Template-Type: ReDIF-Article 1.0 Author-Name: Herbert W. Marsh Author-X-Name-First: Herbert W. Author-X-Name-Last: Marsh Author-Name: Kenneth J. Rowe Author-X-Name-First: Kenneth J. Author-X-Name-Last: Rowe Author-Name: Andrew Martin Author-X-Name-First: Andrew Author-X-Name-Last: Martin Title: PhD Students' Evaluations of Research Supervision Journal: The Journal of Higher Education Pages: 313-348 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777151 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777151 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:313-348 Template-Type: ReDIF-Article 1.0 Author-Name: Mario C. Martinez Author-X-Name-First: Mario C. Author-X-Name-Last: Martinez Title: Understanding State Higher Education Systems Journal: The Journal of Higher Education Pages: 349-374 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777152 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777152 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:349-374 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia J. Gumport Author-X-Name-First: Patricia J. Author-X-Name-Last: Gumport Author-Name: Stuart K. Snydman Author-X-Name-First: Stuart K. Author-X-Name-Last: Snydman Title: The Formal Organization of Knowledge Journal: The Journal of Higher Education Pages: 375-408 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777153 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777153 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:375-408 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Academics on Athletics Journal: The Journal of Higher Education Pages: 409-419 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777154 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777154 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:409-419 Template-Type: ReDIF-Article 1.0 Author-Name: Philo A. Hutcheson Author-X-Name-First: Philo A. Author-X-Name-Last: Hutcheson Title: The University Gets Religion: Religious Studies in American Higher Education Journal: The Journal of Higher Education Pages: 420-423 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777155 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777155 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:420-423 Template-Type: ReDIF-Article 1.0 Author-Name: John P. Myers Author-X-Name-First: John P. Author-X-Name-Last: Myers Title: Civic Responsibility and Higher Education Journal: The Journal of Higher Education Pages: 423-427 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777156 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777156 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:423-427 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Title: Multiple and Intersecting Identities in Qualitative Research Journal: The Journal of Higher Education Pages: 427-431 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777157 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777157 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:427-431 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa E. Wolf-Wendel Author-X-Name-First: Lisa E. Author-X-Name-Last: Wolf-Wendel Title: Separate by Degree: Women Students' Experiences in Single-Sex and Coeducational Colleges Journal: The Journal of Higher Education Pages: 431-433 Issue: 3 Volume: 73 Year: 2002 Month: 5 X-DOI: 10.1080/00221546.2002.11777158 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777158 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:3:p:431-433 Template-Type: ReDIF-Article 1.0 Author-Name: Philo Hutcheson Author-X-Name-First: Philo Author-X-Name-Last: Hutcheson Author-Name: Marybeth Gasman Author-X-Name-First: Marybeth Author-X-Name-Last: Gasman Author-Name: Kijua Sanders-McMurtry Author-X-Name-First: Kijua Author-X-Name-Last: Sanders-McMurtry Title: Race and Equality in the Academy: Rethinking Higher Education Actors and the Struggle for Equality in the Post-World War II Period Journal: The Journal of Higher Education Pages: 121-153 Issue: 2 Volume: 82 Year: 2011 Month: 3 X-DOI: 10.1080/00221546.2011.11779089 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779089 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:2:p:121-153 Template-Type: ReDIF-Article 1.0 Author-Name: Barry Bozeman Author-X-Name-First: Barry Author-X-Name-Last: Bozeman Author-Name: Monica Gaughan Author-X-Name-First: Monica Author-X-Name-Last: Gaughan Title: Job Satisfaction among University Faculty: Individual, Work, and Institutional Determinants Journal: The Journal of Higher Education Pages: 154-186 Issue: 2 Volume: 82 Year: 2011 Month: 3 X-DOI: 10.1080/00221546.2011.11779090 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779090 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:2:p:154-186 Template-Type: ReDIF-Article 1.0 Author-Name: Margaret W. Sallee Author-X-Name-First: Margaret W. Author-X-Name-Last: Sallee Title: Performing Masculinity: Considering Gender in Doctoral Student Socialization Journal: The Journal of Higher Education Pages: 187-216 Issue: 2 Volume: 82 Year: 2011 Month: 3 X-DOI: 10.1080/00221546.2011.11779091 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779091 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:2:p:187-216 Template-Type: ReDIF-Article 1.0 Author-Name: Larry LaForge Author-X-Name-First: Larry Author-X-Name-Last: LaForge Author-Name: Janie Hodge Author-X-Name-First: Janie Author-X-Name-Last: Hodge Title: NCAA Academic Performance Metrics: Implications for Institutional Policy and Practice Journal: The Journal of Higher Education Pages: 217-235 Issue: 2 Volume: 82 Year: 2011 Month: 3 X-DOI: 10.1080/00221546.2011.11779092 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779092 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:2:p:217-235 Template-Type: ReDIF-Article 1.0 Author-Name: Edward P. St. John Author-X-Name-First: Edward P. St. Author-X-Name-Last: John Title: Higher Learning, Greater Good: The Private and Social Benefits of Higher Education Journal: The Journal of Higher Education Pages: 236-238 Issue: 2 Volume: 82 Year: 2011 Month: 3 X-DOI: 10.1080/00221546.2011.11779093 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779093 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:2:p:236-238 Template-Type: ReDIF-Article 1.0 Author-Name: Jamie M. Carroll Author-X-Name-First: Jamie M. Author-X-Name-Last: Carroll Author-Name: Chandra Muller Author-X-Name-First: Chandra Author-X-Name-Last: Muller Author-Name: Evangeleen Pattison Author-X-Name-First: Evangeleen Author-X-Name-Last: Pattison Title: Cooling Out Undergraduates with Health Impairments: The Freshman Experience Abstract: Students with health impairments represent a growing sector of the college population, but health-based disparities in bachelor's degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark, 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compared signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We found that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments were more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We found limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out. Journal: The Journal of Higher Education Pages: 771-800 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780887 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780887 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:771-800 Template-Type: ReDIF-Article 1.0 Author-Name: José Muñoz Author-X-Name-First: José Author-X-Name-Last: Muñoz Author-Name: James R. Harrington Author-X-Name-First: James R. Author-X-Name-Last: Harrington Author-Name: Bradley R. Curs Author-X-Name-First: Bradley R. Author-X-Name-Last: Curs Author-Name: Mark Ehlert Author-X-Name-First: Mark Author-X-Name-Last: Ehlert Title: Democratization and Diversion: The Effect of Missouri's A+ Schools Program on Postsecondary Enrollment Abstract: Recent federal and state education policy has targeted community colleges as an affordable venue to increase postsecondary attainment. We examined a state program aimed at increasing community college enrollment, the Missouri A+ Schools Program, which provided eligible graduates from participating high schools the opportunity to earn a scholarship at a Missouri public two-year college. The Missouri A+ Schools Program aims to increase the democratization of education by providing greater access to attend postsecondary institutions but may simultaneously create a diversion away from four-year colleges. The staggered adoption of the Missouri A+ Schools Program across high schools allowed a quasi-experimental estimation of the effect of the program on postsecondary enrollment. The Missouri A+ Schools Program increased the overall college-going rate by 1.5 percentage points for graduates from A+ designated high schools. Furthermore, the A+ Schools Program increased two-year college-going rates by 5.3 percentage points, and decreased four-year college-going rates by 3.8 percentage points. Overall, the A+ Schools Program provided a democratizing effect by increasing overall postsecondary enrollment, while simultaneously creating a diversionary effect through increased two-year enrollment and a decline in four-year enrollment. Journal: The Journal of Higher Education Pages: 801-830 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780888 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780888 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:801-830 Template-Type: ReDIF-Article 1.0 Author-Name: April Yee Author-X-Name-First: April Author-X-Name-Last: Yee Title: The Unwritten Rules of Engagement: Social Class Differences in Undergraduates' Academic Strategies Abstract: Research has shown social class differences in undergraduate engagement, yet we know little about the reasons for these differences. Drawing on interviews and participant observation with undergraduates at an urban, public comprehensive university, this ethnographic study investigates the academic engagement strategies of students from different social class backgrounds during their first two years of college. I find that first-generation and middle class students expend strenuous efforts to succeed, with first-generation students employing independent strategies and middle class students employing interactive, as well as independent, strategies. But because middle class students have a broader repertoire of strategies, which include those that are visible and valued by university faculty and staff, they are advantaged in the college context, or field, relative to their first-generation peers. This research shows how culture in the form of social class shapes undergraduates' academic strategies and contributes to their unequal outcomes. It also points to the role of institutions in defining the implicit rules of engagement, such that middle class strategies of interaction are recognized and rewarded while first-generation strategies of independence are largely ignored. Journal: The Journal of Higher Education Pages: 831-858 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780889 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:831-858 Template-Type: ReDIF-Article 1.0 Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Author-Name: Sarah R. K. Yoshikawa Author-X-Name-First: Sarah R. K. Author-X-Name-Last: Yoshikawa Author-Name: Matthew B. Rotondi Author-X-Name-First: Matthew B. Author-X-Name-Last: Rotondi Author-Name: Tiffany Viggiano Author-X-Name-First: Tiffany Author-X-Name-Last: Viggiano Author-Name: John Maldonado Author-X-Name-First: John Author-X-Name-Last: Maldonado Title: Surviving and Thriving: The Adaptive Responses of U.S. Four-Year Colleges and Universities during the Great Recession Abstract: Press reports and industry statistics both give incomplete pictures of the outcomes of the Great Recession for U.S. four-year colleges and universities. To address these gaps, we conducted a statistical analysis of all articles that appeared in Lexis-Nexis on a sample of more than 300 U.S. colleges and universities during the Recession years. We identify four clusters of institutional responses, which we label “consumer service,” “market search,” “growing and greening,” and “the complete arsenal.” Overviews of actions taken in each of these clusters provide qualitative texture and evidence of senior managers' intentions. Our findings are broadly consistent with organizational theories emphasizing divergent institutional logics, but we question the extent to which the fourth of our clusters can be characterized as a coherent adaptive “logic,” and we add an emphasis on interorganizational stratification as an influence on adaptive responses. Journal: The Journal of Higher Education Pages: 859-889 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780890 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780890 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:859-889 Template-Type: ReDIF-Article 1.0 Author-Name: Noelle Witherspoon Arnold Author-X-Name-First: Noelle Witherspoon Author-X-Name-Last: Arnold Author-Name: Emily R. Crawford Author-X-Name-First: Emily R. Author-X-Name-Last: Crawford Author-Name: Muhammad Khalifa Author-X-Name-First: Muhammad Author-X-Name-Last: Khalifa Title: Psychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion Abstract: Faculty who have been historically excluded from participating in academia present a unique quandary for those who have traditionally held power at the university. This article explores the promotion and tenure (P&T) process of Black faculty using a psychological construct to examine how racial micro-aggressions manifest and articulate themselves through individual and organizational phenomena such as Racial Battle Fatigue (RBF). We applied a psychological approach to narrative inquiry to examine how two faculty of color experienced the P&T process. Participant narratives highlighted how much of the P&T process, and even engagement in academia in general, is articulated by likability or congeniality—two constructs absent from P&T policies. Journal: The Journal of Higher Education Pages: 890-919 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780891 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:890-919 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 921-928 Issue: 6 Volume: 87 Year: 2016 Month: 11 X-DOI: 10.1080/00221546.2016.11780892 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11780892 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:6:p:921-928 Template-Type: ReDIF-Article 1.0 Author-Name: Susan H. Frost Author-X-Name-First: Susan H. Author-X-Name-Last: Frost Author-Name: Paul M. Jean Author-X-Name-First: Paul M. Author-X-Name-Last: Jean Title: Bridging the Disciplines Abstract: The Luce Seminar is … almost like a hub, the spokes coming out, so many different things going on, and each one touches an important aspect of what Emory is about.I saw it as a benchmark in my intellectual development. … I don't approach any topic without … wanting to know what other disciplines have said about it. I am a better teacher, a better professor … a better citizen of the community, because of the seminar. Journal: The Journal of Higher Education Pages: 119-149 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777193 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777193 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:119-149 Template-Type: ReDIF-Article 1.0 Author-Name: Belinda Y. Louie Author-X-Name-First: Belinda Y. Author-X-Name-Last: Louie Author-Name: Denise J. Drevdahl Author-X-Name-First: Denise J. Author-X-Name-Last: Drevdahl Author-Name: Jill M. Purdy Author-X-Name-First: Jill M. Author-X-Name-Last: Purdy Author-Name: Richard W. Stackman Author-X-Name-First: Richard W. Author-X-Name-Last: Stackman Title: Advancing the Scholarship of Teaching through Collaborative Self-Study Journal: The Journal of Higher Education Pages: 150-171 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777194 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777194 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:150-171 Template-Type: ReDIF-Article 1.0 Author-Name: Robert K. Toutkoushian Author-X-Name-First: Robert K. Author-X-Name-Last: Toutkoushian Author-Name: Marcia L. Bellas Author-X-Name-First: Marcia L. Author-X-Name-Last: Bellas Title: The Effects of Part-Time Employment and Gender on Faculty Earnings and Satisfaction Journal: The Journal of Higher Education Pages: 172-195 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777195 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777195 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:172-195 Template-Type: ReDIF-Article 1.0 Author-Name: Holly Seirup Pincus Author-X-Name-First: Holly Seirup Author-X-Name-Last: Pincus Author-Name: Liora Pedhazur Schmelkin Author-X-Name-First: Liora Pedhazur Author-X-Name-Last: Schmelkin Title: Faculty Perceptions of Academic Dishonesty Journal: The Journal of Higher Education Pages: 196-209 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777196 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777196 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:196-209 Template-Type: ReDIF-Article 1.0 Author-Name: Karen W. Bauer Author-X-Name-First: Karen W. Author-X-Name-Last: Bauer Author-Name: Joan S. Bennett Author-X-Name-First: Joan S. Author-X-Name-Last: Bennett Title: Alumni Perceptions Used to Assess Undergraduate Research Experience Journal: The Journal of Higher Education Pages: 210-230 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777197 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777197 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:210-230 Template-Type: ReDIF-Article 1.0 Author-Name: George Keller Author-X-Name-First: George Author-X-Name-Last: Keller Title: The Uses of the University Journal: The Journal of Higher Education Pages: 231-236 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777198 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777198 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:231-236 Template-Type: ReDIF-Article 1.0 Author-Name: P. A. Lamal Author-X-Name-First: P. A. Author-X-Name-Last: Lamal Title: Traveling through the Boondocks: In and Out of Academic Hierarchy Journal: The Journal of Higher Education Pages: 236-238 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777199 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777199 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:236-238 Template-Type: ReDIF-Article 1.0 Author-Name: Marc Cutright Author-X-Name-First: Marc Author-X-Name-Last: Cutright Title: In Pursuit of Prestige: Strategy and Competition in U.S. Higher Education Journal: The Journal of Higher Education Pages: 238-240 Issue: 2 Volume: 74 Year: 2003 Month: 3 X-DOI: 10.1080/00221546.2003.11777200 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777200 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:2:p:238-240 Template-Type: ReDIF-Article 1.0 Author-Name: Anne Newman Author-X-Name-First: Anne Author-X-Name-Last: Newman Author-Name: Ronald David Glass Author-X-Name-First: Ronald David Author-X-Name-Last: Glass Title: Comparing Ethical and Epistemic Standards for Investigative Journalists and Equity-Oriented Collaborative Community-Based Researchers: Why Working for a University Matters Abstract: Criticisms of IRBs are proliferating. In response, we compare the ethical and epistemic standards of two closely related forms of inquiry, investigative journalism and equity-oriented collaborative community-based research (EOCCBR). We argue that a university affiliation justifies formal ethical review of research and suggest how institutionalized research ethics might better serve EOCCBR. Our comparative analysis also sheds light on the public role of universities by underscoring what is morally relevant about being a university-affiliated researcher. Journal: The Journal of Higher Education Pages: 283-311 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777329 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:283-311 Template-Type: ReDIF-Article 1.0 Author-Name: Alyssa Bryant Rockenbach Author-X-Name-First: Alyssa Bryant Author-X-Name-Last: Rockenbach Author-Name: Tara D. Hudson Author-X-Name-First: Tara D. Author-X-Name-Last: Hudson Author-Name: Jeremy B. Tuchmayer Author-X-Name-First: Jeremy B. Author-X-Name-Last: Tuchmayer Title: Fostering Meaning, Purpose, and Enduring Commitments to Community Service in College: A Multidimensional Conceptual Model Abstract: Using longitudinal data collected as part of the 2004/09 Beginning Postsecondary Students Longitudinal Study, this study employed structural equation modeling to examine how multiple dimensions of college students' service participation shape life goals oriented toward meaning, purpose, and citizenship and subsequent service engagement. The findings suggest that life goals and subsequent service participation are a function of students' citizenship predispositions, the intensity and context of service involvement, and, importantly, the benefits that students derive from their service participation. Becoming a more compassionate and socially aware person as a result of service work is positively linked to committing oneself to a meaningful life marked by helping others, civic engagement, and service. Journal: The Journal of Higher Education Pages: 312-338 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777330 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777330 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:312-338 Template-Type: ReDIF-Article 1.0 Author-Name: Valerie C. Lundy-Wagner Author-X-Name-First: Valerie C. Author-X-Name-Last: Lundy-Wagner Author-Name: Cindy P. Veenstra Author-X-Name-First: Cindy P. Author-X-Name-Last: Veenstra Author-Name: Marisa K. Orr Author-X-Name-First: Marisa K. Author-X-Name-Last: Orr Author-Name: Nichole M. Ramirez Author-X-Name-First: Nichole M. Author-X-Name-Last: Ramirez Author-Name: Matthew W. Ohland Author-X-Name-First: Matthew W. Author-X-Name-Last: Ohland Author-Name: Russell A. Long Author-X-Name-First: Russell A. Author-X-Name-Last: Long Title: Gaining Access or Losing Ground? Socioeconomically Disadvantaged Students in Undergraduate Engineering, 1994—2003 Abstract: Expanding access to engineering for underrepresented groups has by and large focused on ethnicity/race and gender, with little understanding of socioeconomic disadvantages. In this study, we use economic, human, and cultural capital theories to frame and then describe access to undergraduate engineering degree programs and bachelor's degrees. Using individual student-level data from 10 universities from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and aggregate school-level data (i.e., free-lunch status) from the Common Core of Data between 1994 and 2003, we first describe students who enter engineering programs by peer economic status (PES) with attention to gender, ethnicity/race, and SAT Math score. Second, a subset of the data is analyzed to describe access to bachelor's degrees in engineering by PES using graduation rates. The findings show an increase in access to engineering degree programs by disadvantaged students, but that access to engineering bachelor's degrees may be constrained, and especially for underrepresented ethnic/racial groups. The data highlight variable PES differences that accrue in engineering at entry and upon graduation (6 years later) across ethnic/racial groups; these differences have implications for broadening participation. Recommendations for future research and improving engineering access at the secondary and postsecondary levels are discussed. Journal: The Journal of Higher Education Pages: 339-369 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777331 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777331 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:339-369 Template-Type: ReDIF-Article 1.0 Author-Name: Michael S. Hevel Author-X-Name-First: Michael S. Author-X-Name-Last: Hevel Title: Setting the Stage for Animal House: Student Drinking in College Novels, 1865—1933 Abstract: Depictions of college students' alcohol use changed substantially in novels published between 1865 and 1933, years in which higher education expanded and college students became the focus of popular culture. In novels published before 1920, student drinking oscillated widely, primarily mediated by gender, socioeconomic status, and institutional type. Paradoxically coinciding with onset of national Prohibition (1920—1933), novels published after 1920 portrayed increased drinking by college students from a variety of backgrounds. The contents of these novels laid a foundation for the excessive alcohol use of college students depicted in modern forms of popular culture, epitomized by the 1978 movie Animal House. Journal: The Journal of Higher Education Pages: 370-401 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777332 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777332 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:370-401 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas F. Nelson Laird Author-X-Name-First: Thomas F. Author-X-Name-Last: Nelson Laird Author-Name: Tricia A. Seifert Author-X-Name-First: Tricia A. Author-X-Name-Last: Seifert Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Charles F. Blaich Author-X-Name-First: Charles F. Author-X-Name-Last: Blaich Title: Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development Abstract: This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes. Journal: The Journal of Higher Education Pages: 402-432 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777333 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777333 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:402-432 Template-Type: ReDIF-Article 1.0 Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Title: A Creature of Our Own Making: Reflections on Contemporary Academic Life Journal: The Journal of Higher Education Pages: 433-435 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777334 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777334 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:433-435 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan Everly Gildersleeve Author-X-Name-First: Ryan Everly Author-X-Name-Last: Gildersleeve Title: Paying for the Party: How College Maintains Inequality Journal: The Journal of Higher Education Pages: 435-437 Issue: 3 Volume: 85 Year: 2014 Month: 5 X-DOI: 10.1080/00221546.2014.11777335 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777335 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:3:p:435-437 Template-Type: ReDIF-Article 1.0 Author-Name: Juan Carlos Garibay Author-X-Name-First: Juan Carlos Author-X-Name-Last: Garibay Author-Name: Felisha A. Herrera Author-X-Name-First: Felisha A. Author-X-Name-Last: Herrera Author-Name: Marc P. Johnston-Guerrero Author-X-Name-First: Marc P. Author-X-Name-Last: Johnston-Guerrero Author-Name: Gina A. Garcia Author-X-Name-First: Gina A. Author-X-Name-Last: Garcia Title: Campus Racial Incidents, Hate Crimes, and White Male and Female Students’ Racial Attitudes Abstract: Despite popular claims that the United States has reached a “post-racial” era—one in which race no longer matters for determining one’s life chances—college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program’s (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students’ senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students’ senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women’s senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed. Journal: The Journal of Higher Education Pages: 1-31 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1596651 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1596651 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:1-31 Template-Type: ReDIF-Article 1.0 Author-Name: Dirk Witteveen Author-X-Name-First: Dirk Author-X-Name-Last: Witteveen Author-Name: Paul Attewell Author-X-Name-First: Paul Author-X-Name-Last: Attewell Title: The Vertical Transfer Penalty among Bachelor’s Degree Graduates Abstract: Numerous studies have investigated the consequences of vertical transfer on students’ higher education outcomes in comparison to “native 4-year students”—those who went straight from high school into a bachelor’s program. However, the long-term labor market outcomes for vertical transfer students are understudied. Using nationally-representative data from the National Survey of College Graduates 2015, we estimate the relationship between starting in a community college (vs. at a 4-year college) and postcollege earnings and employment, in ways that correct for selection bias and overdispersion. We estimate a roughly 14% earnings disadvantage for baccalaureates who started at a 2-year rather than 4-year institution, regardless of college major. No effect was found on graduates’ employment chances. Journal: The Journal of Higher Education Pages: 32-57 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1609323 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1609323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:32-57 Template-Type: ReDIF-Article 1.0 Author-Name: Tim Anderson Author-X-Name-First: Tim Author-X-Name-Last: Anderson Title: News Media Representations of International and Refugee Postsecondary Students Abstract: Postsecondary institutions in the global north have rapidly internationalized, driven mainly by the proliferation of international students and responses to these changing demographics. This internationalization has captured attention across various platforms, including increased media focus directed toward these students and the primary and ancillary influences of their participation in PSIs and surrounding communities. The project explored in this paper examines this phenomenon by connecting internationalization of higher education research with insights from critical media studies and framing theory to investigate news media representations of international and refugee students’ participation in Canadian universities and colleges. A critical thematic analysis was performed on 391 news media texts published between 2000 and 2017. Findings reveal the Canadian news media’s tendency to construct issues related to international students and internationalization into one or a combination of four broad macrothemes: (1) Canada as benevolent and ideal; (2) international students and internationalization as commodified assets; (3) international students and internationalization as threats; and (4) the strategic neutrality of data. Journal: The Journal of Higher Education Pages: 58-83 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1587977 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1587977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:58-83 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Douglas Author-X-Name-First: Daniel Author-X-Name-Last: Douglas Author-Name: Hal Salzman Author-X-Name-First: Hal Author-X-Name-Last: Salzman Title: Math Counts: Major and Gender Differences in College Mathematics Coursework Abstract: Mathematics is an important and hotly contested aspect of U.S. postsecondary education. Its importance for academics and careers and the extent and impact of math achievement disparities are all subject of longstanding debate. Yet there is surprisingly little research into how much and what types of mathematics courses are taken by U.S. undergraduates and the extent of math achievement differentials among students. This article advances the understanding of math course taking by developing course-taking metrics for a nationally representative cohort of bachelor’s graduates. Using NCES transcript data to construct consistent measures of mathematics and quantitative course taking, our analysis finds large variability both within and between STEM/non-STEM majors and a large population of non-STEM graduates earning mathematics credits comparable to their peers in STEM fields. Mathematics course taking differs substantially from course taking in other subjects. We also find that often-observed gender differentials are a function of major, not gender, with females in the most mathematics-intensive programs earning as many or more mathematics credits than their male peers. Journal: The Journal of Higher Education Pages: 84-112 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1602393 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1602393 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:84-112 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph J. Ferrare Author-X-Name-First: Joseph J. Author-X-Name-Last: Ferrare Author-Name: Julia M. Miller Author-X-Name-First: Julia M. Author-X-Name-Last: Miller Title: Making Sense of Persistence in Scientific Purgatory: A Multi-Institutional Analysis of Instructors in Introductory Science, Technology, Engineering, and Mathematics (STEM) Courses Abstract: Prior research points to a variety of factors that influence student persistence in science, technology, engineering, and mathematics (STEM) degree programs. Little attention, however, has been given to how STEM faculty understand these processes and subsequently frame their role in supporting students. To address this gap, this article reports on an analysis of the interpretive frames through which instructors of introductory STEM courses make sense of the factors that influence student persistence and success in STEM degree programs. Interview