Volume 37, Issue 3

Changes in the economy have shaken society's belief that living conditions in America will improve generation after generation. At the start of this decade, stagnated wages and corporate downsizing heightened public concern about decreasing mobility and declining fortunes (Newman, 1993). Today, college students, many of whom come from families that have experienced economic distress, worry about finding a job, affording a family, and boomeranging home (Levine & Cureton, 1998).

"Universities and Their Leadership" is a unique analysis of critical issues for presidents and their staffs in the late 90s and into the next century. Educators whose scholarship and experience clearly qualify them to analyze and make recommendations for the future here view research, teaching, and students from both historical and philosophical perspectives. Although they do not, of course, agree on all matters, these education leaders cast light on vitally important aspects of university business that require our attention.

A neglected yet increasing student population in higher education at the threshold of the 21st Century, Latina college and university students face distinct challenged and barriers to participation. This manuscript explores various Latina student issues - including "labeling," barriers, and factors contributing to success - and examines effective strategies for student and academic affairs administrators to support Latina success in higher education (ie, financial aid, academic support, social/cultural support, and campus environment).

Using phenomenological interviewing to preserve students' voices and their lived experiences, researchers at a large public research institution and a midsized comprehensive public institution explored the experiences of student leaders of color. Themes of their experiences included: disdain for the label of leader; the personal costs of holding leadership positions; the different experiences in predominantly White, multiracial, or same-race groups; group loyalty over individual needs; gender differences in leadership experiences; and lack of campus staff and faculty role models

Lesbian Gay Bisexual Transgender Campus Resource Centers (LGBT CRCs) are new service units in the field of student affairs. LGBT CRC directors who are members of the National Consortium of Directors of LGBT Resources in Higher Education were surveyed to learn about their education, salary, operation budgets, and other pertinent issues with which to identify and document a growing new profession. The paper describes the qualifications of full-time directors of LGBT CRCs, identifies important issues relevant to this new career option in student affairs, and adds to the literature on the topic.