Volume 48, Issue 1

Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties.

Women represent an increasingly large majority of undergraduate students, currently comprising 57% of total U.S. undergraduate enrollment. To address this gap between women and men undergraduates, some institutions have developed admissions policies to yield more men. This study examines the key issues the U.S. Supreme Court might use when considering the constitutionality of such policies and then examines the problematic nature of the Court’s existing criteria for determining the legality of policies that use sex- and race-based classifications.

Despite the significant attention that drugs and alcohol receive on college campuses, few resources and supports are available to students who are recovering from an addiction. Student affairs professionals are uniquely positioned to support these students with a variety of strategies. This article summarizes what is currently known about college students in recovery and ways that student affairs professionals can help build an infrastructure of formal and informal supports for this underserved and at-risk student population.

This study examined differential effects of various types of individual leadership experiences (e.g., retreats, academic minors) on college students’ capacities for socially responsible leadership using data from 8,961 seniors representing 99 colleges and universities. Participation in individual leadership experiences explained a significant, albeit minimal, portion of the variance in students’ outcome achievement suggesting that the type of leadership program matters much less than the degree to which high impact pedagogical strategies are embedded within it.

This study examines the relationship between service-learning participation and global perspective-taking. A global perspective is broadly defined to include both the acquisition of knowledge, attitudes, and skills important to intercultural communication and the development of more complex epistemological processes, identities, and interpersonal relations. Results demonstrate significant associations between service-learning and aspects of cognitive, intrapersonal, and interpersonal development. The study concludes with implications for student affairs practitioners interested in adopting a service-based model of intercultural development.

In this study, the authors developed, administered, and evaluated a measure of individual actions of college students with disabilities and their perceptions of postsecondary and social supports. An exploratory factor analysis resulted in nine reliable factors in these three areas. Follow-up regression analyses revealed that self-advocacy explained significant unique variance in predicting grade point average, indicating that self-advocacy is most crucial for college success. Implications for use in postsecondary environments are discussed.