data were collected from 73 instructors of introductory STEM courses at six predominantly white institutions of higher education across the United States. The coding of interviews included concept and theoretical coding using cluster analysis, multidimensional scaling, and correspondence analysis. The coding process identified six unique interpretive frames through which instructors made sense of student persistence. These frames varied greatly in the ways that students were perceived to have agency in shaping their persistence and success in STEM, as well as the steps that can be taken to ameliorate social inequalities in these outcomes. The findings thus have important implications for how researchers and program designers frame strategies that can support student persistence outcomes in STEM degree programs. Journal: The Journal of Higher Education Pages: 113-138 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1602392 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1602392 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:113-138 Template-Type: ReDIF-Article 1.0 Author-Name: Shawna Vican Author-X-Name-First: Shawna Author-X-Name-Last: Vican Author-Name: Asia Friedman Author-X-Name-First: Asia Author-X-Name-Last: Friedman Author-Name: Robin Andreasen Author-X-Name-First: Robin Author-X-Name-Last: Andreasen Title: Metrics, Money, and Managerialism: Faculty Experiences of Competing Logics in Higher Education Abstract: Higher education faces a conflict between the traditional logic of professionalism and an increasingly prominent corporate logic. Using interviews with 30 faculty at a single institution, we seek to understand the consequences of these competing logics. Across our interviews, faculty express a misalignment between their professional values and the corporate logic applied by administrators. This incompatibility contributes to faculty dissatisfaction, much of which is centered around three themes: increasing managerial control, quantification of faculty performance using commensurable metrics, and the university’s financial climate, where generating revenue is perceived to take priority over educational mission. We identify four strategies faculty employ to manage conflicting logics: respondents resist the corporate logic through collective action, insulate themselves by engaging with a community of colleagues who share their professional logic, disengage from fully participating in university life, and consider moving to an institution where the corporate logic is less prevalent. We argue that the institutional logics framework confers several analytic advantages. As a meta-theory that specifies cross-level effects between individual actors, organizations, fields, and institutional orders, it provides a framework to capture top-down and bottom-up change, providing a more robust and inclusive understanding of how corporate logic is being incorporated into higher education. Journal: The Journal of Higher Education Pages: 139-164 Issue: 1 Volume: 91 Year: 2020 Month: 1 X-DOI: 10.1080/00221546.2019.1615332 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1615332 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:1:p:139-164 Template-Type: ReDIF-Article 1.0 Author-Name: Lara Perez-Felkner Author-X-Name-First: Lara Author-X-Name-Last: Perez-Felkner Author-Name: Kirby Thomas Author-X-Name-First: Kirby Author-X-Name-Last: Thomas Author-Name: Samantha Nix Author-X-Name-First: Samantha Author-X-Name-Last: Nix Author-Name: Jordan Hopkins Author-X-Name-First: Jordan Author-X-Name-Last: Hopkins Author-Name: Mitchell D’Sa Author-X-Name-First: Mitchell Author-X-Name-Last: D’Sa Title: Are 2-Year Colleges the Key? Institutional Variation and the Gender Gap in Undergraduate STEM Degrees Abstract: Studies of gender gaps in science, technology, engineering, and mathematics (STEM) higher education have rarely considered 2-year colleges, despite the fact that most enrollees are women. Situated in an interdisciplinary literature on gender and inequality in students’ pathways to STEM higher education, this study used Beginning Postsecondary Students:2004/2009 nationally representative panel data on 5,210 undergraduate students. The primary research question posed was: How does initial college type influence the gender gap in STEM undergraduate degrees? First, we describe and illustrate distinct patterns in the degrees earned by men and women who initially enroll in 2-year and 4-year institutions. Leveraging rich control measures, we estimated a series of multivariate logistic regressions to robustly estimate gender gaps in non-STEM, social/behavioral sciences, life sciences, and natural/engineering sciences degree fields. Results from these degree clusters were distinct and underscored the limitations of “STEM” as an umbrella category. College type was more influential on the life sciences and social/behavioral sciences; effects on natural/engineering sciences degrees were experienced primarily by men, especially among baccalaureate degree earners. Gender gaps among life sciences and natural/engineering sciences bachelor’s degree earners were wider among initial 2-year students (favoring women and men, respectively). The discussion contextualizes and offers implications from our findings. Journal: The Journal of Higher Education Pages: 181-209 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1486641 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1486641 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:181-209 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Riley Bahr Author-X-Name-First: Peter Riley Author-X-Name-Last: Bahr Title: The Labor Market Returns to a Community College Education for Noncompleting Students Abstract: In this study, I used data from California to estimate the returns to a community college education that does not result in a postsecondary credential. I found strong, positive returns to completed credits in career and technical education (CTE) fields that are closely linked to employment sectors that are not credential-intensive (sectors in which employment often does not require a college degree), such as public safety, skilled blue-collar trade and technical work, and accounting and bookkeeping, among others. In these sectors, students were able to convert the human capital acquired in their coursework into returns that far exceeded the cost of the coursework itself, making some noncompleting educational pathways a rational means of securing earnings gains. This finding is consistent with emerging research on skills-builder students and other segments of the community college student population who exhibit coherent patterns of course taking and enrollment that typically do not result in a postsecondary credential. Further investigations of high-return noncompleting pathways are warranted and could help colleges to target efforts to grow postsecondary completion opportunities for students through short-term certificates programs, while also aiding efforts to communicate to stakeholders the successes that cannot be measured by counting credentials or transfers. Journal: The Journal of Higher Education Pages: 210-243 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1486656 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1486656 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:210-243 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan M. Turk Author-X-Name-First: Jonathan M. Author-X-Name-Last: Turk Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Title: On-Campus Housing’s Impact on Degree Completion and Upward Transfer in the Community College Sector: A Comprehensive Quasi-Experimental Analysis Abstract: The college student persistence literature has indicated that on-campus housing positively affects student persistence. This evidence, however, has largely been based on the experiences of students at 4-year institutions—not community colleges. This study aimed to address this gap in the literature by comprehensively evaluating the impact of both living at and simply attending a community college that offers on-campus housing options on (a) associate degree completion, (b) transfer to a 4-year institution, and (c) bachelor’s degree completion. Drawing data from the Education Longitudinal Study of 2002 and the accompanying Postsecondary Education Transcript Study and using propensity score analysis with doubly robust estimation techniques, we found living in on-campus housing significantly increased the probability of both upward transfer and bachelor’s degree completion with no effects on associate degree completion. Despite these findings, we refrain from suggesting that all community colleges use limited financial resources to construct new or additional on-campus housing options, especially when considering the heterogeneity of their student bodies. Rather we recommend that community colleges with on-campus housing strive to identify direct-from-high school students who intend to transfer and incentivize them to live on campus while offering additional opportunities to promote social integration beyond on-campus housing for all students. Journal: The Journal of Higher Education Pages: 244-271 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1487755 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1487755 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:244-271 Template-Type: ReDIF-Article 1.0 Author-Name: Xueli Wang Author-X-Name-First: Xueli Author-X-Name-Last: Wang Author-Name: Yen Lee Author-X-Name-First: Yen Author-X-Name-Last: Lee Author-Name: Kelly Wickersham Author-X-Name-First: Kelly Author-X-Name-Last: Wickersham Title: Exploring the Relationship Between Longitudinal Course-Taking Patterns and In-State Transfer Into STEM Fields of Study Abstract: Community colleges have increasingly played a critical role in expanding the pathway to baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields of study. At the same time, little is known about the course pathways that facilitate transfer into STEM disciplines at 4-year institutions. Adopting the STEM momentum concept, this research explored course-taking patterns that predict transfer into STEM fields of study and the timing of transfer. Employing a combination of longitudinal multidimensional k-means cluster analysis and multinomial logistic regression, the study revealed five clusters of course-taking patterns. Among them, three clusters of course-taking exhibited momentum toward transfer in STEM: one concentrating on courses in general education, one centering around major-specific coursework within and outside of STEM, and one involving the coupling of remedial courses and a broad distribution of courses within and beyond STEM. Furthermore, the first two patterns seemed to generate optimal momentum for middle transfer compared with early or late transfer, whereas the third cluster exhibited momentum for middle transfer and even greater momentum for late transfer. Discussion of the findings in the context of STEM momentum and implications for policy, practice, and research are presented. Journal: The Journal of Higher Education Pages: 272-297 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1488210 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1488210 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:272-297 Template-Type: ReDIF-Article 1.0 Author-Name: Guan Kung Saw Author-X-Name-First: Guan Kung Author-X-Name-Last: Saw Title: Remedial Enrollment During the 1st Year of College, Institutional Transfer, and Degree Attainment Abstract: This study examined whether remediation enrollment during the 1st year of college influenced individuals’ college transfer and attainment and if effects varied by racial and socioeconomic subgroups. Results based on analysis of the National Longitudinal Survey of Youth of 1997 data indicated that for 2-year college students, remediation enrollment in both mathematics and English improved the likelihood of transferring to a 4-year college and earning a bachelor’s degree. For 4-year college students, however, enrolling in any postsecondary remediation—only math, only English, or both subjects—during their 1st year in college increased their chances of transferring to a 2-year college in the following years. Enrolling in at least 1 math remedial class (i.e., only math and both subjects) appeared to hinder 4-year college students from graduating on time. Subgroup analyses showed no strong evidence that remediation enrollment played a significant role in increasing or reducing the racial and socioeconomic gaps in college attainment. Journal: The Journal of Higher Education Pages: 298-321 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1493668 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1493668 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:298-321 Template-Type: ReDIF-Article 1.0 Author-Name: Tamara Gilkes Borr Author-X-Name-First: Tamara Author-X-Name-Last: Gilkes Borr Title: The Strategic Pursuit of Black Homophily on a Predominantly White Campus Abstract: The process of Black homophily (finding Black others) is complex. Yet few have researched how and why Black friendships form. For many of the informants at a selective West Coast university, finding Black friends was fraught with obstacles and required strategy. Some manipulated their campus placements and time commitments to access predominantly Black spaces at the expense of cross-racial relationships. Others were less motivated to form Black friendships. Social network research within higher education rarely explores same-race network formation and often struggles to tease out the role of agency versus structure. Through 42 interviews with students and administrators and campus observations over three years, this study sheds light on how and why these relationships form and provides insight into the role of choice in Black homophilous friendship formation. Journal: The Journal of Higher Education Pages: 322-346 Issue: 2 Volume: 90 Year: 2019 Month: 3 X-DOI: 10.1080/00221546.2018.1513305 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1513305 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:2:p:322-346 Template-Type: ReDIF-Article 1.0 Author-Name: Lamont Flowers Author-X-Name-First: Lamont Author-X-Name-Last: Flowers Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Christopher T. Pierson Author-X-Name-First: Christopher T. Author-X-Name-Last: Pierson Title: Information Technology Use and Cognitive Outcomes in the First Year of College Journal: The Journal of Higher Education Pages: 637-667 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780837 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:637-667 Template-Type: ReDIF-Article 1.0 Author-Name: John F. Welsh Author-X-Name-First: John F. Author-X-Name-Last: Welsh Title: Course Ownership in a New Technological Context Journal: The Journal of Higher Education Pages: 668-699 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780838 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:668-699 Template-Type: ReDIF-Article 1.0 Author-Name: Jay R. Howard Author-X-Name-First: Jay R. Author-X-Name-Last: Howard Author-Name: Roberta Baird Author-X-Name-First: Roberta Author-X-Name-Last: Baird Title: The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom Journal: The Journal of Higher Education Pages: 700-721 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780839 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:700-721 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Pluralistic Leadership Journal: The Journal of Higher Education Pages: 722-743 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780840 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:722-743 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas Steeples Author-X-Name-First: Douglas Author-X-Name-Last: Steeples Title: As If Learning Mattered: Reforming Higher Education Journal: The Journal of Higher Education Pages: 744-746 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780841 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780841 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:744-746 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Vander Putten Author-X-Name-First: Jim Vander Author-X-Name-Last: Putten Title: The Sun Still Shone: Professors Talk about Retirement Journal: The Journal of Higher Education Pages: 746-748 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780842 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780842 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:746-748 Template-Type: ReDIF-Article 1.0 Author-Name: Harry J. Canon Author-X-Name-First: Harry J. Author-X-Name-Last: Canon Title: The Responsible Administrator: An Approach to Ethics for the Administrative Role Journal: The Journal of Higher Education Pages: 749-750 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780843 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780843 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:749-750 Template-Type: ReDIF-Article 1.0 Author-Name: Judith M. Gappa Author-X-Name-First: Judith M. Author-X-Name-Last: Gappa Title: Managed Professionals: Unionized Faculty and Restructuring Academic Labor Journal: The Journal of Higher Education Pages: 751-753 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780844 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780844 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:751-753 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 754-758 Issue: 6 Volume: 71 Year: 2000 Month: 11 X-DOI: 10.1080/00221546.2000.11780845 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780845 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:6:p:754-758 Template-Type: ReDIF-Article 1.0 Author-Name: Yonghong Xu Author-X-Name-First: Yonghong Author-X-Name-Last: Xu Title: Focusing on Women in STEM: A Longitudinal Examination of Gender-Based Earning Gap of College Graduates Abstract: This study investigates the underrepresentation of women in science, technology, engineering, and mathematics (STEM) occupations from the aspect of earning differentials. Using a national data source that tracked college graduates' work experiences over a ten-year time frame post-bachelor's degree, this study examines longitudinally the gender-based earning gaps of college graduates in STEM fields, and compares the earning differentials between STEM and non-STEM occupations. The findings indicate a significant departure between the earning profiles of men and women within the first ten years of employment. Further, findings indicate that women in STEM occupations experienced multiple earning penalties concurrent with their growing family obligations. To increase the representation of women in STEM fields, interventions are called for to encourage a family-friendly workplace that is open to and supportive of women managing a home and career. Also, incentives are needed to support women's continuation to graduate education as a means to increase their human capital and to level their earning power. Journal: The Journal of Higher Education Pages: 489-523 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777373 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777373 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:489-523 Template-Type: ReDIF-Article 1.0 Author-Name: Oded Gurantz Author-X-Name-First: Oded Author-X-Name-Last: Gurantz Title: Who Loses Out? Registration Order, Course Availability, and Student Behaviors in Community College Abstract: In California, the combination of budget cuts and high unemployment from the Great Recession has resulted in “overcrowded” conditions, with more students attempting to enroll in fewer available classes. State-level policy recommendations have focused on altering registration priorities to mitigate the impact of overcrowding, but it is unclear whether these changes will impact enrollment, as little is known about student behavior within these systems. Present-biased individuals who must engage in immediate efforts to obtain delayed rewards may procrastinate before beginning a task and vary in how intensely they engage in a task once they begin, and registration is found to be no exception. Varying levels of delay and intensity were found to be predictive of students' course-taking patterns, even after controlling for a wide range of background characteristics, including previous registration delay and intensity. As a result, many courses that met graduation or transfer requirements had seat availability during the registration process and only closed near the beginning of the semester, which is in contrast to common narratives of overcrowding. Student registration is an understudied part of the college process, but suboptimal registration behaviors are shown to have significant consequences on the likelihood of college enrollment and retention. Journal: The Journal of Higher Education Pages: 524-563 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777374 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777374 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:524-563 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Maxey Author-X-Name-First: Daniel Author-X-Name-Last: Maxey Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Revealing Opportunities and Obstacles for Changing Non-Tenure-Track Faculty Practices: An Examination of Stakeholders' Awareness of Institutional Contradictions Abstract: Over a period of several decades, non-tenure-track faculty members (NTTF) have become a majority of instructional faculty among nonprofit higher education institutions. A growing volume of research points to a relationship between the poor working conditions or lack of support these faculty members often experience and adverse effects on student learning outcomes. Research also suggests there is limited awareness about the rising numbers of NTTFs and nature of these problems. This study utilized a modified Policy Delphi approach to surface and examine the perspectives of approximately 40 individuals representing a broad range of higher education stakeholder groups (e.g., boards, accreditation agencies, unions) about the causes and implications of rising contingency in the academic workforce. The findings suggest that awareness about how NTTF practices are inefficient and misaligned with stakeholders' common commitments to student learning and the health of the academic profession has the potential to facilitate change. However, conditions were also identified that are currently obstacles for change. This study contributes to a better understanding of factors influencing change in higher education and suggests how a set of resonant values and interests may be evoked by change agents to increase awareness and support for revising or replacing existing NTTF practices. Journal: The Journal of Higher Education Pages: 564-594 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777375 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777375 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:564-594 Template-Type: ReDIF-Article 1.0 Author-Name: Ellen M. Broido Author-X-Name-First: Ellen M. Author-X-Name-Last: Broido Author-Name: Kirsten R. Brown Author-X-Name-First: Kirsten R. Author-X-Name-Last: Brown Author-Name: Katherine N. Stygles Author-X-Name-First: Katherine N. Author-X-Name-Last: Stygles Author-Name: Ryan H. Bronkema Author-X-Name-First: Ryan H. Author-X-Name-Last: Bronkema Title: Responding to Gendered Dynamics: Experiences of Women Working over 25 Years at One University Abstract: In this feminist, constructivist case study we explored how 28 classified, administrative, and faculty women's experiences working at one university for 25–40 years have changed. Participants ranged from 45-to 70-years-old at the time of their interview, with more than half older than 60, and 84% identified as White. Women with extended history of service to a single institution provide a unique lens for examining institutional change and gendered structures as they have, in their longevity, thrived or survived. In this article we explore a subset of the findings focused on how women recognize gendered dynamics within the university, and how women respond to inequitable dynamics. Women's descriptions of the climate include experiences of modern and benevolent forms of sexism in this institution; however, few participants identified these behaviors as sexist. We extend current understandings by documenting modern sexism in higher education and identifying patterns of description and denial of sexism, as well as adaptation and resistance to gendered dynamics. We demonstrate that climate cannot be measured solely by reports of sexual harassment, and explain why sexism is likely to be underreported. Journal: The Journal of Higher Education Pages: 595-627 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777376 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777376 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:595-627 Template-Type: ReDIF-Article 1.0 Author-Name: Jeongeun Kim Author-X-Name-First: Jeongeun Author-X-Name-Last: Kim Author-Name: Jiyun Kim Author-X-Name-First: Jiyun Author-X-Name-Last: Kim Author-Name: Stephen L. DesJardins Author-X-Name-First: Stephen L. Author-X-Name-Last: DesJardins Author-Name: Brian P. McCall Author-X-Name-First: Brian P. Author-X-Name-Last: McCall Title: Completing Algebra II in High School: Does it Increase College Access and Success? Abstract: Noting the benefits of mathematics in students' future educational attainment and labor market success, there is considerable interest in high school requirements in terms of course-taking in mathematics at the national, state, and school district level. Previous research indicates that taking advanced math courses in high school leads to positive college outcomes. However, these studies often fail to account for the self-selection of students into curricular pathways that may result in biased estimates of the effect of course-taking on subsequent educational outcomes. Applying an instrumental variable (IV) approach, we investigate how the level of math courses a student completes in high school differently affects their chances of attending and completing postsecondary education. Using longitudinal student unit record data from Florida, our results indicate that a statistical model that does not account for students' self-selection produces results different from a technique that corrects for this potential source of bias. Specifically, completing Algebra II significantly increases the probability of attending college, particularly two-year colleges, but has no significant effect on degree attainment. Journal: The Journal of Higher Education Pages: 628-662 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777377 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777377 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:628-662 Template-Type: ReDIF-Article 1.0 Author-Name: Anita Cory Author-X-Name-First: Anita Author-X-Name-Last: Cory Author-Name: Kelly Ward Author-X-Name-First: Kelly Author-X-Name-Last: Ward Title: How Universities Work Journal: The Journal of Higher Education Pages: 663-666 Issue: 4 Volume: 86 Year: 2015 Month: 7 X-DOI: 10.1080/00221546.2015.11777378 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777378 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:4:p:663-666 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Pusser Author-X-Name-First: Brian Author-X-Name-Last: Pusser Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Author-Name: Scott L. Thomas Author-X-Name-First: Scott L. Author-X-Name-Last: Thomas Title: Playing the Board Game: An Empirical Analysis of University Trustee and Corporate Board Interlocks Journal: The Journal of Higher Education Pages: 747-775 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778943 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778943 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:747-775 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl J. Daly Author-X-Name-First: Cheryl J. Author-X-Name-Last: Daly Author-Name: Jay R. Dee Author-X-Name-First: Jay R. Author-X-Name-Last: Dee Title: Greener Pastures: Faculty Turnover Intent in Urban Public Universities Journal: The Journal of Higher Education Pages: 776-803 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778944 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778944 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:776-803 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Redesigning for Collaboration in Learning Initiatives: An Examination of Four Highly Collaborative Campuses Journal: The Journal of Higher Education Pages: 804-838 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778945 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778945 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:804-838 Template-Type: ReDIF-Article 1.0 Author-Name: Tricia Bertram Gallant Author-X-Name-First: Tricia Bertram Author-X-Name-Last: Gallant Author-Name: Patrick Drinan Author-X-Name-First: Patrick Author-X-Name-Last: Drinan Title: Organizational Theory and Student Cheating: Explanation, Responses, and Strategies Journal: The Journal of Higher Education Pages: 839-860 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778946 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778946 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:839-860 Template-Type: ReDIF-Article 1.0 Author-Name: Terry T. Ishitani Author-X-Name-First: Terry T. Author-X-Name-Last: Ishitani Title: Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States Journal: The Journal of Higher Education Pages: 861-885 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778947 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778947 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:861-885 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Attewell Author-X-Name-First: Paul Author-X-Name-Last: Attewell Author-Name: David Lavin Author-X-Name-First: David Author-X-Name-Last: Lavin Author-Name: Thurston Domina Author-X-Name-First: Thurston Author-X-Name-Last: Domina Author-Name: Tania Levey Author-X-Name-First: Tania Author-X-Name-Last: Levey Title: New Evidence on College Remediation Journal: The Journal of Higher Education Pages: 886-924 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778948 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:886-924 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Theall Author-X-Name-First: Michael Author-X-Name-Last: Theall Title: A New “Reconsideration”: Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship Journal: The Journal of Higher Education Pages: 925-929 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778949 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:925-929 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell J. Chang Author-X-Name-First: Mitchell J. Author-X-Name-Last: Chang Title: Affirmative Action: Racial Preference in Black and White Journal: The Journal of Higher Education Pages: 930-932 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778950 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778950 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:930-932 Template-Type: ReDIF-Article 1.0 Author-Name: Philip G. Altbach Author-X-Name-First: Philip G. Author-X-Name-Last: Altbach Title: Sustaining Change in Universities: Continuities in Case Studies and Concepts Journal: The Journal of Higher Education Pages: 932-934 Issue: 5 Volume: 77 Year: 2006 Month: 9 X-DOI: 10.1080/00221546.2006.11778951 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778951 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:5:p:932-934 Template-Type: ReDIF-Article 1.0 Author-Name: Therese A. Huston Author-X-Name-First: Therese A. Author-X-Name-Last: Huston Author-Name: Marie Norman Author-X-Name-First: Marie Author-X-Name-Last: Norman Author-Name: Susan A. Ambrose Author-X-Name-First: Susan A. Author-X-Name-Last: Ambrose Title: Expanding the Discussion of Faculty Vitality to Include Productive but Disengaged Senior Faculty Journal: The Journal of Higher Education Pages: 493-522 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772327 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:493-522 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen R. Porter Author-X-Name-First: Stephen R. Author-X-Name-Last: Porter Title: A Closer Look at Faculty Service: What Affects Participation on Committees? Journal: The Journal of Higher Education Pages: 523-541 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772328 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772328 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:523-541 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Frank Fox Author-X-Name-First: Mary Frank Author-X-Name-Last: Fox Author-Name: Sushanta Mohapatra Author-X-Name-First: Sushanta Author-X-Name-Last: Mohapatra Title: Social-Organizational Characteristics of Work and Publication Productivity among Academic Scientists in Doctoral-Granting Departments Journal: The Journal of Higher Education Pages: 542-571 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772329 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:542-571 Template-Type: ReDIF-Article 1.0 Author-Name: Robert K. Toutkoushian Author-X-Name-First: Robert K. Author-X-Name-Last: Toutkoushian Author-Name: Marcia L. Bellas Author-X-Name-First: Marcia L. Author-X-Name-Last: