Band 49, Heft 2

This study examined the relationships between color-blind racial ideology (CBRI) and social justice attitudes among a racially diverse sample of first-year college students (n = 431). Results indicated that CBRI scores partially mediated the relation between participation in campus diversity experiences and social justice attitudes for Black, Latino, and White students differentially by racial group. CBRI scores accounted for 34% to 47% of this association. Implications for student affairs research and practice are discussed.

This study examined the relationship between parental contact (frequency of student-parent communication) and involvement (parents’ interest and/or involvement in students’ academic progress and decision-making) with college students’ personal, social, and academic development. Parental involvement accounted for over two-thirds of the significant relationships detected, most of which were positive. Parental contact produced only 10 significant relationships, half of which were negative. The results also reveal conditional effects by race, gender, social class, and year in college.

Entry-level student affairs staff are the profession's future and seasoned professionals must lay a strong supervisory foundation. Supervision has received little attention in the literature even though practitioners spend substantial time supervising. Although an important role, many seasoned professionals are ill prepared for this task. This study identified valuable supervision practices noted as valuable by entry-level professionals and whether those practices included synergistic supervision. Implications using the framework of Bronfenbrenner’s ecology model are offered.

This study of student affairs leaders who have left senior roles used an interpretive qualitative approach to explore these lived transitional experiences. The context of the departure, its immediate impact, the ensuing emotions, the change navigation process, and the envisioned future appear to shape the departing leaders' perceptions of the transitions. Results provide guidance for those entering or leaving senior student affairs roles, colleagues and counselors of leaders experiencing transitions, and institutional officials managing them.

Native American students find sources of strength in their families, communities, and culture. This article reviews the experiences of 26 Haudenosaunee (Iroquois) college graduates who lived in residence halls while enrolled in college. These students obtained college educations while remaining culturally centered by going home often, some said “every single weekend,” until they could transfer to an institution close to home and commute. The importance of place is discussed in relation to home-going behavior.

A cross-sectional survey utilized the Perceived Stress Scale, Brief COPE, and Health Promotion Lifestyle Profile II to ascertain similarities and differences between American (n=319) and Chinese (n=335) college students and between higher and lower stressed students in both samples. The results suggested the existence of a country difference in terms of perceived stress level, stress coping strategies, and health promotion practices. Similar differences were also observed between higher and lower stressed students, regardless of country.