Volume 36, Issue 1

The authors report findings of a regional survey project which assessed the current support services provided to gay, lesbian, and bisexual students and student organizations at NASPA Region III institutions. Campus climate for gay, lesbian, and bisexual students was also assessed based on academic support and resources provided to student organizations, along wth data on bias-related incidents and institutional non-discrimination statements.

Women student affairs administrators were surveyed to examine relationships between career development, organizational commitment, and life satisfaction. Specifically, the authors analyzed the effects of age, position title, educational attainment, years employed in higher education, and years in current position. Results indicate a significant relationship between career development variables and both organizational commitment and life statisfaction.

This article presents a review of several common emotional and developmental challenges faced by African American female college students who attend predominantly White colleges and universities. The authors suggest that these challenges can be addressed through programs that promote these students' psychological growth and maturity. A cognitive-developmental intervention strategy, base primarily on Loevinger's theory of ego development, is outlined.

This qualitative study examined the relationship between institutional honor codes and student attitudes and behavior related to academic dishonesty. The primary data sources were students, faculty, and student affairs staff at three state-assisted universities. The results point to three conclusions: An academic honor code is only a mild deterrent to academic dishonesty; Faculty, student affairs staff and students differ in their views as to why students cheat; Students are more likely to cheat if they perceive that the campus culture tolerates cheating.

The authors present evidence that spiritual development is an integral part of students' overall development and argue that it is too often ignored on college campuses. They offer a number of strategies to improve cooperation between student affairs administrators and representatives of religion on campus to acknowledge this aspect of students' lives more fully.

In this study, the author developed an instrument to investigate the relationship between the perceptions of full-time, in-house campus attorneys and chief student affairs administrators concerning their influence in institutional decision-making. Based on the results of the study, the author makes recommendations for collaborative decision making.