Bellas Author-Name: John V. Moore Author-X-Name-First: John V. Author-X-Name-Last: Moore Title: The Interaction Effects of Gender, Race, and Marital Status on Faculty Salaries Journal: The Journal of Higher Education Pages: 572-601 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772330 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772330 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:572-601 Template-Type: ReDIF-Article 1.0 Author-Name: Frances K. Stage Author-X-Name-First: Frances K. Author-X-Name-Last: Stage Title: The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities Journal: The Journal of Higher Education Pages: 602-604 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772331 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772331 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:602-604 Template-Type: ReDIF-Article 1.0 Author-Name: M. Christopher Brown Author-X-Name-First: M. Christopher Author-X-Name-Last: Brown Title: The Black College Mystique Journal: The Journal of Higher Education Pages: 604-609 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772332 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772332 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:604-609 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Lamal Author-X-Name-First: Peter Author-X-Name-Last: Lamal Title: Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More Journal: The Journal of Higher Education Pages: 609-611 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772333 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772333 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:609-611 Template-Type: ReDIF-Article 1.0 Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Title: Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline—Carnegie Essays on the Doctorate Journal: The Journal of Higher Education Pages: 611-613 Issue: 5 Volume: 78 Year: 2007 Month: 9 X-DOI: 10.1080/00221546.2007.11772334 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772334 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:5:p:611-613 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-iii Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778861 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:i-iii Template-Type: ReDIF-Article 1.0 Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Title: Learning Productivity at Research Universities Journal: The Journal of Higher Education Pages: 1-28 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778862 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:1-28 Template-Type: ReDIF-Article 1.0 Author-Name: Donald L. McCabe Author-X-Name-First: Donald L. Author-X-Name-Last: McCabe Author-Name: Linda Klebe Trevino Author-X-Name-First: Linda Klebe Author-X-Name-Last: Trevino Author-Name: Kenneth D. Butterfield Author-X-Name-First: Kenneth D. Author-X-Name-Last: Butterfield Title: Dishonesty in Academic Environments Journal: The Journal of Higher Education Pages: 29-45 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778863 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:29-45 Template-Type: ReDIF-Article 1.0 Author-Name: M. Christopher Brown Author-X-Name-First: M. Christopher Author-X-Name-Last: Brown Title: Collegiate Desegregation and the Public Black College Journal: The Journal of Higher Education Pages: 46-62 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778864 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778864 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:46-62 Template-Type: ReDIF-Article 1.0 Author-Name: Jacqueline C. Simpson Author-X-Name-First: Jacqueline C. Author-X-Name-Last: Simpson Title: Segregated by Subject Journal: The Journal of Higher Education Pages: 63-100 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778865 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778865 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:63-100 Template-Type: ReDIF-Article 1.0 Author-Name: Linda J. Sax Author-X-Name-First: Linda J. Author-X-Name-Last: Sax Title: Career Strategies for Women in Academe: Arming Athena Journal: The Journal of Higher Education Pages: 101-103 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778866 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778866 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:101-103 Template-Type: ReDIF-Article 1.0 Author-Name: Andrea Walton Author-X-Name-First: Andrea Author-X-Name-Last: Walton Title: Women at Cambridge Journal: The Journal of Higher Education Pages: 103-105 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778867 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778867 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:103-105 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia A. Rupert Author-X-Name-First: Patricia A. Author-X-Name-Last: Rupert Title: Faculty-Student Sexual Involvement: Issues and Interventions Journal: The Journal of Higher Education Pages: 106-108 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778868 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778868 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:106-108 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Hernon Author-X-Name-First: Peter Author-X-Name-Last: Hernon Title: Perspectives on Scholarly Misconduct in the Sciences Journal: The Journal of Higher Education Pages: 108-110 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778869 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:108-110 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffery P. Bieber Author-X-Name-First: Jeffery P. Author-X-Name-Last: Bieber Title: The Full-Time Faculty Handbook Journal: The Journal of Higher Education Pages: 110-112 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778870 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:110-112 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph B. Berger Author-X-Name-First: Joseph B. Author-X-Name-Last: Berger Title: Aligning Faculty Rewards with Institutional Mission: Statements, Policies, and Guidelines Journal: The Journal of Higher Education Pages: 112-115 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778871 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:112-115 Template-Type: ReDIF-Article 1.0 Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Title: A Professor's Work Journal: The Journal of Higher Education Pages: 116-118 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778872 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778872 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:116-118 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth A. Jones Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Jones Title: Assessment in Higher Education: Issues of Access, Quality, Student Development, and Public Policy Journal: The Journal of Higher Education Pages: 117-119 Issue: 1 Volume: 72 Year: 2001 Month: 1 X-DOI: 10.1080/00221546.2001.11778873 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778873 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:1:p:117-119 Template-Type: ReDIF-Article 1.0 Author-Name: Ana M. Martínez Alemán Author-X-Name-First: Ana M. Martínez Author-X-Name-Last: Alemán Title: College Women's Female Friendships: A Longitudinal View Journal: The Journal of Higher Education Pages: 553-582 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779067 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779067 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:553-582 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Goode Author-X-Name-First: Joanna Author-X-Name-Last: Goode Title: Mind the Gap: The Digital Dimension of College Access Journal: The Journal of Higher Education Pages: 583-618 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779068 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779068 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:583-618 Template-Type: ReDIF-Article 1.0 Author-Name: William R. Doyle Author-X-Name-First: William R. Author-X-Name-Last: Doyle Title: U.S. Senator's Ideal Points for Higher Education: Documenting Partisanship, 1965–2004 Journal: The Journal of Higher Education Pages: 619-644 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779069 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779069 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:619-644 Template-Type: ReDIF-Article 1.0 Author-Name: Carolyn Haynes Author-X-Name-First: Carolyn Author-X-Name-Last: Haynes Author-Name: Jeannie Brown Leonard Author-X-Name-First: Jeannie Brown Author-X-Name-Last: Leonard Title: From Surprise Parties to Mapmaking: Undergraduate Journeys toward Interdisciplinary Understanding Journal: The Journal of Higher Education Pages: 645-666 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779070 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779070 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:645-666 Template-Type: ReDIF-Article 1.0 Author-Name: Dafina Lazarus Stewart Author-X-Name-First: Dafina Lazarus Author-X-Name-Last: Stewart Title: Identity in Education Journal: The Journal of Higher Education Pages: 667-670 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779071 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779071 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:667-670 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Leadership for a Better World: Understanding the Social Change Model of Leadership Development Journal: The Journal of Higher Education Pages: 670-671 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779072 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779072 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:670-671 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Pusser Author-X-Name-First: Brian Author-X-Name-Last: Pusser Title: What Wouldn't We Do Revenue? Journal: The Journal of Higher Education Pages: 672-674 Issue: 5 Volume: 81 Year: 2010 Month: 9 X-DOI: 10.1080/00221546.2010.11779073 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779073 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:5:p:672-674 Template-Type: ReDIF-Article 1.0 Author-Name: Harland G. Bloland Author-X-Name-First: Harland G. Author-X-Name-Last: Bloland Title: Creating CHEA Journal: The Journal of Higher Education Pages: 357-388 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780768 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780768 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:357-388 Template-Type: ReDIF-Article 1.0 Author-Name: John C. Scott Author-X-Name-First: John C. Author-X-Name-Last: Scott Title: The Chautauqua Movement Journal: The Journal of Higher Education Pages: 389-412 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780769 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780769 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:389-412 Template-Type: ReDIF-Article 1.0 Author-Name: Roland J. Kushner Author-X-Name-First: Roland J. Author-X-Name-Last: Kushner Title: Curriculum as Strategy Journal: The Journal of Higher Education Pages: 413-440 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780770 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780770 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:413-440 Template-Type: ReDIF-Article 1.0 Author-Name: Shelly Cunningham Author-X-Name-First: Shelly Author-X-Name-Last: Cunningham Title: The Nature of Workplace Mentoring Relationships among Faculty Members in Christian Higher Education Journal: The Journal of Higher Education Pages: 441-463 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780771 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780771 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:441-463 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Review Essay Journal: The Journal of Higher Education Pages: 464-467 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780772 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780772 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:464-467 Template-Type: ReDIF-Article 1.0 Author-Name: Maureen E. Wilson Author-X-Name-First: Maureen E. Author-X-Name-Last: Wilson Title: The Family Silver: Essays on Relationships among Women Journal: The Journal of Higher Education Pages: 468-470 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780773 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780773 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:468-470 Template-Type: ReDIF-Article 1.0 Author-Name: George A. Antonelli Author-X-Name-First: George A. Author-X-Name-Last: Antonelli Author-Name: Eileen B. Antonelli Author-X-Name-First: Eileen B. Author-X-Name-Last: Antonelli Title: The University That Shouldn't Have Happened, but Did! Southern Illinois University during the Morris Years 1948–1970 Journal: The Journal of Higher Education Pages: 470-472 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780774 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780774 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:470-472 Template-Type: ReDIF-Article 1.0 Author-Name: Theodore K. Miller Author-X-Name-First: Theodore K. Author-X-Name-Last: Miller Title: To Mark the Beginning: A Social History of College Student Affairs Journal: The Journal of Higher Education Pages: 472-474 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780775 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780775 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:472-474 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Author-Name: Kristen Liddicoat Author-X-Name-First: Kristen Author-X-Name-Last: Liddicoat Title: To Serve and Learn: The Spirit of Community in Liberal Education Journal: The Journal of Higher Education Pages: 474-477 Issue: 4 Volume: 70 Year: 1999 Month: 7 X-DOI: 10.1080/00221546.1999.11780776 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780776 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:4:p:474-477 Template-Type: ReDIF-Article 1.0 Author-Name: Andreas Ortmann Author-X-Name-First: Andreas Author-X-Name-Last: Ortmann Title: How to Survive in Postindustrial Environments Journal: The Journal of Higher Education Pages: 483-501 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778994 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778994 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:483-501 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Schwartz Author-X-Name-First: Robert A. Author-X-Name-Last: Schwartz Title: Reconceptualizing the Leadership Roles of Women in Higher Education Journal: The Journal of Higher Education Pages: 502-522 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778995 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778995 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:502-522 Template-Type: ReDIF-Article 1.0 Author-Name: Kassie Freeman Author-X-Name-First: Kassie Author-X-Name-Last: Freeman Title: Increasing African Americans' Participation in Higher Education Journal: The Journal of Higher Education Pages: 523-550 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778996 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778996 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:523-550 Template-Type: ReDIF-Article 1.0 Author-Name: Rhonda Martin Epper Author-X-Name-First: Rhonda Martin Author-X-Name-Last: Epper Title: Coordination and Competition in Postsecondary Distance Education Journal: The Journal of Higher Education Pages: 551-587 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778997 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778997 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:551-587 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: The Idea of a University: John Henry Newman Journal: The Journal of Higher Education Pages: 588-589 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778998 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778998 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:588-589 Template-Type: ReDIF-Article 1.0 Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Title: Marginal Worth: Teaching and the Academic Labor Market Journal: The Journal of Higher Education Pages: 589-591 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11778999 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778999 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:589-591 Template-Type: ReDIF-Article 1.0 Author-Name: Bob Boice Author-X-Name-First: Bob Author-X-Name-Last: Boice Title: Promotion and Tenure: Community and Socialization in Academe Journal: The Journal of Higher Education Pages: 591-593 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11779000 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779000 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:591-593 Template-Type: ReDIF-Article 1.0 Author-Name: William E. Sedlacek Author-X-Name-First: William E. Author-X-Name-Last: Sedlacek Title: Changing the Odds: Open Admissions and Life Chances of the Disadvantaged Journal: The Journal of Higher Education Pages: 593-595 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11779001 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779001 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:593-595 Template-Type: ReDIF-Article 1.0 Author-Name: Sue A. Maple Author-X-Name-First: Sue A. Author-X-Name-Last: Maple Title: The Equity Equation: Fostering the Advancement of Women in the Sciences, Mathematics, and Engineering Journal: The Journal of Higher Education Pages: 595-597 Issue: 5 Volume: 68 Year: 1997 Month: 9 X-DOI: 10.1080/00221546.1997.11779002 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779002 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:5:p:595-597 Template-Type: ReDIF-Article 1.0 Author-Name: Robert C. Nordvall Author-X-Name-First: Robert C. Author-X-Name-Last: Nordvall Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: An Alternative Definition of Quality of Undergraduate College Education: Toward Usable Knowledge for Improvement Journal: The Journal of Higher Education Pages: 483-497 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780273 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780273 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:483-497 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Hannah Author-X-Name-First: Susan B. Author-X-Name-Last: Hannah Title: The Higher Education Act of 1992: Skills, Constraints, and the Politics of Higher Education Journal: The Journal of Higher Education Pages: 498-527 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780274 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780274 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:498-527 Template-Type: ReDIF-Article 1.0 Author-Name: David Kember Author-X-Name-First: David Author-X-Name-Last: Kember Author-Name: Jan McKay Author-X-Name-First: Jan Author-X-Name-Last: McKay Title: Action Research into the Quality of Student Learning: A Paradigm for Faculty Development Journal: The Journal of Higher Education Pages: 528-554 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780275 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780275 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:528-554 Template-Type: ReDIF-Article 1.0 Author-Name: Kenneth D. Stewart Author-X-Name-First: Kenneth D. Author-X-Name-Last: Stewart Author-Name: Margaret M. Dalton Author-X-Name-First: Margaret M. Author-X-Name-Last: Dalton Author-Name: Geri A. Dino Author-X-Name-First: Geri A. Author-X-Name-Last: Dino Author-Name: Steven P. Wilkinson Author-X-Name-First: Steven P. Author-X-Name-Last: Wilkinson Title: The Development of Salary Goal Modeling: From Regression Analysis to a Value-Based Prescriptive Approach Journal: The Journal of Higher Education Pages: 555-576 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780276 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780276 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:555-576 Template-Type: ReDIF-Article 1.0 Author-Name: Morris A. Okun Author-X-Name-First: Morris A. Author-X-Name-Last: Okun Author-Name: Mary Benin Author-X-Name-First: Mary Author-X-Name-Last: Benin Author-Name: Ann Brandt-Williams Author-X-Name-First: Ann Author-X-Name-Last: Brandt-Williams Title: Staying in College: Moderators of the Relation between Intention and Institutional Departure Journal: The Journal of Higher Education Pages: 577-596 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780277 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780277 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:577-596 Template-Type: ReDIF-Article 1.0 Author-Name: Harold Perkin Author-X-Name-First: Harold Author-X-Name-Last: Perkin Title: American Higher Education: A History Journal: The Journal of Higher Education Pages: 597-598 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780278 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780278 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:597-598 Template-Type: ReDIF-Article 1.0 Author-Name: John S. Heywood Author-X-Name-First: John S. Author-X-Name-Last: Heywood Title: Higher Education and Corporate Realities: Class, Culture, and the Decline of Graduate Careers Journal: The Journal of Higher Education Pages: 599-601 Issue: 5 Volume: 67 Year: 1996 Month: 9 X-DOI: 10.1080/00221546.1996.11780279 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780279 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:5:p:599-601 Template-Type: ReDIF-Article 1.0 Author-Name: Sunny Niu Author-X-Name-First: Sunny Author-X-Name-Last: Niu Author-Name: Marta Tienda Author-X-Name-First: Marta Author-X-Name-Last: Tienda Title: Delayed Enrollment and College Plans: Is There a Postponement Penalty? Journal: The Journal of Higher Education Pages: 1-27 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777276 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777276 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:1-27 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Ropers-Huilman Author-X-Name-First: Rebecca Author-X-Name-Last: Ropers-Huilman Author-Name: Kelly T. Winters Author-X-Name-First: Kelly T. Author-X-Name-Last: Winters Author-Name: Kathryn A. E. Enke Author-X-Name-First: Kathryn A. E. Author-X-Name-Last: Enke Title: Discourses of Whiteness: White Students at Catholic Women's Colleges (Dis)engaging Race Journal: The Journal of Higher Education Pages: 28-55 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777277 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777277 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:28-55 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Cecile Sam Author-X-Name-First: Cecile Author-X-Name-Last: Sam Title: Institutionalizing Equitable Policies and Practices for Contingent Faculty Journal: The Journal of Higher Education Pages: 56-87 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777278 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777278 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:56-87 Template-Type: ReDIF-Article 1.0 Author-Name: Barry Bozeman Author-X-Name-First: Barry Author-X-Name-Last: Bozeman Author-Name: Craig Boardman Author-X-Name-First: Craig Author-X-Name-Last: Boardman Title: Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives Journal: The Journal of Higher Education Pages: 88-120 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777279 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777279 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:88-120 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle A. Maher Author-X-Name-First: Michelle A. Author-X-Name-Last: Maher Author-Name: Briana Crotwell Timmerman Author-X-Name-First: Briana Crotwell Author-X-Name-Last: Timmerman Author-Name: David F. Feldon Author-X-Name-First: David F. Author-X-Name-Last: Feldon Author-Name: Denise Strickland Author-X-Name-First: Denise Author-X-Name-Last: Strickland Title: Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship Journal: The Journal of Higher Education Pages: 121-143 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777280 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777280 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:121-143 Template-Type: ReDIF-Article 1.0 Author-Name: Cristina González Author-X-Name-First: Cristina Author-X-Name-Last: González Title: Leadership for World-Class Universities: Challenges for Developing Countries Journal: The Journal of Higher Education Pages: 144-146 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777281 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777281 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:144-146 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Lamal Author-X-Name-First: Peter Author-X-Name-Last: Lamal Title: The Fall of the Faculty: The Rise of the All-Administrative University and Why it Matters Journal: The Journal of Higher Education Pages: 146-148 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777282 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777282 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:146-148 Template-Type: ReDIF-Article 1.0 Author-Name: Marty Finkelstein Author-X-Name-First: Marty Author-X-Name-Last: Finkelstein Title: The Still Divided Academy: How Competing Visions of Power, Politics, and Diversity Complicate the Mission of Higher Education Journal: The Journal of Higher Education Pages: 149-151 Issue: 1 Volume: 84 Year: 2013 Month: 1 X-DOI: 10.1080/00221546.2013.11777283 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777283 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:1:p:149-151 Template-Type: ReDIF-Article 1.0 Author-Name: Noah D. Drezner Author-X-Name-First: Noah D. Author-X-Name-Last: Drezner Title: Philanthropic Mirroring: Exploring Identity-Based Fundraising in Higher Education Abstract: Scholars have long documented the intersection between social identity and experiences within higher education. However, we know very little about the role of social identity in shaping alumni engagement with their alma mater, specifically through philanthropic giving. Building upon social identity and social distance theories and the identity-based motivation model, I developed a philanthropic mirroring framework that posits that alumni engagement increases when alumni social identity is mirrored in solicitation efforts. Using my own population-based survey experiment, the National Alumni Giving Experiment (n = 1,621), I found that respondents who shared at least 1 marginalized social identity with students profiled in fundraising solicitations are more likely than others to assign more importance to the cause and to give greater amounts. Implications for research and practice are discussed. Journal: The Journal of Higher Education Pages: 261-293 Issue: 3 Volume: 89 Year: 2018 Month: 5 X-DOI: 10.1080/00221546.2017.1368818 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1368818 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:3:p:261-293 Template-Type: ReDIF-Article 1.0 Author-Name: Michael S. Harris Author-X-Name-First: Michael S. Author-X-Name-Last: Harris Author-Name: Molly K. Ellis Author-X-Name-First: Molly K. Author-X-Name-Last: Ellis Title: Exploring Involuntary Presidential Turnover in American Higher Education Abstract: University presidents face a variety of competing demands and pressures to successfully lead their institutions. We sought to better understand these issues by studying unsuccessful presidencies ending in an involuntary turnover. We collected data on 1,029 presidential terms across 256 institutions with Division I athletics from 1988 to 2016. Our findings revealed 7 causes of involuntary turnover including athletics controversy, financial controversy, loss of board confidence, loss of faculty confidence, loss of system confidence, poor judgment, and poor fit. In addition to identifying trends in presidential involuntary turnover, we propose a presidential turnover framework to explain the causes of presidential turnover. Journal: The Journal of Higher Education Pages: 294-317 Issue: 3 Volume: 89 Year: 2018 Month: 5 X-DOI: 10.1080/00221546.2017.1390969 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1390969 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:3:p:294-317 Template-Type: ReDIF-Article 1.0 Author-Name: Toby Park Author-X-Name-First: Toby Author-X-Name-Last: Park Author-Name: Chenoa S. Woods Author-X-Name-First: Chenoa S. Author-X-Name-Last: Woods Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Author-Name: Tamara Bertrand Jones Author-X-Name-First: Tamara Author-X-Name-Last: Bertrand Jones Author-Name: David Tandberg Author-X-Name-First: David Author-X-Name-Last: Tandberg Title: What Happens to Underprepared First-Time-in-College Students When Developmental Education is Optional? The Case of Developmental Math and Intermediate Algebra in the First Semester Abstract: In 2014, developmental education became optional for many college students in Florida, regardless of prior academic preparation. This study investigated first-semester math course enrollment patterns for underprepared first-time-in-college (FTIC) students who would have previously been required to take developmental math and the passing rates for the students electing to take Intermediate Algebra (the most common gateway math course in Florida). We found that roughly a 3rd of underprepared students enrolled in developmental math, a 3rd enrolled in Intermediate Algebra, and roughly a 3rd enrolled in no math course whatsoever, with preparation level being related to enrollment pathways. Among those who enrolled in Intermediate Algebra, a small percentage also enrolled in developmental math in the same semester, either through a compressed or corequisite course, and FTIC students who received same-semester developmental support were more likely to pass Intermediate Algebra compared with similar underprepared students who took Intermediate Algebra without developmental support. Journal: The Journal of Higher Education Pages: 318-340 Issue: 3 Volume: 89 Year: 2018 Month: 5 X-DOI: 10.1080/00221546.2017.1390970 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1390970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:3:p:318-340 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa Tarrant Author-X-Name-First: Melissa Author-X-Name-Last: Tarrant Author-Name: Nathaniel Bray Author-X-Name-First: Nathaniel Author-X-Name-Last: Bray Author-Name: Stephen Katsinas Author-X-Name-First: Stephen Author-X-Name-Last: Katsinas Title: The Invisible Colleges Revisited: An Empirical Review Abstract: This study undertook an empirical examination of those institutions identified as “invisible” in The Invisible Colleges: A Profile of Small, Private Colleges With Limited Resources. As of 2012 to 2013, 354 of the original invisible colleges continued to operate as accredited private, 4-year institutions. However, 80 of the invisible colleges had closed and 57 had merged with other institutions, lost accreditation, or converted to public, for-profit, or 2-year status. Although understudied, these institutions provide a critical access component in American higher education. Changes in religious affiliation, geographic location, gender of students enrolled, enrollment of full-time and part-time students, and invisible historically Black colleges and universities are examined. Journal: The Journal of Higher Education Pages: 341-367 Issue: 3 Volume: 89 Year: 2018 Month: 5 X-DOI: 10.1080/00221546.2017.1390971 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1390971 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:3:p:341-367 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin D. Andrews Author-X-Name-First: Benjamin D. Author-X-Name-Last: Andrews Title: Delayed Enrollment and Student Involvement: Linkages to College Degree Attainment Abstract: Students who delay college enrollment after they graduate from high school have a lower chance of completing a college degree compared to students who enroll in college immediately after high school. This article explores delayers’ involvement in high-impact postsecondary campus activities to understand whether participation in high-impact activities is associated with bachelor’s degree attainment for students who delay enrollment. This study found that overall involvement in high-impact activities was associated with greater odds of bachelor’s degree attainment for all students, but students who delay entry into college do not benefit any differently than immediate-enrollment students from involvement in these activities. Participation in high-impact activities is only related to bachelor’s degree attainment in a minor way compared to other variables like students’ socioeconomic background and high school grade point average. This finding suggests that although high-impact practices may play a role in promoting student success in college, they are not as important as other social background and precollege student characteristics. Journal: The Journal of Higher Education Pages: 368-396 Issue: 3 Volume: 89 Year: 2018 Month: 5 X-DOI: 10.1080/00221546.2017.1390972 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1390972 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:3:p:368-396 Template-Type: ReDIF-Article 1.0 Author-Name: Aaron M. Kuntz Author-X-Name-First: Aaron M. Author-X-Name-Last: Kuntz Author-Name: Joseph B. Berger Author-X-Name-First: Joseph B. Author-X-Name-Last: Berger Title: Faculty Work Practices in Material