, summer 2009 de la revue New directions for institutional researchIndexBibliogr. à la fin des texte

Understanding the Relationship between Culturally Engaging Campus Environments and College Students’ Academic Motivation

Low rates of college completion are a major national dilemma, and one way in which college campuses can increase degree attainment rates is by fostering higher levels of academic motivation among students. This study analyzed the relationship between culturally engaging campus environments and growth in college students’ academic motivation. The survey data from a sample of 704 undergraduates enrolled at a public four-year university on the East Coast were analyzed. Bivariate correlations indicate that all nine indicators of culturally engaging campus environments were correlated with stronger academic motivation. When controlling for demographic and high school variables, cultural validation and humanized environments were directly and positively associated with growth in academic motivation. However, post hoc analysis reveals that cultural familiarity, culturally relevant knowledge, cross-cultural engagement, and collectivist orientation were all indirectly associated with motivation gains through cultural validation. The implications of this study for research include the need for research that analyzes these relationships with larger samples from more diverse institutions and utilizes methods that support stronger causal claims. Implications for practice include the importance of maximizing students’ access to culturally engaging environments and ensuring that they are designed with anti-deficit approaches that validate students’ backgrounds and identities to enhance academic motivation

Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed

New directions for institutional research

Publ. comme no 136, winter 2007 de la revue New directions for institutional research.Index.Bibliogr. à la fin des texte

Racial Differences in the Effects of Campus Racial Climate on Degree Completion: A Structural Equation Model

Racial minority student persistence is of paramount importance to higher education policymakers and practitioners. This study was aimed at understanding racial differences in the direct and indirect effects of campus racial climate on degree completion using structural equation modeling techniques and a nationally representative sample. The findings of this analysis highlight the importance of examining conditional effects and indicate that students from disparate racial backgrounds may experience and react to their campus racial climates in different ways. Implications for research and practice are discussed

Cultural Community Connections and College Success: An Examination of Southeast Asian American College Students

Low rates of college success continue to be a persisting problem in the United States, particularly among Southeast Asian Americans and other populations of color. The purpose of the current inquiry was to understand how cultural community connections influence the success of Southeast Asian American college students. Qualitative methods were employed and face-to-face individual interviews were conducted with 34 Southeast Asian American undergraduates. Participants identified 3 types of connections that facilitated their success in college: physical, epistemological, and transformational cultural connections. Implications for future higher education research and practice are discussed

Reframing leadership for a more just society

This article provides an overview of important social and political contexts that underscore the need for an increased focus on the role of social justice in leadership education and development discourse. The article also discusses key misconceptions that inhibit critical conversations about leadership education and a leadership framework that designed to center social justice in leadership development efforts.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/176064/1/yd20537.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/176064/2/yd20537_am.pd