Environments: A Case Study Journal: The Journal of Higher Education Pages: 239-264 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777201 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777201 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:239-264 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Melguizo Author-X-Name-First: Tatiana Author-X-Name-Last: Melguizo Author-Name: Gregory S. Kienzl Author-X-Name-First: Gregory S. Author-X-Name-Last: Kienzl Author-Name: Mariana Alfonso Author-X-Name-First: Mariana Author-X-Name-Last: Alfonso Title: Comparing the Educational Attainment of Community College Transfer Students and Four-Year College Rising Juniors Using Propensity Score Matching Methods Journal: The Journal of Higher Education Pages: 265-291 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777202 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777202 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:265-291 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica S. Howell Author-X-Name-First: Jessica S. Author-X-Name-Last: Howell Title: What Influences Students' Need for Remediation in College? Evidence from California Journal: The Journal of Higher Education Pages: 292-318 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777203 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777203 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:292-318 Template-Type: ReDIF-Article 1.0 Author-Name: Luis Ponjuan Author-X-Name-First: Luis Author-X-Name-Last: Ponjuan Author-Name: Valerie Martin Conley Author-X-Name-First: Valerie Martin Author-X-Name-Last: Conley Author-Name: Cathy Trower Author-X-Name-First: Cathy Author-X-Name-Last: Trower Title: Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues Journal: The Journal of Higher Education Pages: 319-346 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777204 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777204 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:319-346 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Twentieth-Century Higher Education: Elite to Mass to Universal Journal: The Journal of Higher Education Pages: 347-349 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777205 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777205 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:347-349 Template-Type: ReDIF-Article 1.0 Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Title: Financing Higher Education Worldwide: Who Pays? Who Should Pay? Journal: The Journal of Higher Education Pages: 349-351 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777206 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777206 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:349-351 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Benne Author-X-Name-First: Robert Author-X-Name-Last: Benne Title: Seeing the Light—Religious Colleges in Twenty-First Century America Journal: The Journal of Higher Education Pages: 351-353 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777207 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777207 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:351-353 Template-Type: ReDIF-Article 1.0 Author-Name: Paul R. Mullins Author-X-Name-First: Paul R. Author-X-Name-Last: Mullins Title: Beneath the Ivory Tower: The Archaeology of Academia Journal: The Journal of Higher Education Pages: 353-355 Issue: 3 Volume: 82 Year: 2011 Month: 5 X-DOI: 10.1080/00221546.2011.11777208 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777208 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:3:p:353-355 Template-Type: ReDIF-Article 1.0 Author-Name: Michael B. Paulsen Author-X-Name-First: Michael B. Author-X-Name-Last: Paulsen Author-Name: Edward P. St. John Author-X-Name-First: Edward P. St. Author-X-Name-Last: John Title: Social Class and College Costs Journal: The Journal of Higher Education Pages: 189-236 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777141 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777141 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:189-236 Template-Type: ReDIF-Article 1.0 Author-Name: Peter D. Eckel Author-X-Name-First: Peter D. Author-X-Name-Last: Eckel Title: Decision Rules Used in Academic Program Closure Journal: The Journal of Higher Education Pages: 237-262 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777142 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777142 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:237-262 Template-Type: ReDIF-Article 1.0 Author-Name: Greg Tanaka Author-X-Name-First: Greg Author-X-Name-Last: Tanaka Title: Higher Education's Self-Reflexive Turn Journal: The Journal of Higher Education Pages: 263-296 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777143 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777143 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:263-296 Template-Type: ReDIF-Article 1.0 Author-Name: Donald L. McCabe Author-X-Name-First: Donald L. Author-X-Name-Last: McCabe Title: Cheating on Tests: How to Do It, Detect It, and Prevent it Journal: The Journal of Higher Education Pages: 297-298 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777144 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777144 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:297-298 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Delucchi Author-X-Name-First: Michael Author-X-Name-Last: Delucchi Title: Distinctively American: The Residential Liberal Arts College Journal: The Journal of Higher Education Pages: 299-300 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777145 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777145 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:299-300 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: Market Values in American Higher Education: The Pitfalls and Promises Journal: The Journal of Higher Education Pages: 300-302 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777146 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777146 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:300-302 Template-Type: ReDIF-Article 1.0 Author-Name: Lion F. Gardiner Author-X-Name-First: Lion F. Author-X-Name-Last: Gardiner Title: Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education Journal: The Journal of Higher Education Pages: 302-305 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777147 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777147 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:302-305 Template-Type: ReDIF-Article 1.0 Author-Name: Jerilee Grandy Author-X-Name-First: Jerilee Author-X-Name-Last: Grandy Title: Women Becoming Mathematicians Journal: The Journal of Higher Education Pages: 305-307 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777148 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777148 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:305-307 Template-Type: ReDIF-Article 1.0 Author-Name: Gregory S. Blimling Author-X-Name-First: Gregory S. Author-X-Name-Last: Blimling Title: Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy Journal: The Journal of Higher Education Pages: 307-309 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777149 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777149 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:307-309 Template-Type: ReDIF-Article 1.0 Author-Name: M. Christopher Brown Author-X-Name-First: M. Christopher Author-X-Name-Last: Brown Title: Sex, Race, and Merit: Debating Affirmative Action in Education and Employment Journal: The Journal of Higher Education Pages: 309-311 Issue: 2 Volume: 73 Year: 2002 Month: 3 X-DOI: 10.1080/00221546.2002.11777150 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777150 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:2:p:309-311 Template-Type: ReDIF-Article 1.0 Author-Name: Shannon K. Gilmartin Author-X-Name-First: Shannon K. Author-X-Name-Last: Gilmartin Title: The Centrality and Costs of Heterosexual Romantic Love among First-Year College Women Journal: The Journal of Higher Education Pages: 609-633 Issue: 6 Volume: 76 Year: 2005 Month: 11 X-DOI: 10.1080/00221546.2005.11772302 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772302 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:6:p:609-633 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Consequences of Radical Change in Governance: A Grounded Theory Approach Journal: The Journal of Higher Education Pages: 634-668 Issue: 6 Volume: 76 Year: 2005 Month: 11 X-DOI: 10.1080/00221546.2005.11772303 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772303 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:6:p:634-668 Template-Type: ReDIF-Article 1.0 Author-Name: Chris M. Golde Author-X-Name-First: Chris M. Author-X-Name-Last: Golde Title: The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments Journal: The Journal of Higher Education Pages: 669-700 Issue: 6 Volume: 76 Year: 2005 Month: 11 X-DOI: 10.1080/00221546.2005.11772304 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772304 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:6:p:669-700 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas Guiffrida Author-X-Name-First: Douglas Author-X-Name-Last: Guiffrida Title: Othermothering as a Framework for Understanding African American Students' Definitions of Student-Centered Faculty Journal: The Journal of Higher Education Pages: 701-723 Issue: 6 Volume: 76 Year: 2005 Month: 11 X-DOI: 10.1080/00221546.2005.11772305 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772305 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:6:p:701-723 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 724-731 Issue: 6 Volume: 76 Year: 2005 Month: 11 X-DOI: 10.1080/00221546.2005.11772306 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772306 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:6:p:724-731 Template-Type: ReDIF-Article 1.0 Author-Name: Peter D. Eckel Author-X-Name-First: Peter D. Author-X-Name-Last: Eckel Author-Name: Matthew Hartley Author-X-Name-First: Matthew Author-X-Name-Last: Hartley Title: Developing Academic Strategic Alliances: Reconciling Multiple Institutional Cultures, Policies, and Practices Journal: The Journal of Higher Education Pages: 613-637 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772121 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772121 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:613-637 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew M. Mars Author-X-Name-First: Matthew M. Author-X-Name-Last: Mars Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: The State-Sponsored Student Entrepreneur Journal: The Journal of Higher Education Pages: 638-670 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772122 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772122 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:638-670 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew Hartley Author-X-Name-First: Matthew Author-X-Name-Last: Hartley Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: What's Being Sold and to What End? A Content Analysis of College Viewbooks Journal: The Journal of Higher Education Pages: 671-691 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772123 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772123 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:671-691 Template-Type: ReDIF-Article 1.0 Author-Name: Nathaniel J. Bray Author-X-Name-First: Nathaniel J. Author-X-Name-Last: Bray Title: Proscriptive Norms for Academic Deans: Comparing Faculty Expectations across Institutional and Disciplinary Boundaries Journal: The Journal of Higher Education Pages: 692-721 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772124 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772124 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:692-721 Template-Type: ReDIF-Article 1.0 Author-Name: Robert K. Toutkoushian Author-X-Name-First: Robert K. Author-X-Name-Last: Toutkoushian Title: State Postsecondary Education Research: New Methods to Inform Policy and Practice Journal: The Journal of Higher Education Pages: 722-724 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772125 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772125 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:722-724 Template-Type: ReDIF-Article 1.0 Author-Name: W. Timothy Coombs Author-X-Name-First: W. Timothy Author-X-Name-Last: Coombs Title: Campus Crisis Management: A Comprehensive Guide to Planning, Prevention, Response, and Recovery Journal: The Journal of Higher Education Pages: 724-726 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772126 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772126 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:724-726 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 727-733 Issue: 6 Volume: 79 Year: 2008 Month: 11 X-DOI: 10.1080/00221546.2008.11772127 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772127 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:6:p:727-733 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Editor's Note Journal: The Journal of Higher Education Pages: i-i Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777322 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:i-i Template-Type: ReDIF-Article 1.0 Author-Name: Janet H. Lawrence Author-X-Name-First: Janet H. Author-X-Name-Last: Lawrence Author-Name: Sergio Celis Author-X-Name-First: Sergio Author-X-Name-Last: Celis Author-Name: Molly Ott Author-X-Name-First: Molly Author-X-Name-Last: Ott Title: Is the Tenure Process Fair? What Faculty Think Abstract: A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly by their socio-demographic characteristics. Structural equation modeling (SEM) was used to assess the proposed direct and indirect effects with data from 2,247 pre-tenure assistant professors at 21 research universities. The results substantiate the importance of perceived campus and department conditions in shaping faculty members' views of tenure reviews and as mediators of faculty members' socio-demographic characteristics. Equitable treatment of junior faculty at the department level and effectiveness of feedback have the strongest relationships with beliefs about the equity of tenure decision-making. Generally speaking, an individual's sense of control during the process of constructing the tenure dossier predicts his or her judgments about the fairness of tenure reviews. Practical suggestions for campus leaders regarding the conditions that inform faculty beliefs about tenure reviews and implications for future research are discussed. Journal: The Journal of Higher Education Pages: 155-192 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777323 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:155-192 Template-Type: ReDIF-Article 1.0 Author-Name: Leslie D. Gonzales Author-X-Name-First: Leslie D. Author-X-Name-Last: Gonzales Title: Framing Faculty Agency inside Striving Universities: An Application of Bourdieu's Theory of Practice Abstract: Drawn from a qualitative study and framed with Bourdieu's theory of practice, I present a three-pronged framework to describe how tenure-line professors assumed agency as their university strove to establish itself as a national research institution. Implications for practice and future research are offered. Journal: The Journal of Higher Education Pages: 193-218 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777324 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777324 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:193-218 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Alyssa Bryant Rockenbach Author-X-Name-First: Alyssa Bryant Author-X-Name-Last: Rockenbach Title: Silencing Whom? Linking Campus Climates for Religious, Spiritual, and Worldview Diversity to Student Worldviews Abstract: This study examined the perceptions of campus climate among students of diverse worldviews. Results from this study suggest that climate perceptions and experiences were more negative among worldview majority students (e.g., Protestants, Catholics) than among worldview minority students (e.g., Muslims, Jews) and nonreligious students. Theoretical implications are discussed. Journal: The Journal of Higher Education Pages: 219-245 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777325 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777325 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:219-245 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Hodara Author-X-Name-First: Michelle Author-X-Name-Last: Hodara Author-Name: Shanna Smith Jaggars Author-X-Name-First: Shanna Smith Author-X-Name-Last: Jaggars Title: An Examination of the Impact of Accelerating Community College Students' Progression through Developmental Education Abstract: In an effort to improve developmental education students' outcomes, community colleges have been experimenting with acceleration strategies. Models of acceleration allow students to complete their developmental requirements in a shorter amount of time. However, there has been limited empirical research on the effects of accelerating students' progression through their developmental requirements. We examined the impact of a basic form of acceleration—enrollment in shorter versus longer developmental education sequences— on access to introductory college coursework, performance in that coursework, overall college credit accumulation, and degree attainment at the City University of New York community colleges. In general, we found that accelerating students through developmental education in shorter sequences results in greater access to college-level coursework and long-term success but may have consequences for student performance in college-level coursework. Journal: The Journal of Higher Education Pages: 246-276 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777326 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:246-276 Template-Type: ReDIF-Article 1.0 Author-Name: Richard Flacks Author-X-Name-First: Richard Author-X-Name-Last: Flacks Title: Priests of Our Democracy: The Supreme Court, Academic Freedom, and the Anti-Communist Purge Journal: The Journal of Higher Education Pages: 277-280 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777327 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:277-280 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Author-Name: Jenna R. Sablan Author-X-Name-First: Jenna R. Author-X-Name-Last: Sablan Title: Completing College: Rethinking Institutional Action Journal: The Journal of Higher Education Pages: 280-282 Issue: 2 Volume: 85 Year: 2014 Month: 3 X-DOI: 10.1080/00221546.2014.11777328 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777328 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:2:p:280-282 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffery P. Aper Author-X-Name-First: Jeffery P. Author-X-Name-Last: Aper Author-Name: Judith E. Fry Author-X-Name-First: Judith E. Author-X-Name-Last: Fry Title: Post-Tenure Review at Graduate Institutions in the United States Journal: The Journal of Higher Education Pages: 241-260 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780846 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:241-260 Template-Type: ReDIF-Article 1.0 Author-Name: Kristen A. Renn Author-X-Name-First: Kristen A. Author-X-Name-Last: Renn Author-Name: Karen D. Arnold Author-X-Name-First: Karen D. Author-X-Name-Last: Arnold Title: Reconceptualizing Research on College Student Peer Culture Journal: The Journal of Higher Education Pages: 261-291 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780847 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780847 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:261-291 Template-Type: ReDIF-Article 1.0 Author-Name: Ted K. Bradshaw Author-X-Name-First: Ted K. Author-X-Name-Last: Bradshaw Author-Name: Kevin M. Kennedy Author-X-Name-First: Kevin M. Author-X-Name-Last: Kennedy Author-Name: Paul R. Davis Author-X-Name-First: Paul R. Author-X-Name-Last: Davis Author-Name: Larry L. Lloyd Author-X-Name-First: Larry L. Author-X-Name-Last: Lloyd Author-Name: Nokuthula Gwebu Author-X-Name-First: Nokuthula Author-X-Name-Last: Gwebu Author-Name: Jerold A. Last Author-X-Name-First: Jerold A. Author-X-Name-Last: Last Title: Science First Journal: The Journal of Higher Education Pages: 292-320 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780848 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:292-320 Template-Type: ReDIF-Article 1.0 Author-Name: Haithe Anderson Author-X-Name-First: Haithe Author-X-Name-Last: Anderson Title: As If Gender Mattered Journal: The Journal of Higher Education Pages: 321-336 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780849 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:321-336 Template-Type: ReDIF-Article 1.0 Author-Name: Estela Mara Bensimon Author-X-Name-First: Estela Mara Author-X-Name-Last: Bensimon Author-Name: Catherine Marshall Author-X-Name-First: Catherine Author-X-Name-Last: Marshall Title: Like it or Not Journal: The Journal of Higher Education Pages: 337-349 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780850 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780850 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:337-349 Template-Type: ReDIF-Article 1.0 Author-Name: James L. Bess Author-X-Name-First: James L. Author-X-Name-Last: Bess Author-Name: Judith B. Casey Author-X-Name-First: Judith B. Author-X-Name-Last: Casey Title: Politics and Public Higher Education in New York State: Stony Brook—A Case History Journal: The Journal of Higher Education Pages: 350-356 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780851 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:350-356 Template-Type: ReDIF-Article 1.0 Author-Name: Chad M. Hanson Author-X-Name-First: Chad M. Author-X-Name-Last: Hanson Title: Globalizing the Community College: Strategies for Change in the Twenty-First Century Journal: The Journal of Higher Education Pages: 357-359 Issue: 3 Volume: 74 Year: 2003 Month: 5 X-DOI: 10.1080/00221546.2003.11780852 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780852 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:3:p:357-359 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica C. Harris Author-X-Name-First: Jessica C. Author-X-Name-Last: Harris Author-Name: Lori D. Patton Author-X-Name-First: Lori D. Author-X-Name-Last: Patton Title: Un/Doing Intersectionality through Higher Education Research Abstract: Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a “traveling theory,” that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term “intersectionality” in some manner. The goal of the study was not to offer a prescriptive way to use intersectionality. In fact, theoretically musing over the precise way in which intersectionality should be done may confine the concept to an overly academic contemplative exercise and therefore, undo intersectionality. Instead, through this research, we aimed to explore and use intersectionality in a manner that advances a transformative social justice agenda. Journal: The Journal of Higher Education Pages: 347-372 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1536936 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1536936 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:347-372 Template-Type: ReDIF-Article 1.0 Author-Name: Yi Leaf Zhang Author-X-Name-First: Yi Leaf Author-X-Name-Last: Zhang Author-Name: Maria Adamuti-Trache Author-X-Name-First: Maria Author-X-Name-Last: Adamuti-Trache Author-Name: John Connolly Author-X-Name-First: John Author-X-Name-Last: Connolly Title: From Community College Attendants to Baccalaureate Recipients: A Planned Behavior Model for Transfer Students in STEM Fields of Study Abstract: Guided by the Theory of Planned Behavior (TPB) (Fishbein & Ajzen, 2010), our study aims to understand how community college transfer students’ STEM degree attainment behavior is shaped by their beliefs, intentions, contextual factors and social-demographic characteristics. This study drew upon data from the Education Longitudinal Study of 2002 (ELS: 2002). The sample includes 1,761 students who began postsecondary education at a 2-year institution and attended a 4-year university later in their academic career. We employed structural equation modeling (SEM) to develop a fully specified model of STEM baccalaureate degree attainment for the transfer students. The findings of the study highlight the significant impact of gender, race/ethnicity, and socioeconomic status on STEM degree attainment. Additionally, we distinguished transfer students’ intention to pursue a STEM field of study from intention to obtain a bachelor’s degree and found both intentions had significant effects on STEM baccalaureate degree attainment. Finally, the study findings show that college variables, such as taking remedial math courses, college GPA, and student loans, have significant effects on STEM degree attainment. Journal: The Journal of Higher Education Pages: 373-401 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1536935 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1536935 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:373-401 Template-Type: ReDIF-Article 1.0 Author-Name: R. Kirk Anderson Author-X-Name-First: R. Kirk Author-X-Name-Last: Anderson Title: Toward Thick Responsiveness: Engaging Identity-Based Student Protest Movements Abstract: This article utilizes ethnographic and philosophical methods to consider the ethical dimensions of responding to student activists protesting racial and other forms of social inequality. I consider the case of State University, a public institution that experienced a conflict during the 2015–2016 school year provoked by national conversations about racism as well as in response to local acts of bigotry. I use this case to critique and extend the work of philosophers Bentley and Owen (2007), who argue the civic virtues of responsiveness and endurance should guide deliberations between minoritized communities and those in power. I amend their framework by demonstrating that responsiveness can be either thin or thick. When thin responsiveness occurs, dialogue is prioritized over action and student endurance often turns into exhaustion. Thick responsiveness, in contrast, is characterized by both the validation of student's experiences and reasoning and shifts in institutional power and resources. Thick responsiveness, I argue, allows institutions to address the unequal social relations that drive student protests and foster student belonging and development as democratic citizens. Journal: The Journal of Higher Education Pages: 402-426 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1512803 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1512803 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:402-426 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Klasik Author-X-Name-First: Daniel Author-X-Name-Last: Klasik Author-Name: Ethan L. Hutt Author-X-Name-First: Ethan L. Author-X-Name-Last: Hutt Title: Bobbing for Bad Apples: Accreditation, Quantitative Performance Measures, and the Identification of Low-Performing Colleges Abstract: Recent trends in higher education (rising debt, school closures, increasing tuition) have increased interest in improving accountability and oversight in U.S. higher education beyond current accreditation practices. Common solutions include using quantitative measures like graduation and default rates to benchmark performance. Using historical data on accreditation actions, we compare the performance of a hypothetical quantitative evaluation system to contemporary accreditation standards in identifying low-performing schools. We find first that schools facing accreditation sanctions are, on average, also low performing on the quantitative outcomes we consider. However, if we use this average performance as a benchmark to identify other low-performing schools, then a substantial portion of the higher education sector would be implicated. These results raise questions about the capacity of a purely quantitative evaluation system to narrowly identify low-performing schools. We conclude with a discussion of the issues concerning data, equity, and other considerations for higher education accountability moving forward. Journal: The Journal of Higher Education Pages: 427-461 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1512804 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1512804 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:427-461 Template-Type: ReDIF-Article 1.0 Author-Name: Román Liera Author-X-Name-First: Román Author-X-Name-Last: Liera Author-Name: Alicia C. Dowd Author-X-Name-First: Alicia C. Author-X-Name-Last: Dowd Title: Faculty Learning at Boundaries to Broker Racial Equity Abstract: On many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through participation in action research. The findings illustrate that boundary negotiation across the “silos” of academic departments and administrative offices to promote racial equity involves perspective taking (regarding current norms and discourse) and perspective making (about equity as a legitimate institutional goal). These findings contribute to the literature on faculty agency and organizational learning for racial equity in higher education by identifying boundary objects as cultural tools that facilitate faculty learning and agency. Journal: The Journal of Higher Education Pages: 462-485 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1512805 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1512805 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:462-485 Template-Type: ReDIF-Article 1.0 Author-Name: Albert Cheng Author-X-Name-First: Albert Author-X-Name-Last: Cheng Author-Name: Paul E. Peterson Author-X-Name-First: Paul E. Author-X-Name-Last: Peterson Title: Experimental Estimates of Impacts of Cost-Earnings Information on Adult Aspirations for Children’s Postsecondary Education Abstract: Economic information may close aspiration disparities for postsecondary education across socioeconomic, ethnic, and partisan divides. In 2017, we estimated impacts of information on such disparities by means of a survey experiment administered to a nationally representative sample of 4,214 adults. A baseline group was asked whether they preferred a 4-year degree, a 2-year degree, or no further education for their oldest child younger than the age of 18 years (or the option they would prefer if they had a child younger than 18 years). Before 3 other randomly selected segments of our sample were asked the same question, they were given either information about (a) both net costs and returns, (b) net costs, or (c) returns to a 2-year and 4-year degree. Information about both costs and returns did not reduce socioeconomic-status disparities but did affect ethnic and partisan divides. The findings suggest that reductions in socioeconomic inequalities in educational opportunity require more than simple changes in the dissemination of information aimed at altering economic cost–benefit calculations. Sustained effort that mitigates deeper-seated cultural and social barriers seems necessary. Journal: The Journal of Higher Education Pages: 486-511 Issue: 3 Volume: 90 Year: 2019 Month: 5 X-DOI: 10.1080/00221546.2018.1493669 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1493669 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:3:p:486-511 Template-Type: ReDIF-Article 1.0 Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Author-Name: Kristopher Proctor Author-X-Name-First: Kristopher Author-X-Name-Last: Proctor Author-Name: Scott Patrick Murphy Author-X-Name-First: Scott Patrick Author-X-Name-Last: Murphy Author-Name: Lori Turk-Bicakci Author-X-Name-First: Lori Author-X-Name-Last: Turk-Bicakci Author-Name: Robert A. Hanneman Author-X-Name-First: Robert A. Author-X-Name-Last: Hanneman Title: General Education Models: Continuity and Change in the U.S. Undergraduate Curriculum, 1975–2000 Journal: The Journal of Higher Education Pages: 605-642 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779037 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779037 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:605-642 Template-Type: ReDIF-Article 1.0 Author-Name: Lori G. Power Author-X-Name-First: Lori G. Author-X-Name-Last: Power Title: University Students' Perceptions of Plagiarism Journal: The Journal of Higher Education Pages: 643-662 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779038 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:643-662 Template-Type: ReDIF-Article 1.0 Author-Name: Angela D. Bell Author-X-Name-First: Angela D. Author-X-Name-Last: Bell Author-Name: Heather T. Rowan-Kenyon Author-X-Name-First: Heather T. Author-X-Name-Last: Rowan-Kenyon Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: College Knowledge of 9th and 11th Grade Students: Variation by School and State Context Journal: The Journal of Higher Education Pages: 663-685 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779039 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:663-685 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Christine G. Mokher Author-X-Name-First: Christine G. Author-X-Name-Last: Mokher Title: Partisans, Professionals, and Power: The Role of Political Factors in State Higher Education Funding Journal: The Journal of Higher Education Pages: 686-713 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779040 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779040 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:686-713 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Glazer-Raymo Author-X-Name-First: Judith Author-X-Name-Last: Glazer-Raymo Title: The Gender Gap in College: Maximizing the Developmental Potential of Women and Men Journal: The Journal of Higher Education Pages: 714-716 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779041 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779041 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:714-716 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Title: Turnaround: Leading Stressed Colleges and Universities to Excellence Journal: The Journal of Higher Education Pages: 716-718 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779042 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779042 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:716-718 Template-Type: ReDIF-Article 1.0 Author-Name: J. Douglas Toma Author-X-Name-First: J. Douglas Author-X-Name-Last: Toma Title: Education Law Stories Journal: The Journal of Higher Education Pages: 719-721 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779043 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779043 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:719-721 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 722-728 Issue: 6 Volume: 80 Year: 2009 Month: 11 X-DOI: 10.1080/00221546.2009.11779044 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779044 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:6:p:722-728 Template-Type: ReDIF-Article 1.0 Author-Name: Jerilee Grandy Author-X-Name-First: Jerilee Author-X-Name-Last: Grandy Title: Persistence in Science of High-Ability Minority Students Journal: The Journal of Higher Education Pages: 589-620 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780744 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780744 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:589-620 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: Student Protest and Multicultural Reform Journal: The Journal of Higher Education Pages: 621-646 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780745 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780745 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:621-646 Template-Type: ReDIF-Article 1.0 Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Title: Merging in a Seamless Blend Journal: The Journal of Higher Education Pages: 647-671 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780746 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780746 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:647-671 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Mills Author-X-Name-First: Michael Author-X-Name-Last: Mills Title: From Coordinating Board to Campus Journal: The Journal of Higher Education Pages: 672-697 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780747 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780747 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:672-697 Template-Type: ReDIF-Article 1.0 Author-Name: H. Leon Hill Author-X-Name-First: H. Leon Author-X-Name-Last: Hill Title: Overcoming Heterosexism and Homophobia: Strategies That Work Journal: The Journal of Higher Education Pages: 698-701 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780748 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780748 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:698-701 Template-Type: ReDIF-Article 1.0 Author-Name: David Post Author-X-Name-First: David Author-X-Name-Last: Post Title: Academic Couples: Problems and Promises Journal: The Journal of Higher Education Pages: 701-703 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780749 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780749 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:701-703 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 704-706 Issue: 6 Volume: 69 Year: 1998 Month: 11 X-DOI: 10.1080/00221546.1998.11780750 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11780750 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:6:p:704-706 Template-Type: ReDIF-Article 1.0 Author-Name: Melinda Wood Author-X-Name-First: Melinda Author-X-Name-Last: Wood Author-Name: Chrstine Des Jarlais Author-X-Name-First: Chrstine Author-X-Name-Last: Des Jarlais Title: When Post-Tenure Review Policy and Practice Diverge: Making the Case for Congruence Journal: The Journal of Higher Education Pages: 561-588 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772307 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772307 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:561-588 Template-Type: ReDIF-Article 1.0 Author-Name: Nancy Van Note Chism Author-X-Name-First: Nancy Author-X-Name-Last: Van Note Chism Title: Teaching Awards: What Do They Award? Journal: The Journal of Higher Education Pages: 589-617 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772308 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772308 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:589-617 Template-Type: ReDIF-Article 1.0 Author-Name: Robert B. Archibald Author-X-Name-First: Robert B. Author-X-Name-Last: Archibald Author-Name: David H. Feldman Author-X-Name-First: David H. Author-X-Name-Last: Feldman Title: State Higher Education Spending and the Tax Revolt Journal: The Journal of Higher Education Pages: 618-644 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772309 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772309 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:618-644 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Title: Mandated Openness in Public Higher Education: A Field Study of State Sunshine Laws and Institutional Governance Journal: The Journal of Higher Education Pages: 645-683 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772310 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772310 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:645-683 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth J. Allan Author-X-Name-First: Elizabeth J. Author-X-Name-Last: Allan Author-Name: Mary Madden Author-X-Name-First: Mary Author-X-Name-Last: Madden Title: Chilly Classrooms for Female Undergraduate Students: A Question of Method? Journal: The Journal of Higher Education Pages: 684-711 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772311 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772311 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:684-711 Template-Type: ReDIF-Article 1.0 Author-Name: Marta Tienda Author-X-Name-First: Marta Author-X-Name-Last: Tienda Author-Name: Sunny Xinchun Niu Author-X-Name-First: Sunny Xinchun Author-X-Name-Last: Niu Title: Flagships, Feeders, and the Texas Top 10% Law: A Test of the “Brain Drain” Hypothesis Journal: The Journal of Higher Education Pages: 712-739 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772312 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772312 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:712-739 Template-Type: ReDIF-Article 1.0 Author-Name: Peter A. Lamal Author-X-Name-First: Peter A. Author-X-Name-Last: Lamal Title: Old Main: Small Colleges in Twenty-First Century America Journal: The Journal of Higher Education Pages: 740-742 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772313 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772313 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:740-742 Template-Type: ReDIF-Article 1.0 Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Title: Life on the Tenure Track: Lessons from the First Year Journal: The Journal of Higher Education Pages: 742-743 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772314 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772314 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:742-743 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Rachal Author-X-Name-First: John R. Author-X-Name-Last: Rachal Title: Reading Lolita in Tehran: A Memoir in Books Journal: The Journal of Higher Education Pages: 743-746 Issue: 4 Volume: 77 Year: 2006 Month: 7 X-DOI: 10.1080/00221546.2006.11772315 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11772315 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:4:p:743-746 Template-Type: ReDIF-Article 1.0 Author-Name: Brendan Cantwell Author-X-Name-First: Brendan Author-X-Name-Last: Cantwell Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Title: Rise of the Science and Engineering Postdoctorate and the Restructuring of Academic Research Abstract: Since the 1980s the number of postdocs employed at U.S. research universities has in-creased dramatically as has the importance of postdocs to academic research. Growth in postdoc employment has coincided with increased dependence on external research funds. Using panel regression analysis, this article explores the organizational characteristics associated with the tendency to employ postdocs and the relationship between postdoc employment and dependence on external research funds. Journal: The Journal of Higher Education Pages: 667-696 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777379 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777379 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:667-696 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer M. Miller Author-X-Name-First: Jennifer M. Author-X-Name-Last: Miller Author-Name: Maryann P. Feldman Author-X-Name-First: Maryann P. Author-X-Name-Last: Feldman Title: Isolated in the Lab: Examining Dissatisfaction with Postdoctoral Appointments Abstract: Dissatisfaction with postdoctoral appointments is associated with demographics, career goals, types of research, postdoc-advisor interaction, and program quality. Rather than a simple inverse relationship to dissatisfaction, the effect of program quality depends on the postdoc's autonomy to shape a research project, interaction with an advisor, and the advisor's commercialization-related activities. Journal: The Journal of Higher Education Pages: 697-724 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777380 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777380 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:697-724 Template-Type: ReDIF-Article 1.0 Author-Name: P. Daniel Chen Author-X-Name-First: P. Daniel Author-X-Name-Last: Chen Author-Name: Patricia A. Simpson Author-X-Name-First: Patricia A. Author-X-Name-Last: Simpson Title: Does Personality Matter? Applying Holland's Typology to Analyze Students' Self-Selection into Science, Technology, Engineering, and Mathematics Majors Abstract: This study utilized John Holland's personality typology and the Social Cognitive Career Theory (SCCT) to examine the factors that may affect students' self-selection into science, technology, engineering, and mathematics (STEM) majors. Results indicated that gender, race/ethnicity, high school achievement, and personality type were statistically significant factors in increasing or decreasing a student's odds of enrolling in a STEM major. Specifically, students with a strong investigative personality were more likely to enroll in STEM majors, while those with a strong artistic personality or enterprising personality were less likely to do so. Males with a strong social personality also tended not to choose STEM majors, though social personality had a positive effect on whether females chose STEM majors. Implications of the findings for policymakers, educators, and administrators were explored. Journal: The Journal of Higher Education Pages: 725-750 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777381 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777381 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:725-750 Template-Type: ReDIF-Article 1.0 Author-Name: Dina C. Maramba Author-X-Name-First: Dina C. Author-X-Name-Last: Maramba Author-Name: V. Thandi Sulè Author-X-Name-First: V. Thandi Author-X-Name-Last: Sulè Author-Name: Rachelle Winkle-Wagner Author-X-Name-First: Rachelle Author-X-Name-Last: Winkle-Wagner Title: What Discourse on the Texas Top Ten Percent Plan Says about Accountability for Diversity Abstract: At the heart of the longstanding debate of addressing racial inequities in higher education is an argument about whether race should be a factor in admissions decisions. One argument is that institutions should be held accountable for diversity through external policies like affirmative action. Alternatively, there is the position that institutions will act in good faith to implement diversity goals. Through a critical discourse analysis of policy discourse from the Texas legislature regarding 2009 changes to the Texas Top Ten Percent Plan, findings suggest that there may be less emphasis on accountability for institutional diversification through external policy like affirmative action. Instead, policy focuses on individual institutional diversity efforts. Using Critical Race Theory (CRT) as a theoretical framework, our findings maintain that as interest convergence changes (as the power elite no longer see current admissions policy benefiting them), there may be stronger arguments for internal accountability for diversity, leaving diversity efforts up to the people within individual institutions. Implications for institutional accountability are further discussed. Journal: The Journal of Higher Education Pages: 751-776 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777382 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777382 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:751-776 Template-Type: ReDIF-Article 1.0 Author-Name: Stephany Brett Dunstan Author-X-Name-First: Stephany Brett Author-X-Name-Last: Dunstan Author-Name: Audrey J. Jaeger Author-X-Name-First: Audrey J. Author-X-Name-Last: Jaeger Title: Dialect and Influences on the Academic Experiences of College Students Abstract: The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural Southern Appalachia attending a large research institution in the urban South. This qualitative study was aided by quantitative sociolinguistic methods used to identify and describe students' speech patterns in order to better understand the influence that students perceived their dialect to have on academic experiences. Findings suggest that for more vernacular students, dialect can influence participation in class, degree of comfort in course, perceived academic challenges, and for some, their beliefs about whether or not others perceive them as intelligent or scholarly based on their speech. This study has implications for the consideration of language diversity in fostering welcoming academic environments and in the role of language discrimination and stereotype threat/stereotype management. Journal: The Journal of Higher Education Pages: 777-803 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777383 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777383 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:777-803 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: Why are Professors Liberal and Why do Conservatives Care? Journal: The Journal of Higher Education Pages: 804-806 Issue: 5 Volume: 86 Year: 2015 Month: 9 X-DOI: 10.1080/00221546.2015.11777384 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777384 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:5:p:804-806 Template-Type: ReDIF-Article 1.0 Author-Name: William R. Doyle Author-X-Name-First: William R. Author-X-Name-Last: Doyle Title: Public Opinion, Partisan Identification, and Higher Education Policy Journal: The Journal of Higher Education Pages: 369-401 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772321 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772321 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:369-401 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia C. Kelley Author-X-Name-First: Patricia C. Author-X-Name-Last: Kelley Author-Name: Pepe Lee Chang Author-X-Name-First: Pepe Lee Author-X-Name-Last: Chang Title: A Typology of University Ethical Lapses: Types, Levels of Seriousness, and Originating Location Journal: The Journal of Higher Education Pages: 402-429 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772322 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:402-429 Template-Type: ReDIF-Article 1.0 Author-Name: Craig Boardman Author-X-Name-First: Craig Author-X-Name-Last: Boardman Author-Name: Barry Bozeman Author-X-Name-First: Barry Author-X-Name-Last: Bozeman Title: Role Strain in University Research Centers Journal: The Journal of Higher Education Pages: 430-463 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772323 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772323 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:430-463 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Author-Name: William E. Maxwell Author-X-Name-First: William E. Author-X-Name-Last: Maxwell Author-Name: Scott Cypers Author-X-Name-First: Scott Author-X-Name-Last: Cypers Author-Name: Hye Sun Moon Author-X-Name-First: Hye Sun Author-X-Name-Last: Moon Author-Name: Jaime Lester Author-X-Name-First: Jaime Author-X-Name-Last: Lester Title: Course Shopping in Urban Community Colleges: An Analysis of Student Drop and Add Activities Journal: The Journal of Higher Education Pages: 464-485 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772324 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772324 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:464-485 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Speaking of Higher Education: The Academic's Book of Quotations Journal: The Journal of Higher Education Pages: 486-487 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772325 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772325 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:486-487 Template-Type: ReDIF-Article 1.0 Author-Name: Gustavo J. Gregorutti Author-X-Name-First: Gustavo J. Author-X-Name-Last: Gregorutti Title: The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market Journal: The Journal of Higher Education Pages: 487-490 Issue: 4 Volume: 78 Year: 2007 Month: 7 X-DOI: 10.1080/00221546.2007.11772326 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:4:p:487-490 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: A Note from the Editor Journal: The Journal of Higher Education Pages: v-vi Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777231 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777231 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:v-vi Template-Type: ReDIF-Article 1.0 Author-Name: Chad Loes Author-X-Name-First: Chad Author-X-Name-Last: Loes Author-Name: Ernest Pascarella Author-X-Name-First: Ernest Author-X-Name-Last: Pascarella Author-Name: Paul Umbach Author-X-Name-First: Paul Author-X-Name-Last: Umbach Title: Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits? Journal: The Journal of Higher Education Pages: 1-25 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777232 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777232 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:1-25 Template-Type: ReDIF-Article 1.0 Author-Name: Pilar Mendoza Author-X-Name-First: Pilar Author-X-Name-Last: Mendoza Title: The Role of Context in Academic Capitalism: The Industry-Friendly Department Case Journal: The Journal of Higher Education Pages: 26-48 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777233 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777233 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:26-48 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Suspitsyna Author-X-Name-First: Tatiana Author-X-Name-Last: Suspitsyna Title: Higher Education for Economic Advancement and Engaged Citizenship: An Analysis of the U.S. Department of Education Discourse Journal: The Journal of Higher Education Pages: 49-72 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777234 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777234 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:49-72 Template-Type: ReDIF-Article 1.0 Author-Name: Gerhard Sonnert Author-X-Name-First: Gerhard Author-X-Name-Last: Sonnert Author-Name: Mary Frank Fox Author-X-Name-First: Mary Frank Author-X-Name-Last: Fox Title: Women, Men, and Academic Performance in Science and Engineering: The Gender Difference in Undergraduate Grade Point Averages Journal: The Journal of Higher Education Pages: 73-101 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777235 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777235 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:73-101 Template-Type: ReDIF-Article 1.0 Author-Name: Brett A. Powell Author-X-Name-First: Brett A. Author-X-Name-Last: Powell Author-Name: Diane Suitt Gilleland Author-X-Name-First: Diane Suitt Author-X-Name-Last: Gilleland Author-Name: L. Carolyn Pearson Author-X-Name-First: L. Carolyn Author-X-Name-Last: Pearson Title: Expenditures, Efficiency, and Effectiveness in U.S. Undergraduate Higher Education: A National Benchmark Model Journal: The Journal of Higher Education Pages: 102-127 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777236 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777236 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:102-127 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew Furco Author-X-Name-First: Andrew Author-X-Name-Last: Furco Author-Name: Barbara E. Moely Author-X-Name-First: Barbara E. Author-X-Name-Last: Moely Title: Using Learning Communities to Build Faculty Support for Pedagogical Innovation: A Multi-Campus Study Journal: The Journal of Higher Education Pages: 128-153 Issue: 1 Volume: 83 Year: 2012 Month: 1 X-DOI: 10.1080/00221546.2012.11777237 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777237 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:1:p:128-153 Template-Type: ReDIF-Article 1.0 Author-Name: Susan H. Frost Author-X-Name-First: Susan H. Author-X-Name-Last: Frost Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Ginger M. Marine Author-X-Name-First: Ginger M. Author-X-Name-Last: Marine Title: State Policy and the Public Research University Journal: The Journal of Higher Education Pages: 363-397 Issue: 4 Volume: 68 Year: 1997 Month: 7 X-DOI: 10.1080/00221546.1997.11778989 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:4:p:363-397 Template-Type: ReDIF-Article 1.0 Author-Name: Eric L. Dey Author-X-Name-First: Eric L. Author-X-Name-Last: Dey Title: Undergraduate Political Attitudes Journal: The Journal of Higher Education Pages: 398-413 Issue: 4 Volume: 68 Year: 1997 Month: 7 X-DOI: 10.1080/00221546.1997.11778990 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778990 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:4:p:398-413 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Delucchi Author-X-Name-First: Michael Author-X-Name-Last: Delucchi Title: “Liberal Arts” Colleges and the Myth of Uniqueness Journal: The Journal of Higher Education Pages: 414-426 Issue: 4 Volume: 68 Year: 1997 Month: 7 X-DOI: 10.1080/00221546.1997.11778991 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778991 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:4:p:414-426 Template-Type: ReDIF-Article 1.0 Author-Name: Gerald R. Kissler Author-X-Name-First: Gerald R. Author-X-Name-Last: Kissler Title: Who Decides Which Budgets to Cut? Journal: The Journal of Higher Education Pages: 427-459 Issue: 4 Volume: 68 Year: 1997 Month: 7 X-DOI: 10.1080/00221546.1997.11778992 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778992 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:4:p:427-459 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: A Subcultural Study of Gay and Bisexual College Males Journal: The Journal of Higher Education Pages: 460-482 Issue: 4 Volume: 68 Year: 1997 Month: 7 X-DOI: 10.1080/00221546.1997.11778993 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778993 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:4:p:460-482 Template-Type: ReDIF-Article 1.0 Author-Name: William Zumeta Author-X-Name-First: William Author-X-Name-Last: Zumeta Title: Meeting the Demand for Higher Education without Breaking the Bank: A Framework for the Design of State Higher Education Policies for an Era of Increasing Demand Journal: The Journal of Higher Education Pages: 367-425 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780267 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780267 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:367-425 Template-Type: ReDIF-Article 1.0 Author-Name: Frances K. Stage Author-X-Name-First: Frances K. Author-X-Name-Last: Stage Author-Name: Nancy V. Milne Author-X-Name-First: Nancy V. Author-X-Name-Last: Milne Title: Invisible Scholars: Students with Learning Disabilities Journal: The Journal of Higher Education Pages: 426-445 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780268 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780268 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:426-445 Template-Type: ReDIF-Article 1.0 Author-Name: Yangjing Lin Author-X-Name-First: Yangjing Author-X-Name-Last: Lin Author-Name: W. Paul Vogt Author-X-Name-First: W. Paul Author-X-Name-Last: Vogt Title: Occupational Outcomes for Students Earning Two-Year College Degrees: Income, Status, and Equity Journal: The Journal of Higher Education Pages: 446-475 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780269 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:446-475 Template-Type: ReDIF-Article 1.0 Author-Name: Reginald Nnazor Author-X-Name-First: Reginald Author-X-Name-Last: Nnazor Title: The University as an Institution Today Journal: The Journal of Higher Education Pages: 476-478 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780270 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780270 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:476-478 Template-Type: ReDIF-Article 1.0 Author-Name: Mark Oromaner Author-X-Name-First: Mark Author-X-Name-Last: Oromaner Title: Strengthening Collegiate Education in Community Colleges Journal: The Journal of Higher Education Pages: 478-481 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780271 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780271 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:478-481 Template-Type: ReDIF-Article 1.0 Author-Name: Ethelene Whitmire Author-X-Name-First: Ethelene Author-X-Name-Last: Whitmire Title: Academic Libraries: Their Rationale and Role in American Higher Education Journal: The Journal of Higher Education Pages: 481-482 Issue: 4 Volume: 67 Year: 1996 Month: 7 X-DOI: 10.1080/00221546.1996.11780272 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780272 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:4:p:481-482 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: A Note from the Editor on JHE's Anniversary Issue Journal: The Journal of Higher Education Pages: v-x Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780777 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780777 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:v-x Template-Type: ReDIF-Article 1.0 Author-Name: Robert D. Leigh Author-X-Name-First: Robert D. Author-X-Name-Last: Leigh Title: The Bennington College Program Journal: The Journal of Higher Education Pages: 479-484 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780778 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780778 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:479-484 Template-Type: ReDIF-Article 1.0 Author-Name: Samuel Haig Jameson Author-X-Name-First: Samuel Haig Author-X-Name-Last: Jameson Title: Certain Adjustment Problems of University Girls Journal: The Journal of Higher Education Pages: 485-493 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780779 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780779 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:485-493 Template-Type: ReDIF-Article 1.0 Author-Name: W. H. Cowley Author-X-Name-First: W. H. Author-X-Name-Last: Cowley Title: Athletics in American Colleges Journal: The Journal of Higher Education Pages: 494-503 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780780 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780780 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:494-503 Template-Type: ReDIF-Article 1.0 Author-Name: C.O. Mathews Author-X-Name-First: C.O. Author-X-Name-Last: Mathews Title: The Honor System Journal: The Journal of Higher Education Pages: 504-509 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780781 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780781 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:504-509 Template-Type: ReDIF-Article 1.0 Author-Name: Paul R. Neureiter Author-X-Name-First: Paul R. Author-X-Name-Last: Neureiter Title: Hitlerism and the German Universities Journal: The Journal of Higher Education Pages: 510-516 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780782 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:510-516 Template-Type: ReDIF-Article 1.0 Author-Name: William J. Brink Author-X-Name-First: William J. Author-X-Name-Last: Brink Title: Selecting Graduate Students Journal: The Journal of Higher Education Pages: 517-523 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780783 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780783 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:517-523 Template-Type: ReDIF-Article 1.0 Author-Name: Robert M. Hutchins Author-X-Name-First: Robert M. Author-X-Name-Last: Hutchins Title: The Higher Learning in America Journal: The Journal of Higher Education Pages: 524-532 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780784 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780784 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:524-532 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel L. Grant Author-X-Name-First: Daniel L. Author-X-Name-Last: Grant Title: Intellectual Life of Alumni Journal: The Journal of Higher Education Pages: 533-541 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780785 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780785 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:533-541 Template-Type: ReDIF-Article 1.0 Author-Name: Carter V. Good Author-X-Name-First: Carter V. Author-X-Name-Last: Good Title: Methods in Teacher Training Journal: The Journal of Higher Education Pages: 542-553 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780786 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:542-553 Template-Type: ReDIF-Article 1.0 Author-Name: Robert S. Newdick Author-X-Name-First: Robert S. Author-X-Name-Last: Newdick Title: Robert Frost and the American College Journal: The Journal of Higher Education Pages: 554-561 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780787 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780787 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:554-561 Template-Type: ReDIF-Article 1.0 Author-Name: William R. Wilson Author-X-Name-First: William R. Author-X-Name-Last: Wilson Title: Students Rating Teachers Journal: The Journal of Higher Education Pages: 562-571 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780788 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780788 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:562-571 Template-Type: ReDIF-Article 1.0 Author-Name: Charles A. Beard Author-X-Name-First: Charles A. Author-X-Name-Last: Beard Title: The Quest for Academic Power Journal: The Journal of Higher Education Pages: 572-578 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780789 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780789 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:572-578 Template-Type: ReDIF-Article 1.0 Author-Name: Walter Crosby Eells Author-X-Name-First: Walter Crosby Author-X-Name-Last: Eells Author-Name: Austin Carl Cleveland Author-X-Name-First: Austin Carl Author-X-Name-Last: Cleveland Title: Faculty Inbreeding Journal: The Journal of Higher Education Pages: 579-588 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780790 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780790 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:579-588 Template-Type: ReDIF-Article 1.0 Author-Name: Pedro T. Orata Author-X-Name-First: Pedro T. Author-X-Name-Last: Orata Title: The Problem Professor of Education Journal: The Journal of Higher Education Pages: 589-598 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780791 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780791 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:589-598 Template-Type: ReDIF-Article 1.0 Author-Name: Earl J. McGrath Author-X-Name-First: Earl J. Author-X-Name-Last: McGrath Title: The Dean Journal: The Journal of Higher Education Pages: 599-605 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780792 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780792 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:599-605 Template-Type: ReDIF-Article 1.0 Author-Name: David Snedden Author-X-Name-First: David Author-X-Name-Last: Snedden Title: Some Anticipations Journal: The Journal of Higher Education Pages: 606-612 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780793 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780793 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:606-612 Template-Type: ReDIF-Article 1.0 Author-Name: Boyd H. Bode Author-X-Name-First: Boyd H. Author-X-Name-Last: Bode Title: A Philosophic Landmark: The Quest for Certainty Journal: The Journal of Higher Education Pages: 613-614 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780794 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780794 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:613-614 Template-Type: ReDIF-Article 1.0 Author-Name: S.P. Capen Author-X-Name-First: S.P. Author-X-Name-Last: Capen Title: Problems and Practices; College and University Administration Journal: The Journal of Higher Education Pages: 614-616 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780795 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780795 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:614-616 Template-Type: ReDIF-Article 1.0 Author-Name: H. A. Garfield Author-X-Name-First: H. A. Author-X-Name-Last: Garfield Title: A Great Teacher: Mark Hopkins Journal: The Journal of Higher Education Pages: 617-617 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780796 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780796 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:617-617 Template-Type: ReDIF-Article 1.0 Author-Name: W. H. Cowley Author-X-Name-First: W. H. Author-X-Name-Last: Cowley Title: A Twentieth-Century Survey: The Autobiography of Lincoln Steffens Journal: The Journal of Higher Education Pages: 618-618 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780797 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780797 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:618-618 Template-Type: ReDIF-Article 1.0 Author-Name: C. S. Boucher Author-X-Name-First: C. S. Author-X-Name-Last: Boucher Title: A Most Significant and Satisfactory Report: The Experimental College Journal: The Journal of Higher Education Pages: 619-619 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780798 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780798 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:619-619 Template-Type: ReDIF-Article 1.0 Author-Name: Ernest C. Moore Author-X-Name-First: Ernest C. Author-X-Name-Last: Moore Title: The Record of a Famous Course; Mind, Self and Society Journal: The Journal of Higher Education Pages: 620-621 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780799 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780799 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:620-621 Template-Type: ReDIF-Article 1.0 Author-Name: Donald G. Paterson Author-X-Name-First: Donald G. Author-X-Name-Last: Paterson Title: A Provocative Treatise; Personality Journal: The Journal of Higher Education Pages: 621-623 Issue: 5 Volume: 70 Year: 1999 Month: 9 X-DOI: 10.1080/00221546.1999.11780800 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780800 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:5:p:621-623 Template-Type: ReDIF-Article 1.0 Author-Name: Corey B. Rumann Author-X-Name-First: Corey B. Author-X-Name-Last: Rumann Author-Name: Florence A. Hamrick Author-X-Name-First: Florence A. Author-X-Name-Last: Hamrick Title: Student Veterans in Transition: Re-enrolling after War Zone Deployments Journal: The Journal of Higher Education Pages: 431-458 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779060 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779060 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:431-458 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Mark E. Engberg Author-X-Name-First: Mark E. Author-X-Name-Last: Engberg Title: Diversity and Moral Reasoning: How Negative Diverse Peer Interactions Affect the Development of Moral Reasoning in Undergraduate Students Journal: The Journal of Higher Education Pages: 459-488 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779061 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779061 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:459-488 Template-Type: ReDIF-Article 1.0 Author-Name: Amy Scott Metcalfe Author-X-Name-First: Amy Scott Author-X-Name-Last: Metcalfe Title: Revisiting Academic Capitalism in Canada: No Longer the Exception Journal: The Journal of Higher Education Pages: 489-514 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779062 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779062 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:489-514 Template-Type: ReDIF-Article 1.0 Author-Name: Bradley R. Curs Author-X-Name-First: Bradley R. Author-X-Name-Last: Curs Author-Name: Larry D. Singell Author-X-Name-First: Larry D. Author-X-Name-Last: Singell Title: Aim High or Go Low? Pricing Strategies and Enrollment Effects When the Net Price Elasticity Varies with Need and Ability Journal: The Journal of Higher Education Pages: 515-543 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779063 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779063 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:515-543 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Title: Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities Journal: The Journal of Higher Education Pages: 544-547 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779064 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779064 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:544-547 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: The Inception of Modern Professional Education: C. C. Langdell, 1826–1906 Journal: The Journal of Higher Education Pages: 547-550 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779065 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779065 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:547-550 Template-Type: ReDIF-Article 1.0 Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Title: Review of Policy and Performance in American Higher Education: An Examination of Cases across State Systems Journal: The Journal of Higher Education Pages: 550-552 Issue: 4 Volume: 81 Year: 2010 Month: 7 X-DOI: 10.1080/00221546.2010.11779066 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779066 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:4:p:550-552 Template-Type: ReDIF-Article 1.0 Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Title: Community College Scientists and Salary Gap: Navigating Socioeconomic and Academic Stratification in the U.S. Higher Education System Abstract: More than 4 decades of research on community colleges has indicated that students who begin in these institutions realize lower levels of educational attainment than initial 4-year entrants. In terms of labor market outcomes, studies have overwhelmingly focused on comparing 2-year entrants to high school graduates who did not attend college. In contrast, this study concentrated on 2-year entrants who became scientists in science, technology, engineering, and mathematics (STEM) fields and compared their individual and professional characteristics and monetary compensation during a 10-year period to those of scientists who entered college in the 4-year sector. The data analyzed came from 2 National Science Foundation longitudinal and nationally representative samples of doctorate recipients. The analytic techniques relied on the instrumental variables approach for dynamic panel data and propensity score weighting. Findings consistently revealed that 2-year entrants came from lower-income backgrounds and had lower mean salary and lower salary growth than their 4-year sector counterparts. Despite these negative salary-based effects, data showed that the 2-year sector has had an active function in the early formation of scientists. As the competition for science and technology development tightens worldwide, initiatives should identify understudied venues to increase the production of STEM graduates. Considering its scope, the 2-year sector could be one of them. Journal: The Journal of Higher Education Pages: 1-32 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243933 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243933 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:1-32 Template-Type: ReDIF-Article 1.0 Author-Name: Ami Zusman Author-X-Name-First: Ami Author-X-Name-Last: Zusman Title: Changing Degrees: Creation and Growth of New Kinds of Professional Doctorates Abstract: Since 1990, new types of doctoral degrees—most in professions that never had doctorates before—surged into the higher education scene in the United States and elsewhere. In the United States, new “professional practice doctorates” were created in more than a dozen fields, and programs for these doctorates skyrocketed from near 0 in 2000 to about 650 by 2015. In some fields, aspiring professionals who once completed master’s degrees now either must or increasingly are expected to complete doctorates to enter practice. This article examines the creation and expansion of these doctorates and the forces driving them. Using comparative case-study analysis of 3 professional fields, the study revealed that professional associations or professional school administrators spearheaded the creation of new doctoral credentials. The study concluded that these associations or administrators did so primarily to increase the professions’ or practitioners’ status, autonomy, and income or to raise institutional standing—rather than to respond to labor market needs or more complex professional work environments. Once the new doctoral titles were established, many programs quickly converted from master’s degrees to doctoral awards, despite program costs and uncertainties. These new doctorates raise important policy questions about professional access, institutional resources, quality of client care, and the meaning of a doctorate. Journal: The Journal of Higher Education Pages: 33-61 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243941 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243941 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:33-61 Template-Type: ReDIF-Article 1.0 Author-Name: Chad N. Loes Author-X-Name-First: Chad N. Author-X-Name-Last: Loes Author-Name: Brian P. An Author-X-Name-First: Brian P. Author-X-Name-Last: An Author-Name: Kem Saichaie Author-X-Name-First: Kem Author-X-Name-Last: Saichaie Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Title: Does Collaborative Learning Influence Persistence to the Second Year of College? Abstract: The purpose of this study was to determine whether engaging in collaborative learning influences persistence to the 2nd year of college among 2,987 college freshmen at 19 institutions. Considering potential confounders such as sex, race, precollege academic ability, type of institution attended, college coursework taken, academic motivation, and the clustered nature of the data, those students who engage in collaborative learning are significantly more likely than students who do not learn collaboratively to persist to the 2nd year of college. The results of our analyses suggest the influence of collaborative learning on persistence affects students similarly, regardless of individual differences by sex, race, or tested precollege academic ability. Lastly, the influence of collaborative learning on persistence appears to be mediated by peer interactions. That is, learning collaboratively leads to greater levels of positive peer interactions, which in turn is associated with greater odds of persisting to the 2nd year of college. Journal: The Journal of Higher Education Pages: 62-84 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243942 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243942 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:62-84 Template-Type: ReDIF-Article 1.0 Author-Name: Katherine A. Shields Author-X-Name-First: Katherine A. Author-X-Name-Last: Shields Author-Name: Laura M. O’Dwyer Author-X-Name-First: Laura M. Author-X-Name-Last: O’Dwyer Title: Remedial Education and Completing College: Exploring Differences by Credential and Institutional Level Abstract: This study compared the postsecondary outcomes of students who enrolled in remedial (sometimes called “developmental”) courses in college and their peers who did not. The analysis examined the relationship between postsecondary remediation and the odds of achieving 3 postsecondary outcomes and explored how these relationships varied between students attending colleges at the 2-year and 4-year levels. Multilevel multinomial logistic regression analyses were performed on interview and transcript data from the Beginning Postsecondary Students Longitudinal Study (2004/2009) for 3,510 students starting at 230 2-year colleges and 6,820 students at 440 4-year colleges. Four-year college students who took any number of remedial courses were significantly less likely to complete a bachelor’s degree; for students who started at a 2-year college, taking 3 or more such courses had a negative association with bachelor’s degree completion. However, remedial education did not exhibit a statistically significant relationship with remaining enrolled or earning an associate’s degree in either population. Journal: The Journal of Higher Education Pages: 85-109 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243943 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243943 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:85-109 Template-Type: ReDIF-Article 1.0 Author-Name: David A. Tandberg Author-X-Name-First: David A. Author-X-Name-Last: Tandberg Author-Name: Jacob T. Fowles Author-X-Name-First: Jacob T. Author-X-Name-Last: Fowles Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Title: The Governor and the State Higher Education Executive Officer: How the Relationship Shapes State Financial Support for Higher Education Abstract: Researchers have shown renewed interest during the past decade in the relationships among politics, policy, finance, and governance of higher education at the state level. Little attention, however, has been paid to state higher education executive officers (SHEEOs), the individuals responsible for leading the agencies that oversee higher education in the 50 states. Of noteworthy interest is the fact that the states vary in regard to the nature of the institutional relationship between the SHEEO and the governor, who has been shown in the literature to exert a strong influence over state higher education policy and finance. To explore the relationship, we developed measures that capture relevant dimensions of the relationship between the 2 actors and tested the impact of these measures on state spending for higher education using a unique panel of state-level data spanning more than 2 decades. We found that the institutional relationship between the SHEEO and the governor has a significant impact on state support for higher education. Journal: The Journal of Higher Education Pages: 110-134 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243945 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243945 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:110-134 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Schmidt Author-X-Name-First: Stephen Author-X-Name-Last: Schmidt Author-Name: Manuel Pardo Author-X-Name-First: Manuel Author-X-Name-Last: Pardo Title: The Contribution of Study Abroad to Human Capital Formation Abstract: Studying abroad may allow students to form human capital in ways not possible at home and may enable them to earn higher incomes. On the other hand, study abroad has been criticized as insufficiently rigorous. Little is known about how study abroad affects skills and earnings in the long term. Using a data set of 3,155 students over a range of 43 years from a single college, we investigated the effects of study abroad and found it has no net effect on earnings compared with study at home. The advantages and disadvantages of study abroad are approximately balanced; human capital formed by study abroad is not more or less than that formed in residence. Colleges need not emphasize study abroad more than study on campus, but they also need not worry that study abroad is unproductive. Study abroad and study at home appear equally effective at forming human capital. Journal: The Journal of Higher Education Pages: 135-157 Issue: 1 Volume: 88 Year: 2017 Month: 1 X-DOI: 10.1080/00221546.2016.1243951 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243951 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:1:p:135-157 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Susan Talburt Author-X-Name-First: Susan Author-X-Name-Last: Talburt Title: Introduction Journal: The Journal of Higher Education Pages: 1-6 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778892 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778892 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:1-6 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Eisenmann Author-X-Name-First: Linda Author-X-Name-Last: Eisenmann Title: Integrating Disciplinary Perspectives into Higher Education Research Journal: The Journal of Higher Education Pages: 7-22 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778893 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778893 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:7-22 Template-Type: ReDIF-Article 1.0 Author-Name: Wesley Shumar Author-X-Name-First: Wesley Author-X-Name-Last: Shumar Title: Making Strangers at Home Journal: The Journal of Higher Education Pages: 23-41 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778894 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778894 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:23-41 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Wrestling with Philosophy Journal: The Journal of Higher Education Pages: 42-55 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778895 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778895 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:42-55 Template-Type: ReDIF-Article 1.0 Author-Name: Kathleen M. Shaw Author-X-Name-First: Kathleen M. Author-X-Name-Last: Shaw Title: Using Feminist Critical Policy Analysis in the Realm of Higher Education Journal: The Journal of Higher Education Pages: 56-79 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778896 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778896 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:56-79 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Talburt Author-X-Name-First: Susan Author-X-Name-Last: Talburt Title: Ethnographic Responsibility without the “Real” Journal: The Journal of Higher Education Pages: 80-103 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778897 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:80-103 Template-Type: ReDIF-Article 1.0 Author-Name: Estela Mara Bensimon Author-X-Name-First: Estela Mara Author-X-Name-Last: Bensimon Author-Name: Donald E. Polkinghorne Author-X-Name-First: Donald E. Author-X-Name-Last: Polkinghorne Author-Name: Georgia L. Bauman Author-X-Name-First: Georgia L. Author-X-Name-Last: Bauman Author-Name: Edlyn Vallejo Author-X-Name-First: Edlyn Author-X-Name-Last: Vallejo Title: Doing Research That Makes a Difference Journal: The Journal of Higher Education Pages: 104-126 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778898 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778898 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:104-126 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Interviews and the Philosophy of Qualitative Research Journal: The Journal of Higher Education Pages: 127-132 Issue: 1 Volume: 75 Year: 2004 Month: 1 X-DOI: 10.1080/00221546.2004.11778899 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778899 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:1:p:127-132 Template-Type: ReDIF-Article 1.0 Author-Name: Justin C. Ortagus Author-X-Name-First: Justin C. Author-X-Name-Last: Ortagus Author-Name: Dennis A. Kramer Author-X-Name-First: Dennis A. Author-X-Name-Last: Kramer Author-Name: Mark R. Umbricht Author-X-Name-First: Mark R. Author-X-Name-Last: Umbricht Title: Exploring the IT Productivity Paradox in Higher Education: The Influence of IT Funding on Institutional Productivity Abstract: Information technology (IT) spending has increased in every sector of higher education during the past decade despite a lack of meaningful data pertaining to its impact on productivity. This study, which was guided by the production theory, used a unique data set and dynamic fixed-effects panel model to examine the relationship between IT funding and institutional productivity in the form of teaching, research, and service outputs. Findings revealed that investments in IT are positively related with teaching and service outputs for private and nondoctoral institutions, whereas investments in IT are positively associated with research outputs for public and doctoral institutions. Journal: The Journal of Higher Education Pages: 129-152 Issue: 2 Volume: 89 Year: 2018 Month: 3 X-DOI: 10.1080/00221546.2017.1341756 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1341756 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:2:p:129-152 Template-Type: ReDIF-Article 1.0 Author-Name: Awilda Rodriguez Author-X-Name-First: Awilda Author-X-Name-Last: Rodriguez Title: Inequity by Design? Aligning High School Math Offerings and Public Flagship College Entrance Requirements Abstract: Many have called for improved alignment between high school graduation and college admission requirements. However, few have empirically examined the extent to which courses needed for college admission are not offered by high schools, which I call underalignment. Using high school-level data from the Office for Civil Rights, I examined high school math underalignment relative to public flagships’ published minimum math requirements. Overall, 2.2% of public high schools did not offer the math course required for admission by their respective state flagship. Because minimum requirements may not reflect competitive admission processes such as those found at selective flagships or for intended science, technology, engineering, and mathematics (STEM) majors, I estimated 2 additional benchmarks: the probable math requirement based on the flagship’s selectivity and the highest math course most commonly taken by entering STEM majors. When considering probable and STEM math benchmarks, underalignment was higher—6.9% and 29.0% of high schools, respectively. Findings from logistic regression analysis show low-income student-of-color high schools have a higher probability of underalignment compared with most other high school types, net of school characteristics and state-level fixed effects across all three benchmarks. Policy implications for improving alignment and equity are discussed. Journal: The Journal of Higher Education Pages: 153-183 Issue: 2 Volume: 89 Year: 2018 Month: 3 X-DOI: 10.1080/00221546.2017.1341757 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1341757 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:2:p:153-183 Template-Type: ReDIF-Article 1.0 Author-Name: Dominique J. Baker Author-X-Name-First: Dominique J. Author-X-Name-Last: Baker Author-Name: Richard S. L. Blissett Author-X-Name-First: Richard S. L. Author-X-Name-Last: Blissett Title: Beyond the Incident: Institutional Predictors of Student Collective Action Abstract: Since the original unveiling of the I, Too, Am Harvard campaign, which highlighted students’ experiences with racially based microaggressions on Harvard’s campus, more than 40 other student-led initiatives have developed their own similar campaigns. We used data on 4-year public and private, not-for-profit institutions during a 5-year period from the Integrated Postsecondary Education Data System to investigate the institutional characteristics that predict the birth of an I, Too, Am initiative. We did not find evidence that the racial diversity of higher education institutions is predictive of their propensity to have an I, Too, Am campaign. Instead, the general states of institutions’ selectivity, size, and percentage of Pell Grant recipients were more predictive. Also, while we found that the current state of institutions has some predictive power, we found less evidence of this relationship for changes in the institutional state. The data suggested that the tipping points that motivate student social movement mobilization may not be primarily related to any specific change in institutional characteristics, but rather that they existed in a context of standing institutional characteristics. Journal: The Journal of Higher Education Pages: 184-207 Issue: 2 Volume: 89 Year: 2018 Month: 3 X-DOI: 10.1080/00221546.2017.1368815 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1368815 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:2:p:184-207 Template-Type: ReDIF-Article 1.0 Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Author-Name: Alicia M. Peralta Author-X-Name-First: Alicia M. Author-X-Name-Last: Peralta Author-Name: Elizabeth R. Kurban Author-X-Name-First: Elizabeth R. Author-X-Name-Last: Kurban Title: The Invisible 1%: A Comparison of Attaining Stepping Stones Toward College Between Military and Civilian Children Abstract: This study examined the differences between U.S. civilian and military children in their attainment of milestones toward college during a period of burgeoning military deployment (2002–2004). In spite of this intensive deployment, the process of attainment of milestones toward college among military children from Grade 10 to Grade 12 was remarkably similar to that of civilian children. Journal: The Journal of Higher Education Pages: 208-235 Issue: 2 Volume: 89 Year: 2018 Month: 3 X-DOI: 10.1080/00221546.2017.1368816 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1368816 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:2:p:208-235 Template-Type: ReDIF-Article 1.0 Author-Name: Kari B. Taylor Author-X-Name-First: Kari B. Author-X-Name-Last: Taylor Author-Name: Susan Jones Author-X-Name-First: Susan Author-X-Name-Last: Jones Author-Name: Rachel Massey Author-X-Name-First: Rachel Author-X-Name-Last: Massey Author-Name: Jasmine Mickey Author-X-Name-First: Jasmine Author-X-Name-Last: Mickey Author-Name: Danyelle J. Reynolds Author-X-Name-First: Danyelle J. Author-X-Name-Last: Reynolds Title: ‘It Just Had to Settle’: A Longitudinal Investigation of Students’ Developmental Readiness to Navigate Dissonance and Experience Transformation Through International Service Learning Abstract: The purpose of this longitudinal study was to investigate students’ developmental readiness to navigate dissonance and experience transformation as they engaged in an international service-learning program. Using case-study methodology, researchers collected data from a diverse group of 7 graduate students and 5 undergraduate students who participated in a predeparture course and 3-week program in Ecuador. Data were collected at 4 points in time: before the trip, during the trip, immediately after participants’ return to the United States, and 1 year later. The findings emphasize 2 main narratives that describe the longitudinal nature of participants’ developmental readiness. These 2 narratives include remaining unsure how to do “good service” and reexamining what social identities mean. Collectively, the longitudinal narratives demonstrate that participants continued to consider and, in some cases, made new meaning of experiences in Ecuador that sparked dissonance; however, the transformative potential of international service learning took time to materialize. Journal: The Journal of Higher Education Pages: 236-260 Issue: 2 Volume: 89 Year: 2018 Month: 3 X-DOI: 10.1080/00221546.2017.1368817 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1368817 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:2:p:236-260 Template-Type: ReDIF-Article 1.0 Author-Name: Deborah Meizlish Author-X-Name-First: Deborah Author-X-Name-Last: Meizlish Author-Name: Matthew Kaplan Author-X-Name-First: Matthew Author-X-Name-Last: Kaplan Title: Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-Institutional Study Journal: The Journal of Higher Education Pages: 489-512 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772114 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772114 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:489-512 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas G. Greene Author-X-Name-First: Thomas G. Author-X-Name-Last: Greene Author-Name: C. Nathan Marti Author-X-Name-First: C. Nathan Author-X-Name-Last: Marti Author-Name: Kay McClenney Author-X-Name-First: Kay Author-X-Name-Last: McClenney Title: The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement Journal: The Journal of Higher Education Pages: 513-539 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772115 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772115 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:513-539 Template-Type: ReDIF-Article 1.0 Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Author-Name: Ty M. Cruce Author-X-Name-First: Ty M. Author-X-Name-Last: Cruce Author-Name: Rick Shoup Author-X-Name-First: Rick Author-X-Name-Last: Shoup Author-Name: Jillian Kinzie Author-X-Name-First: Jillian Author-X-Name-Last: Kinzie Author-Name: Robert M. Gonyea Author-X-Name-First: Robert M. Author-X-Name-Last: Gonyea Title: Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence Journal: The Journal of Higher Education Pages: 540-563 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772116 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772116 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:540-563 Template-Type: ReDIF-Article 1.0 Author-Name: Heather T. Rowan-Kenyon Author-X-Name-First: Heather T. Author-X-Name-Last: Rowan-Kenyon Author-Name: Angela D. Bell Author-X-Name-First: Angela D. Author-X-Name-Last: Bell Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Contextual Influences on Parental Involvement in College Going: Variations by Socioeconomic Class Journal: The Journal of Higher Education Pages: 564-586 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772117 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772117 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:564-586 Template-Type: ReDIF-Article 1.0 Author-Name: Liora Pedhazur Schmelkin Author-X-Name-First: Liora Pedhazur Author-X-Name-Last: Schmelkin Author-Name: Kim Gilbert Author-X-Name-First: Kim Author-X-Name-Last: Gilbert Author-Name: Karin J. Spencer Author-X-Name-First: Karin J. Author-X-Name-Last: Spencer Author-Name: Holly S. Pincus Author-X-Name-First: Holly S. Author-X-Name-Last: Pincus Author-Name: Rebecca Silva Author-X-Name-First: Rebecca Author-X-Name-Last: Silva Title: A Multidimensional Scaling of College Students' Perceptions of Academic Dishonesty Journal: The Journal of Higher Education Pages: 587-607 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772118 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772118 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:587-607 Template-Type: ReDIF-Article 1.0 Author-Name: Sean Ajay Desai Author-X-Name-First: Sean Ajay Author-X-Name-Last: Desai Title: Higher Education at a Crossroads Journal: The Journal of Higher Education Pages: 608-610 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772119 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772119 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:608-610 Template-Type: ReDIF-Article 1.0 Author-Name: Michele M. Welkener Author-X-Name-First: Michele M. Author-X-Name-Last: Welkener Title: The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom Journal: The Journal of Higher Education Pages: 610-612 Issue: 5 Volume: 79 Year: 2008 Month: 9 X-DOI: 10.1080/00221546.2008.11772120 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772120 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:5:p:610-612 Template-Type: ReDIF-Article 1.0 Author-Name: Laura Walter Perna Author-X-Name-First: Laura Walter Author-X-Name-Last: Perna Author-Name: Marvin A. Titus Author-X-Name-First: Marvin A. Author-X-Name-Last: Titus Title: The Relationship between Parental Involvement as Social Capital and College Enrollment: An Examination of Racial/Ethnic Group Differences Journal: The Journal of Higher Education Pages: 485-518 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772296 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772296 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:485-518 Template-Type: ReDIF-Article 1.0 Author-Name: Timothy C. Caboni Author-X-Name-First: Timothy C. Author-X-Name-Last: Caboni Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Author-Name: Molly Black Deusterhaus Author-X-Name-First: Molly Black Author-X-Name-Last: Deusterhaus Author-Name: Meaghan E. Mundy Author-X-Name-First: Meaghan E. Author-X-Name-Last: Mundy Author-Name: Shederick A. McClendon Author-X-Name-First: Shederick A. Author-X-Name-Last: McClendon Author-Name: Stephanie D. Lee Author-X-Name-First: Stephanie D. Author-X-Name-Last: Lee Title: Toward an Empirical Delineation of a Normative Structure for College Students Journal: The Journal of Higher Education Pages: 519-544 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772297 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772297 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:519-544 Template-Type: ReDIF-Article 1.0 Author-Name: Edward P. St. John Author-X-Name-First: Edward P. Author-X-Name-Last: St. John Author-Name: Michael B. Paulsen Author-X-Name-First: Michael B. Author-X-Name-Last: Paulsen Author-Name: Deborah Faye Carter Author-X-Name-First: Deborah Faye Author-X-Name-Last: Carter Title: Diversity, College Costs, and Postsecondary Opportunity: An Examination of the Financial Nexus between College Choice and Persistence for African Americans and Whites Journal: The Journal of Higher Education Pages: 545-569 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772298 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772298 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:545-569 Template-Type: ReDIF-Article 1.0 Author-Name: Robert R. Weaver Author-X-Name-First: Robert R. Author-X-Name-Last: Weaver Author-Name: Jiang Qi Author-X-Name-First: Jiang Author-X-Name-Last: Qi Title: Classroom Organization and Participation: College Students' Perceptions Journal: The Journal of Higher Education Pages: 570-601 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772299 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772299 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:570-601 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Pusser Author-X-Name-First: Brian Author-X-Name-Last: Pusser Title: Competing Conceptions of University Governance: Negotiating the Perfect Storm Journal: The Journal of Higher Education Pages: 602-604 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772300 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772300 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:602-604 Template-Type: ReDIF-Article 1.0 Author-Name: Marilyn J. Amey Author-X-Name-First: Marilyn J. Author-X-Name-Last: Amey Title: The Entrepreneurial College President Journal: The Journal of Higher Education Pages: 604-607 Issue: 5 Volume: 76 Year: 2005 Month: 9 X-DOI: 10.1080/00221546.2005.11772301 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772301 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:5:p:604-607 Template-Type: ReDIF-Article 1.0 Author-Name: Taryn Ozuna Allen Author-X-Name-First: Taryn Ozuna Author-X-Name-Last: Allen Title: (In)validation in the Minority: The Experiences of Latino Students Enrolled in an HBCU Abstract: This qualitative, phenomenological study examined the academic and interpersonal validation experiences of four female and four male Latino students who were enrolled in their second-to fifth-year at an HBCU in Texas. Using interviews, campus observations, a questionnaire, and analytic memos, this study sought to understand the role of in- and out-of-class experiences that encouraged Latino students to be active members of the university's learning community and to overcome obstacles in their adjustment to college. The findings revealed family members, professors, administrators, peers, and off-campus employers were instrumental in offering academic and interpersonal validation. The participants in this study encountered challenges to academic validation if multiple responsibilities limited their ability to interact with their professors. Obstacles to interpersonal validation emerged when family members were unfamiliar with the HBCU campus, when Latino student organizations were unsupported, and when the presence of Latino students and culture was not represented on-campus and online. Implications and recommendations for practice and areas for future research are presented. Journal: The Journal of Higher Education Pages: 461-487 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777410 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777410 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:461-487 Template-Type: ReDIF-Article 1.0 Author-Name: Uma M. Jayakumar Author-X-Name-First: Uma M. Author-X-Name-Last: Jayakumar Author-Name: Eddie Comeaux Author-X-Name-First: Eddie Author-X-Name-Last: Comeaux Title: The Cultural Cover-Up of College Athletics: How Organizational Culture Perpetuates an Unrealistic and Idealized Balancing Act Abstract: Using a combined grounded theory and case study methodology, Jayakumar and Comeaux examined the role of organizational culture in shaping the lives of college athletes, particularly related to negotiating dual roles as both student and athlete. Data collection involved 20 interviews with athletes and stakeholders in the affairs of intercollegiate athletics at a Division I public university, as well as field observations and document analysis. The story that emerged from this breadth of data corroborates with and is largely told through the powerful counternarrative of one key informant who is a former Division I college athlete. Findings reveal a cultural-cover up imposed by an idealized image of achieving excellence in academics and athletics, that masks inadequate organizational support toward academic success. While academics are espoused as a priority at the university and within an athletic department that features an academic support system (e.g., tutors, computer center), and although the importance of balancing a dual student/athlete role is constantly reinforced verbally, underlying messages and structures push college athletes toward a greater focus on athletics at the expense of their academic futures. Implications for organizational change are discussed. Journal: The Journal of Higher Education Pages: 488-515 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777411 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777411 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:488-515 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin R. McClure Author-X-Name-First: Kevin R. Author-X-Name-Last: McClure Title: Building the Innovative and Entrepreneurial University: An Institutional Case Study of Administrative Academic Capitalism Abstract: Although researchers have explored dimensions of academic capitalism among students and faculty members, knowledge of the roles of administrators at all levels is underdeveloped in the literature. This institutional case study of a public research-extensive university examines the roles of executive and managerial administrators in bringing a strategic priority of innovation and entrepreneurship to fruition. Using an analytical framework based upon administrative academic capitalism and extended managerial capacity, the study draws upon 31 interviews with administrators, faculty, and students at the institutional case to identify five roles fulfilled by executive and managerial administrators in the facilitation of academic capitalism: building infrastructure, creating new programs, cultivating donors and raising funds, setting a vision around entrepreneurship, and changing policies. The findings show that an institutional orientation to knowledge privatization and profit taking was largely an administrator-driven project. Efforts to promote innovation and entrepreneurship engendered some conflict with faculty members, demonstrating the possible consequences of extended managerial control over processes of production in the academy. Journal: The Journal of Higher Education Pages: 516-543 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777412 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777412 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:516-543 Template-Type: ReDIF-Article 1.0 Author-Name: Susan S. Fleming Author-X-Name-First: Susan S. Author-X-Name-Last: Fleming Author-Name: Alyssa W. Goldman Author-X-Name-First: Alyssa W. Author-X-Name-Last: Goldman Author-Name: Shelley J. Correli Author-X-Name-First: Shelley J. Author-X-Name-Last: Correli Author-Name: Catherine J. Taylor Author-X-Name-First: Catherine J. Author-X-Name-Last: Taylor Title: Settling in: The Role of Individual and Departmental Tactics in the Development of New Faculty Networks Abstract: Network formation is a key element of newcomer socialization; however, little is understood about how newcomer networks are formed in higher education. Drawing on a series of interviews with 34 new pre-tenure faculty members, we propose that just as individual and organizational socialization tactics interactively influence newcomer adjustment (Gruman, Saks, & Zweig, 2006), so too will they affect new faculty experiences with network formation. Our findings support this proposal; that is, individual employee characteristics, the practices of specific departments within the larger university, and the interaction between the two, create different degrees of network integration for faculty. Further, we find that in the context of university departments, organizational tactics may have a more significant effect on network development (and potentially other socialization outcomes) than those that stem from the individual. Building upon these findings, we also identify factors that facilitate new faculty network development and use these factors to suggest practical guidance for universities striving to enhance new faculty integration. Journal: The Journal of Higher Education Pages: 544-572 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777413 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777413 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:544-572 Template-Type: ReDIF-Article 1.0 Author-Name: Nidia I. Bañuelos Author-X-Name-First: Nidia I. Author-X-Name-Last: Bañuelos Title: From Commercial Schools to Corporate Universities: Explaining the Shift in Proprietary Business Education in the U.S., 1970–1990 Abstract: This study used archival sources to examine the factors that encouraged for-profit business education to shift during the 1970s from small, certificate programs for bookkeepers and secretaries to large, multisite universities for mid-level managers. Using data from the Occupational Outlook Handbook, as well as trend data from the Bureau of Labor Statistics, I show that demand for the MBA began increasing dramatically during the 1970s. This increase alone, however, does not explain why new, low-status for-profit institutions managed to survive in the mature and highly competitive field of business education. I also show that demand for this degree increased among (a) women of child rearing age and (b) mid-career working adults—two populations traditionally underserved by the nonprofit university. For-profit schools were able to grow quite large by directing their marketing at these populations and offering an MBA that promised to be accessible, convenient, and practically oriented. While others have pointed to changes in political support for for-profit universities—especially more access to aid for students—to explain their growth, here I show that students had strong motivators for using federal funding at for-profits in the first place. Journal: The Journal of Higher Education Pages: 573-600 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777414 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777414 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:573-600 Template-Type: ReDIF-Article 1.0 Author-Name: Nolan L. Cabrera Author-X-Name-First: Nolan L. Author-X-Name-Last: Cabrera Title: The Tyranny of Meritocracy: Democratizing Higher Education in America Journal: The Journal of Higher Education Pages: 601-604 Issue: 4 Volume: 87 Year: 2016 Month: 7 X-DOI: 10.1080/00221546.2016.11777415 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777415 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:4:p:601-604 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-v Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777126 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777126 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:i-v Template-Type: ReDIF-Article 1.0 Author-Name: James S. Fairweather Author-X-Name-First: James S. Author-X-Name-Last: Fairweather Author-Name: Leonard L. Baird Author-X-Name-First: Leonard L. Author-X-Name-Last: Baird Title: The Faculty in the New Millennium Journal: The Journal of Higher Education Pages: 1-2 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777127 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777127 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Title: State Policies to Improve Undergraduate Teaching Journal: The Journal of Higher Education Pages: 3-25 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777128 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777128 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:3-25 Template-Type: ReDIF-Article 1.0 Author-Name: James S. Fairweather Author-X-Name-First: James S. Author-X-Name-Last: Fairweather Title: The Mythologies of Faculty Productivity Journal: The Journal of Higher Education Pages: 26-48 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777129 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777129 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:26-48 Template-Type: ReDIF-Article 1.0 Author-Name: David W. Leslie Author-X-Name-First: David W. Author-X-Name-Last: Leslie Title: Resolving the Dispute Journal: The Journal of Higher Education Pages: 49-73 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777130 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777130 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:49-73 Template-Type: ReDIF-Article 1.0 Author-Name: Caroline Sotello Viernes Turner Author-X-Name-First: Caroline Sotello Viernes Author-X-Name-Last: Turner Title: Women of Color in Academe Journal: The Journal of Higher Education Pages: 74-93 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777131 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777131 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:74-93 Template-Type: ReDIF-Article 1.0 Author-Name: Ann E. Austin Author-X-Name-First: Ann E. Author-X-Name-Last: Austin Title: Preparing the Next Generation of Faculty Journal: The Journal of Higher Education Pages: 94-122 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777132 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777132 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:94-122 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Paulson Author-X-Name-First: Karen Author-X-Name-Last: Paulson Title: Reconfiguring Faculty Roles for Virtual Settings Journal: The Journal of Higher Education Pages: 123-140 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777133 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777133 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:123-140 Template-Type: ReDIF-Article 1.0 Author-Name: Jeroen Huisman Author-X-Name-First: Jeroen Author-X-Name-Last: Huisman Author-Name: Egbert de Weert Author-X-Name-First: Egbert Author-X-Name-Last: de Weert Author-Name: Jeroen Bartelse Author-X-Name-First: Jeroen Author-X-Name-Last: Bartelse Title: Academic Careers from a European Perspective Journal: The Journal of Higher Education Pages: 141-160 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777134 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777134 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:141-160 Template-Type: ReDIF-Article 1.0 Author-Name: william G. Tierney Author-X-Name-First: william G. Author-X-Name-Last: Tierney Title: Review Essay Journal: The Journal of Higher Education Pages: 161-172 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777135 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:161-172 Template-Type: ReDIF-Article 1.0 Author-Name: James L. Bess Author-X-Name-First: James L. Author-X-Name-Last: Bess Title: Review Essay Journal: The Journal of Higher Education Pages: 173-178 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777136 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:173-178 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Deane Sorcinelli Author-X-Name-First: Mary Deane Author-X-Name-Last: Sorcinelli Title: The Department Chair's Role in Developing New Faculty into Teachers and Scholars Journal: The Journal of Higher Education Pages: 179-181 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777137 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:179-181 Template-Type: ReDIF-Article 1.0 Author-Name: Jon Wergin Author-X-Name-First: Jon Author-X-Name-Last: Wergin Title: Evaluating, Improving, and Judging Faculty Performance in Two-Year Colleges Journal: The Journal of Higher Education Pages: 181-183 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777138 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:181-183 Template-Type: ReDIF-Article 1.0 Author-Name: Anne-Marie Nuñez Author-X-Name-First: Anne-Marie Author-X-Name-Last: Nuñez Title: Teaching Working Class Journal: The Journal of Higher Education Pages: 183-186 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777139 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777139 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:183-186 Template-Type: ReDIF-Article 1.0 Author-Name: John A. Centra Author-X-Name-First: John A. Author-X-Name-Last: Centra Title: Advice for New Faculty Members: Nihil Nimus Journal: The Journal of Higher Education Pages: 186-188 Issue: 1 Volume: 73 Year: 2002 Month: 1 X-DOI: 10.1080/00221546.2002.11777140 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777140 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:1:p:186-188 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Taking College Teachers’ Working Conditions Seriously: Adjunct Faculty and Negotiating a Labor-based Conception of Quality Abstract: This study takes college teaching/educational quality seriously by taking teachers’ working conditions seriously. Data consist of contractual provisions about adjunct faculty members’ access to instructional resources and professional development in 254 collective bargaining agreements. The research analyzes the negotiated balance in quality-related working conditions between professional rights and managerial discretion, stratified access to those working conditions in the collectively negotiated jurisdiction between part- and full-time faculty, as well as explicit references to educational quality and/or public benefits/beneficiaries. The findings indicate gains in adjunct faculty rights/voice, some parity with full-time faculty in quality-related working conditions, and some explicit references to quality/public benefits. But they also speak to considerable managerial discretion in not providing those conditions, and adjunct faculty’s lesser access to them. The research builds on and extends literature on academic employees’ working conditions, finding value in a labor-based conception of basic, quality-related working conditions, and in conceptualizing professorial stratification as fluid, contingent, and shaped by collectively negotiated jurisdiction. It also points to the feasibility of enhancing adjunct faculty working conditions by linking them to higher education attending more to educational quality and public purpose in better serving students and society. Journal: The Journal of Higher Education Pages: 327-352 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1664196 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1664196 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:327-352 Template-Type: ReDIF-Article 1.0 Author-Name: Becca Spindel Bassett Author-X-Name-First: Becca Spindel Author-X-Name-Last: Bassett Title: Better Positioned to Teach the Rules than to Change Them: University Actors in Two Low-Income, First-Generation Student Support Programs Abstract: Low-income, first-generation (LIFG) students complete college at disproportionately low rates. This qualitative study examines this gap from the perspective of university actors who directly support LIFG students in two student support programs at one public university. Drawing on in-depth interviews and observations, this study investigates how these actors conceptualize the problems that LIFG students face, the solutions that will yield success, and their work in relation to the wider goals of the university. The researcher finds that program staff and mid-level administrators have a deep understanding of the barriers that LIFG students face in mastering the rules of the academic field and the high costs when they fail. While both programs identify six common barriers to success, three structural and three individual, the programs work to mitigate only individual barriers. This one-sided solution reflects the staff and administrators’ own position within the academic social field; they do not have enough social, economic, or symbolic capital to enact structural changes within the university and feel largely powerless to change the inequitable rules of the game. This paper concludes with recommendations for future research and institutional efforts to support the success of LIFG students. Journal: The Journal of Higher Education Pages: 353-377 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1647581 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1647581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:353-377 Template-Type: ReDIF-Article 1.0 Author-Name: Megan M. Holland Author-X-Name-First: Megan M. Author-X-Name-Last: Holland Title: Framing the Search: How First-Generation Students Evaluate Colleges Abstract: Although college access has increased, first-generation college students are still less likely to enroll in postsecondary education, and when they do enroll, are more likely to attend less selective schools compared to their peers whose parents are college-educated. In order to understand how first-generation students end up where they do, we must consider how they decide which colleges to apply to. Using interview and observational data with 29 first-generation college students and 22 school counseling staff members at two high schools, I examined how students evaluated colleges during the search process. I find that first-generation college students employed three frames to evaluate colleges: incidental, limited and personal fit. Evaluative frames are informed by cultural knowledge about college and social networks and the most common frame that students with limited knowledge used was the incidental frame. Students employing this frame focused on college attendance and deemphasized differences between colleges. Although few first-generation college students evaluated colleges using the personal fit frame, this was the frame most counselors used. Employing different frames meant that counselors and students approached the search with different purposes, making counselors less effective during a critical component of the college process. Journal: The Journal of Higher Education Pages: 378-401 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1647582 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1647582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:378-401 Template-Type: ReDIF-Article 1.0 Author-Name: David B. Monaghan Author-X-Name-First: David B. Author-X-Name-Last: Monaghan Title: College-Going Trajectories Across Early Adulthood: An Inquiry Using Sequence Analysis Abstract: Though the diversification of pathways through higher education is widely recognized, little is known about longer-term patterns of undergraduate participation and attainment. I used sequence analysis to examine college-going across early and middle adulthood in nationally-representative data. Clustering of sequence data revealed four latent groups of college-goers: marginal students, rapid completers, lifelong students, and delayed completers. Rapid completers cleaved closest to “normal” college attendance, though even among this group non-standard practices were evident. I also examined how employment, marital, and parental transitions vary among these clusters. Rapid completers were most distinctive, and had the most uniform employment and family trajectories. Other clusters had trajectories that were less uniform and involved earlier transitions than rapid completers, but were more uniform and had later transitions than those who never attended college. Findings support the contention that non-standard pathways through higher education are a mechanism for the reproduction of inequality among college-goers. Journal: The Journal of Higher Education Pages: 402-432 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1647584 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1647584 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:402-432 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Linder Author-X-Name-First: Chris Author-X-Name-Last: Linder Author-Name: Marvette Lacy Author-X-Name-First: Marvette Author-X-Name-Last: Lacy Title: Blue Lights and Pepper Spray: Cisgender College Women’s Perceptions of Campus Safety and Implications of the “Stranger Danger” Myth Abstract: Through a case study including focus groups with 32 cisgender women and document analysis of campus newspaper and websites, we highlight ways college women navigate multiple and conflicting messages about campus safety and sexual violence on campus. Although students are aware of statistics indicating most sexual violence happens between two people who know each other, they still engage in safety strategies related to stranger danger. We highlight implications related to messaging about campus safety and sexual violence on campuses. Journal: The Journal of Higher Education Pages: 433-454 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1664195 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1664195 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:433-454 Template-Type: ReDIF-Article 1.0 Author-Name: Lucas B. Hill Author-X-Name-First: Lucas B. Author-X-Name-Last: Hill Title: Understanding the Impact of a Multi-Institutional STEM Reform Network through Key Boundary-Spanning Individuals Abstract: Multi-institutional STEM reform networks have become a popular way to address the challenges facing undergraduate STEM education. Despite an intuitive sense that networks are effective reform mechanisms, few empirical research studies have investigated their impact. This qualitative case study examined the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 38 universities that seeks to advance undergraduate STEM education through the preparation of future faculty. Using a case study design involving qualitative network maps and semi-structured interviews, this study investigated the inter- and intra-organizational boundary-spanning behaviors of key institutional representatives who link their campus to the CIRTL Network. Findings indicate that institutional representatives engaged in finding, diffusion, translation, and gaining institutional support behaviors in service to enhancing and expanding their local CIRTL programming. Results and a proposed boundary-spanning framework demonstrate the potential that such behaviors have in helping to advance post-secondary STEM education. Journal: The Journal of Higher Education Pages: 455-482 Issue: 3 Volume: 91 Year: 2020 Month: 4 X-DOI: 10.1080/00221546.2019.1650581 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1650581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:3:p:455-482 Template-Type: ReDIF-Article 1.0 Author-Name: Jacqueline Fleming Author-X-Name-First: Jacqueline Author-X-Name-Last: Fleming Author-Name: Nancy Garcia Author-X-Name-First: Nancy Author-X-Name-Last: Garcia Title: Are Standardized Tests Fair to African Americans? Journal: The Journal of Higher Education Pages: 471-495 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775147 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775147 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:471-495 Template-Type: ReDIF-Article 1.0 Author-Name: E John P. Bean Author-X-Name-First: E John P. Author-X-Name-Last: Bean Title: Alternative Models of Professorial Roles Journal: The Journal of Higher Education Pages: 496-512 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775148 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775148 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:496-512 Template-Type: ReDIF-Article 1.0 Author-Name: Robert K. Toutkoushian Author-X-Name-First: Robert K. Author-X-Name-Last: Toutkoushian Title: Racial and Marital Status Differences in Faculty Pay Journal: The Journal of Higher Education Pages: 513-541 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775149 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775149 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:513-541 Template-Type: ReDIF-Article 1.0 Author-Name: Todd L. Drew Author-X-Name-First: Todd L. Author-X-Name-Last: Drew Author-Name: Gerald G. Work Author-X-Name-First: Gerald G. Author-X-Name-Last: Work Title: Gender-Based Differences in Perception of Experiences in Higher Education Journal: The Journal of Higher Education Pages: 542-555 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775150 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775150 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:542-555 Template-Type: ReDIF-Article 1.0 Author-Name: Sharon Fries-Britt Author-X-Name-First: Sharon Author-X-Name-Last: Fries-Britt Title: Moving beyond Black Achiever Isolation Journal: The Journal of Higher Education Pages: 556-576 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775151 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775151 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:556-576 Template-Type: ReDIF-Article 1.0 Author-Name: Edward P. St. John Author-X-Name-First: Edward P. Author-X-Name-Last: St. John Title: Review Essay Journal: The Journal of Higher Education Pages: 577-582 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775152 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775152 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:577-582 Template-Type: ReDIF-Article 1.0 Author-Name: Don Hossler Author-X-Name-First: Don Author-X-Name-Last: Hossler Title: Choosing Colleges: How Social Class and Schools Structure Opportunity Journal: The Journal of Higher Education Pages: 583-585 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775153 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775153 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:583-585 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Title: Service-Learning: Applications from the Research Journal: The Journal of Higher Education Pages: 585-588 Issue: 5 Volume: 69 Year: 1998 Month: 9 X-DOI: 10.1080/00221546.1998.11775154 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775154 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:5:p:585-588 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Good Sports? Journal: The Journal of Higher Education Pages: 391-410 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778842 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778842 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:391-410 Template-Type: ReDIF-Article 1.0 Author-Name: F. King Alexander Author-X-Name-First: F. King Author-X-Name-Last: Alexander Title: The Changing Face of Accountability Journal: The Journal of Higher Education Pages: 411-431 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778843 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778843 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:411-431 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph C. Burke Author-X-Name-First: Joseph C. Author-X-Name-Last: Burke Author-Name: Shahpar Modarresi Author-X-Name-First: Shahpar Author-X-Name-Last: Modarresi Title: To Keep or Not to Keep Performance Funding Journal: The Journal of Higher Education Pages: 432-453 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778844 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778844 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:432-453 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey F. Milem Author-X-Name-First: Jeffrey F. Author-X-Name-Last: Milem Author-Name: Joseph B. Berger Author-X-Name-First: Joseph B. Author-X-Name-Last: Berger Author-Name: Eric L. Dey Author-X-Name-First: Eric L. Author-X-Name-Last: Dey Title: Faculty Time Allocation Journal: The Journal of Higher Education Pages: 454-475 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778845 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778845 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:454-475 Template-Type: ReDIF-Article 1.0 Author-Name: Carolin Kreber Author-X-Name-First: Carolin Author-X-Name-Last: Kreber Author-Name: Patricia A. Cranton Author-X-Name-First: Patricia A. Author-X-Name-Last: Cranton Title: Exploring the Scholarship of Teaching Journal: The Journal of Higher Education Pages: 476-495 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778846 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:476-495 Template-Type: ReDIF-Article 1.0 Author-Name: John P. Bean Author-X-Name-First: John P. Author-X-Name-Last: Bean Title: Review Essay Journal: The Journal of Higher Education Pages: 496-503 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778847 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778847 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:496-503 Template-Type: ReDIF-Article 1.0 Author-Name: Robert G. Bringle Author-X-Name-First: Robert G. Author-X-Name-Last: Bringle Author-Name: Julie A. Hatcher Author-X-Name-First: Julie A. Author-X-Name-Last: Hatcher Title: Successful Service-Learning Programs: New Models of Excellence in Higher Education Journal: The Journal of Higher Education Pages: 504-507 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778848 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:504-507 Template-Type: ReDIF-Article 1.0 Author-Name: Alton L. Taylor Author-X-Name-First: Alton L. Author-X-Name-Last: Taylor Author-Name: Carol M. Pfeiffer Author-X-Name-First: Carol M. Author-X-Name-Last: Pfeiffer Title: Strategic Change in Colleges and Universities Journal: The Journal of Higher Education Pages: 507-510 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778849 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:507-510 Template-Type: ReDIF-Article 1.0 Author-Name: John S. Levin Author-X-Name-First: John S. Author-X-Name-Last: Levin Title: Successful Fund Raising for Higher Education: The Advancement of Learning Journal: The Journal of Higher Education Pages: 511-514 Issue: 4 Volume: 71 Year: 2000 Month: 7 X-DOI: 10.1080/00221546.2000.11778850 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778850 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:4:p:511-514 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Walker Author-X-Name-First: Judith Author-X-Name-Last: Walker Title: Time as the Fourth Dimension in the Globalization of Higher Education Journal: The Journal of Higher Education Pages: 483-509 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779029 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:483-509 Template-Type: ReDIF-Article 1.0 Author-Name: Lori D. Patton Author-X-Name-First: Lori D. Author-X-Name-Last: Patton Title: My Sister's Keeper: A Qualitative Examination of Mentoring Experiences Among African American Women in Graduate and Professional Schools Journal: The Journal of Higher Education Pages: 510-537 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779030 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:510-537 Template-Type: ReDIF-Article 1.0 Author-Name: Uma M. Jayakumar Author-X-Name-First: Uma M. Author-X-Name-Last: Jayakumar Author-Name: Tyrone C. Howard Author-X-Name-First: Tyrone C. Author-X-Name-Last: Howard Author-Name: Walter R. Allen Author-X-Name-First: Walter R. Author-X-Name-Last: Allen Author-Name: June C. Han Author-X-Name-First: June C. Author-X-Name-Last: Han Title: Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction Journal: The Journal of Higher Education Pages: 538-563 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779031 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779031 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:538-563 Template-Type: ReDIF-Article 1.0 Author-Name: Canchu Lin Author-X-Name-First: Canchu Author-X-Name-Last: Lin Author-Name: Louisa Ha Author-X-Name-First: Louisa Author-X-Name-Last: Ha Title: Subcultures and Use of Communication Information Technology in Higher Education Institutions Journal: The Journal of Higher Education Pages: 564-590 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779032 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:564-590 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Suspitsyna Author-X-Name-First: Tatiana Author-X-Name-Last: Suspitsyna Title: Governance and the Public Good Journal: The Journal of Higher Education Pages: 591-595 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779033 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779033 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:591-595 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Challenges of the Faculty Career for Women: Success & Sacrifice Journal: The Journal of Higher Education Pages: 595-598 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779034 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779034 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:595-598 Template-Type: ReDIF-Article 1.0 Author-Name: Carney Strange Author-X-Name-First: Carney Author-X-Name-Last: Strange Title: Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating & Enhancing Safety Programs Journal: The Journal of Higher Education Pages: 598-601 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779035 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779035 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:598-601 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Title: Academic Turnarounds: Restoring Vitality to Challenged American Colleges and Universities Journal: The Journal of Higher Education Pages: 601-603 Issue: 5 Volume: 80 Year: 2009 Month: 9 X-DOI: 10.1080/00221546.2009.11779036 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:5:p:601-603 Template-Type: ReDIF-Article 1.0 Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Author-Name: Scott L. Thomas Author-X-Name-First: Scott L. Author-X-Name-Last: Thomas Author-Name: David R. Johnson Author-X-Name-First: David R. Author-X-Name-Last: Johnson Author-Name: Sondra N. Barringer Author-X-Name-First: Sondra N. Author-X-Name-Last: Barringer Title: Institutional Conflict of Interest: The Role of Interlocking Directorates in the Scientific Relationships between Universities and the Corporate Sector Abstract: We examined the potential for institutional conflict of interest between the 26 private universities belonging to the Association of American Universities and the corporations to which they are tied through their boards of trustees. We were interested in the degree to which interlocks may have tightened over three points across an 11-year period (1994–2005). Our examination relies on a set of patenting profiles estimated from the universities and corporations in our sample. These were derived through a set of organization-event networks that were compared in terms of their structural similarity. We generated these profiles at each of the three time periods. We then measured the degree to which interlocks existed within and between the profiles with the hypothesis that systematically tighter interlocks within profiles may suggest the greater potential for institutional conflict of interest. Journal: The Journal of Higher Education Pages: 1-35 Issue: 1 Volume: 85 Year: 2014 Month: 1 X-DOI: 10.1080/00221546.2014.11777317 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:1:p:1-35 Template-Type: ReDIF-Article 1.0 Author-Name: Julie J. Park Author-X-Name-First: Julie J. Author-X-Name-Last: Park Author-Name: Amy Liu Author-X-Name-First: Amy Author-X-Name-Last: Liu Title: Interest Convergence or Divergence? A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate Abstract: We use the Critical Race Theory frameworks of interest convergence and divergence to critique the anti-affirmative action movement's co-option of Asian Americans. Past discussions of affirmative action and Asian Americans mainly concentrate on how Asian Americans are affected by affirmative action, whether positively or negatively. We demonstrate how Asian American collegiate experiences ought to affect public understanding of affirmative action itself by demonstrating the need for broader conceptualizations of meritocracy and critical mass. Journal: The Journal of Higher Education Pages: 36-64 Issue: 1 Volume: 85 Year: 2014 Month: 1 X-DOI: 10.1080/00221546.2014.11777318 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777318 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:1:p:36-64 Template-Type: ReDIF-Article 1.0 Author-Name: Xuhong Su Author-X-Name-First: Xuhong Author-X-Name-Last: Su Title: Rank Advancement in Academia: What are the Roles of Postdoctoral Training? Abstract: This article reports on a study that investigated whether postdoctoral training contributes to scientists' and engineers' attainment of tenure and full professorship in research-extensive universities. It was found that training does not assist scientists in climbing the career ladder faster nor does it help them to secure more prestigious appointments once scientists land tenure-track appointments. Journal: The Journal of Higher Education Pages: 65-90 Issue: 1 Volume: 85 Year: 2014 Month: 1 X-DOI: 10.1080/00221546.2014.11777319 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777319 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:1:p:65-90 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Higher Education Change and Social Networks: A Review of Research Abstract: This article reviews literature on the potential for understanding higher education change processes through social network analysis (SNA). In this article, the main tenets of SNA are reviewed and, in conjunction with organizational theory, are applied to higher education change to develop a set of hypotheses that can be tested in future research. Journal: The Journal of Higher Education Pages: 91-125 Issue: 1 Volume: 85 Year: 2014 Month: 1 X-DOI: 10.1080/00221546.2014.11777320 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777320 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:1:p:91-125 Template-Type: ReDIF-Article 1.0 Author-Name: Katalin Szelényi Author-X-Name-First: Katalin Author-X-Name-Last: Szelényi Author-Name: Kate Bresonis Author-X-Name-First: Kate Author-X-Name-Last: Bresonis Title: The Public Good and Academic Capitalism: Science and Engineering Doctoral Students and Faculty on the Boundary of Knowledge Regimes Abstract: This article examines the research-related experiences of 48 doctoral students and 22 faculty in science and engineering fields at three research universities, with specific emphasis on the intersection of the public good and academic capitalism. Identifying an expansive, intersecting organizational space between the public good and academic capitalism and stressing the dual nature of the public good with serendipitous and accelerated societal impact, the findings highlight three main ways in which science and engineering faculty negotiate intersections, including complementary, cautiously complementary, and oppositional negotiations. The findings, providing the basis for a model that depicts the expansive organizational space between the public good and academic capitalism and the three manners of negotiating intersections, highlight the nuances of contemporary scientific knowledge production at universities. Journal: The Journal of Higher Education Pages: 126-153 Issue: 1 Volume: 85 Year: 2014 Month: 1 X-DOI: 10.1080/00221546.2014.11777321 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777321 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:1:p:126-153 Template-Type: ReDIF-Article 1.0 Author-Name: David J. Weerts Author-X-Name-First: David J. Author-X-Name-Last: Weerts Author-Name: Justin M. Ronca Author-X-Name-First: Justin M. Author-X-Name-Last: Ronca Title: Understanding Differences in State Support for Higher Education across States, Sectors, and Institutions: A Longitudinal Study Journal: The Journal of Higher Education Pages: 155-185 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777238 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777238 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:155-185 Template-Type: ReDIF-Article 1.0 Author-Name: Elisa S. Abes Author-X-Name-First: Elisa S. Author-X-Name-Last: Abes Title: Constructivist and Intersectional Interpretations of a Lesbian College Student's Multiple Social Identities Journal: The Journal of Higher Education Pages: 186-216 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777239 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777239 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:186-216 Template-Type: ReDIF-Article 1.0 Author-Name: Alain De Beuckelaer Author-X-Name-First: Alain Author-X-Name-Last: De Beuckelaer Author-Name: Filip Lievens Author-X-Name-First: Filip Author-X-Name-Last: Lievens Author-Name: Joost Bücker Author-X-Name-First: Joost Author-X-Name-Last: Bücker Title: The Role of Faculty Members' Cross-Cultural Competencies in Their Perceived Teaching Quality: Evidence from Culturally-Diverse Classes in Four European Countries Journal: The Journal of Higher Education Pages: 217-248 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777240 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777240 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:217-248 Template-Type: ReDIF-Article 1.0 Author-Name: Jana L. Bouwma-Gearhart Author-X-Name-First: Jana L. Author-X-Name-Last: Bouwma-Gearhart Author-Name: James L. Bess Author-X-Name-First: James L. Author-X-Name-Last: Bess Title: The Transformative Potential of Blogs for Research in Higher Education Journal: The Journal of Higher Education Pages: 249-275 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777241 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777241 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:249-275 Template-Type: ReDIF-Article 1.0 Author-Name: Judy Marquez Kiyama Author-X-Name-First: Judy Marquez Author-X-Name-Last: Kiyama Author-Name: Jenny J. Lee Author-X-Name-First: Jenny J. Author-X-Name-Last: Lee Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: A Critical Agency Network Model for Building an Integrated Outreach Program Journal: The Journal of Higher Education Pages: 276-303 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777242 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777242 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:276-303 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffery Bieber Author-X-Name-First: Jeffery Author-X-Name-Last: Bieber Title: Educating Scholars: Doctoral Education in the Humanities Journal: The Journal of Higher Education Pages: 304-305 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777243 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777243 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:304-305 Template-Type: ReDIF-Article 1.0 Author-Name: Christine A. Stanley Author-X-Name-First: Christine A. Author-X-Name-Last: Stanley Title: Learning to Speak, Learning to Listen: How Diversity Works on Campus Journal: The Journal of Higher Education Pages: 306-307 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777244 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777244 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:306-307 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Breaking through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education Journal: The Journal of Higher Education Pages: 307-309 Issue: 2 Volume: 83 Year: 2012 Month: 3 X-DOI: 10.1080/00221546.2012.11777245 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777245 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:2:p:307-309 Template-Type: ReDIF-Article 1.0 Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Author-Name: Edward P. St. John Author-X-Name-First: Edward P. St. Author-X-Name-Last: John Title: Student Persistence in a Public Higher Education System Journal: The Journal of Higher Education Pages: 265-286 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777095 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777095 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:265-286 Template-Type: ReDIF-Article 1.0 Author-Name: Mikyong Minsun Kim Author-X-Name-First: Mikyong Minsun Author-X-Name-Last: Kim Title: Institutional Effectiveness of Women-Only Colleges Journal: The Journal of Higher Education Pages: 287-321 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777096 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777096 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:287-321 Template-Type: ReDIF-Article 1.0 Author-Name: Amit K. Ghosh Author-X-Name-First: Amit K. Author-X-Name-Last: Ghosh Author-Name: Thomas W. Whipple Author-X-Name-First: Thomas W. Author-X-Name-Last: Whipple Author-Name: Glenn A. Bryan Author-X-Name-First: Glenn A. Author-X-Name-Last: Bryan Title: Student Trust and its Antecedents in Higher Education Journal: The Journal of Higher Education Pages: 322-340 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777097 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777097 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:322-340 Template-Type: ReDIF-Article 1.0 Author-Name: Yaritza Ferrer de Valero Author-X-Name-First: Yaritza Ferrer Author-X-Name-Last: de Valero Title: Departmental Factors Affecting Time-to-Degree and Completion Rates of Doctoral Students at One Land-Grant Research Institution Journal: The Journal of Higher Education Pages: 341-367 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777098 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777098 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:341-367 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: A Professional Professoriate: Unionization, Bureaucratization, and the AAUP Journal: The Journal of Higher Education Pages: 368-369 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777099 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777099 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:368-369 Template-Type: ReDIF-Article 1.0 Author-Name: Donald E. Heller Author-X-Name-First: Donald E. Author-X-Name-Last: Heller Title: Financing a College Education: How it Works, How It's Changing Journal: The Journal of Higher Education Pages: 370-372 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777100 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777100 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:370-372 Template-Type: ReDIF-Article 1.0 Author-Name: James Soto Antony Author-X-Name-First: James Soto Author-X-Name-Last: Antony Title: The Stars are Not Enough: Scientists-Their Passions and Professions Journal: The Journal of Higher Education Pages: 372-374 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777101 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777101 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:372-374 Template-Type: ReDIF-Article 1.0 Author-Name: Ann Kovalchik Author-X-Name-First: Ann Author-X-Name-Last: Kovalchik Title: Electronic Collaborators: Learner-Centered Technologies for Literacy, Apprenticeship, and Discourse Journal: The Journal of Higher Education Pages: 374-376 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777102 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777102 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:374-376 Template-Type: ReDIF-Article 1.0 Author-Name: Kathleen Manning Author-X-Name-First: Kathleen Author-X-Name-Last: Manning Title: Freedom's Web: Student Activism in an Age of Cultural Diversity Journal: The Journal of Higher Education Pages: 376-379 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777103 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777103 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:376-379 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Twombly Author-X-Name-First: Susan Author-X-Name-Last: Twombly Title: Honored but Invisible: An inside Look at Teaching in Community Colleges Journal: The Journal of Higher Education Pages: 379-383 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777104 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777104 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:379-383 Template-Type: ReDIF-Article 1.0 Author-Name: Michael B. Paulsen Author-X-Name-First: Michael B. Author-X-Name-Last: Paulsen Title: Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make Journal: The Journal of Higher Education Pages: 383-385 Issue: 3 Volume: 72 Year: 2001 Month: 5 X-DOI: 10.1080/00221546.2001.11777105 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777105 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:3:p:383-385 Template-Type: ReDIF-Article 1.0 Author-Name: Julie R. Posselt Author-X-Name-First: Julie R. Author-X-Name-Last: Posselt Title: Disciplinary Logics in Doctoral Admissions: Understanding Patterns of Faculty Evaluation Abstract: Ph.D. attainment rates by race and gender vary widely across the disciplines, and previous research has found disciplinary variation in graduate admissions criteria and practices. To better understand how disciplines shape admissions preferences and practices, which in turn may shape student access to graduate education, this article uncovers disciplinary patterns of faculty evaluation in doctoral admissions. Building on our knowledge of disciplinary cultures, I conducted comparative ethnographic case studies of doctoral admissions in ten highly selective programs in the humanities, social sciences, and natural sciences, including 86 interviews with 68 participants and 22 hours of admissions committee observations. In this article, I analyze patterns of faculty evaluation evident in three programs representing two high-consensus disciplines, economics and philosophy. Their prevailing theories, epistemologies, methodologies, and practical priorities each have a formative influence on judgments of applicants and the conduct of admissions decision making. I propose that institutionalized disciplinary assumptions are the basis for disciplinary logics: models of rationality by which faculty legitimize in-group standards of quality and evaluative practice that outsiders may deem contestable. Journal: The Journal of Higher Education Pages: 807-833 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777385 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777385 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:807-833 Template-Type: ReDIF-Article 1.0 Author-Name: Joanna Gilmore Author-X-Name-First: Joanna Author-X-Name-Last: Gilmore Author-Name: Michelle Vieyra Author-X-Name-First: Michelle Author-X-Name-Last: Vieyra Author-Name: Briana Timmerman Author-X-Name-First: Briana Author-X-Name-Last: Timmerman Author-Name: David Feldon Author-X-Name-First: David Author-X-Name-Last: Feldon Author-Name: Michelle Maher Author-X-Name-First: Michelle Author-X-Name-Last: Maher Title: The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students Abstract: Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, autonomy, collaboration, and motivation were also examined. Undergraduate research experience was linked to heightened graduate school performance in all research skills assessed. While autonomy and collaboration were highlighted in student interviews, duration was most strongly correlated to significant increases in research skill performance. Based on these findings, we advocate for the inclusion of research experiences into the undergraduate science curriculum coupled with the creation of centralized offices of undergraduate research and faculty incentives for involving undergraduates in their research. Journal: The Journal of Higher Education Pages: 834-863 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777386 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777386 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:834-863 Template-Type: ReDIF-Article 1.0 Author-Name: David F. Ayers Author-X-Name-First: David F. Author-X-Name-Last: Ayers Author-Name: Allison L. Palmadessa Author-X-Name-First: Allison L. Author-X-Name-Last: Palmadessa Title: The Community College and a Rising Global Imaginary: An Analysis of Practical Reasoning, 1950-2013 Abstract: Through an analysis of245 issues of the Community College Journal published between 1950 and 2013, we show how three discourses—international understanding and geopolitics, economic competitiveness, and global citizenship—informed practical reasoning about a rising global imaginary and its implications for the community college. By demonstrating shifts in practical reasoning among policy actors, we illuminate at least in part the ideological nature of the policy process. Ultimately, a better knowledge of the normative aspects of the policy process may help policy scholars proactively inform policy. Journal: The Journal of Higher Education Pages: 864-892 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777387 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777387 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:864-892 Template-Type: ReDIF-Article 1.0 Author-Name: Rachel A. Smith Author-X-Name-First: Rachel A. Author-X-Name-Last: Smith Title: Magnets and Seekers: A Network Perspective on Academic Integration inside Two Residential Communities Abstract: Residential learning communities aim to foster increased academic and social integration, ideally leading to greater student success. However, the concept of academic integration is often conceptualized and measured at the individual level, rather than the theoretically more consistent community level. Network analysis provides a paradigm and measures that are more appropriate for conceptualizing and measuring the academic integration that learning communities purport to foster. This mixed methods study focuses on two individual residential communities to examine student structural embeddedness as measured by their peer academic networks and described by participants. Results show that the learning community allows for some students to become academic “magnets” who attract others to work with them, which is related to higher GPA. The study has theoretical and practical implications for how institutions measure community-based results and design subsequent community-level programs. Journal: The Journal of Higher Education Pages: 893-922 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777388 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777388 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:893-922 Template-Type: ReDIF-Article 1.0 Author-Name: M. Kevin Eagan Author-X-Name-First: M. Kevin Author-X-Name-Last: Eagan Author-Name: Jason C. Garvey Author-X-Name-First: Jason C. Author-X-Name-Last: Garvey Title: Stressing Out: Connecting Race, Gender, and Stress with Faculty Productivity Abstract: This study uses multilevel modeling to analyze data from a national sample of full-time, undergraduate faculty at four-year institutions to examine the connections among race, gender, sources of stress, and productivity in the areas of research, teaching, and service. We find that stress due to discrimination has particular negative salience for faculty of color By contrast, stress due to family obligations significantly and positively correlated with faculty's adoption of student-centered teaching practices and participation in civic-minded activities. Journal: The Journal of Higher Education Pages: 923-954 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777389 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777389 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:923-954 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Book Review Essay Journal: The Journal of Higher Education Pages: 955-959 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777390 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777390 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:955-959 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 961-967 Issue: 6 Volume: 86 Year: 2015 Month: 11 X-DOI: 10.1080/00221546.2015.11777391 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777391 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:6:p:961-967 Template-Type: ReDIF-Article 1.0 Author-Name: Henry M. Levin Author-X-Name-First: Henry M. Author-X-Name-Last: Levin Author-Name: Emma García Author-X-Name-First: Emma Author-X-Name-Last: García Title: Accelerating Community College Graduation Rates: A Benefit–Cost Analysis Abstract: This article reports a benefit–cost evaluation of the Accelerated Study in Associate Programs (ASAP) of the City University of New York (CUNY). ASAP was designed to accelerate associate degree completion within 3 years of degree enrollment at CUNY’s community colleges. The program evaluation revealed that the completion rate for the examined cohort increased from 24.1% to 54.9%, and cost per graduate declined considerably (Levin & Garcia, 2012; Linderman & Kolenovic, 2012). The returns on investment to the taxpayer include the benefits from higher tax revenues and lower costs of spending on public health, criminal justice, and public assistance. For each dollar of investment in ASAP by taxpayers, the return was $3 to $4. For each additional graduate, the taxpayer gained an amount equal to a certificate of deposit with a value of $146,000 (net of the costs of the investment). Based on these estimated returns, a cohort of 1,000 students enrolled in ASAP would generate net fiscal benefits for the taxpayer of more than $46 million relative to enrolling in the conventional degree program. ASAP results demonstrate that an effective educational policy can generate returns to the taxpayer that vastly exceed the public investment required. Journal: The Journal of Higher Education Pages: 1-27 Issue: 1 Volume: 89 Year: 2018 Month: 1 X-DOI: 10.1080/00221546.2017.1313087 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1313087 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:1:p:1-27 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth A. Williams Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Williams Author-Name: Ethan A. Kolek Author-X-Name-First: Ethan A. Author-X-Name-Last: Kolek Author-Name: Daniel B. Saunders Author-X-Name-First: Daniel B. Author-X-Name-Last: Saunders Author-Name: Alicia Remaly Author-X-Name-First: Alicia Author-X-Name-Last: Remaly Author-Name: Ryan S. Wells Author-X-Name-First: Ryan S. Author-X-Name-Last: Wells Title: Mirror on the Field: Gender, Authorship, and Research Methods in Higher Education’s Leading Journals Abstract: Framed conceptually by gender equity, gender homophily, the contest regime of blind peer-review publishing, and the gendered nature of the quantitative–qualitative debate, this study investigated the intersection of authorship, gender, and methodological characteristics of 408 articles published from 2006 to 2010 in 3 major higher education journals. Nonbinary coding of author gender based on pronouns identified via Web searches virtually eliminated missing data and likely reduced error. Results suggest movement toward gender parity over time; however, women’s representation among authors does not appear commensurate with representation in the field. Findings revealed gendered use of research methods, with qualitative articles more likely to be first-authored by women and quantitative articles more likely to be first-authored by men. Nevertheless, articles first-authored by both women and men were more likely to use quantitative than qualitative methods. Quantitative research, more so than qualitative research, appears to be a site of cogender collaboration, which has increased over time. This portrait of the intersection of authorship, gender, and research methods provides an empirical foundation for discussion and inquiry about gender and scholarship in the field, and the results of our study are generative for future research. Journal: The Journal of Higher Education Pages: 28-53 Issue: 1 Volume: 89 Year: 2018 Month: 1 X-DOI: 10.1080/00221546.2017.1330599 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1330599 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:1:p:28-53 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca D. Cox Author-X-Name-First: Rebecca D. Author-X-Name-Last: Cox Author-Name: Margaret W. Sallee Author-X-Name-First: Margaret W. Author-X-Name-Last: Sallee Title: Neoliberalism Across Borders: A Comparative Case Study of Community Colleges’ Capacity to Serve Student-Parents Abstract: Community colleges in the United States and Canada operate within postsecondary environments that are being reshaped by neoliberal policymaking. As community colleges in both countries respond to the pressures of neoliberalism, their capacity to serve students already marginalized by their “nontraditional” status may be affected in contradictory ways that benefit some students while further disadvantaging others. This article drew on data from a comparative case study of two urban community colleges, one in the United States and one in Canada, to explore how the increasing marketization of postsecondary education in both countries is affecting each college’s position within its particular postsecondary environment and, in turn, is shaping its capacity at the organizational level to support its student population. As a means of highlighting the consequences of neoliberal processes on marginalized students, we focused our attention at the organizational level on resources and supports targeted at students with dependent children, a group of students who are often rendered invisible—both by neoliberal discourses and traditional postsecondary policies and practices. Journal: The Journal of Higher Education Pages: 54-80 Issue: 1 Volume: 89 Year: 2018 Month: 1 X-DOI: 10.1080/00221546.2017.1341753 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1341753 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:1:p:54-80 Template-Type: ReDIF-Article 1.0 Author-Name: Serena Klempin Author-X-Name-First: Serena Author-X-Name-Last: Klempin Author-Name: Melinda Mechur Karp Author-X-Name-First: Melinda Mechur Author-X-Name-Last: Karp Title: Leadership for Transformative Change: Lessons From Technology-Mediated Reform in Broad-Access Colleges Abstract: Community colleges and broad-access 4-year institutions can serve the vital function of increasing educational equity in the United States, but only if they engage in organizational change to address low completion rates. Drawing on qualitative case studies of 6 colleges, this study explored the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform and assessed which types of leadership were associated with transformative organizational change. In-person interviews were conducted with 101 college administrators, faculty, and staff, and follow-up interviews were conducted with 88 participants. Using Heifetz’s theory of adaptive change, we found that transformative change requires multitiered leadership with a unified commitment to a shared vision for the reform and its goals. In addition, although we found that upper-level institutional leaders and midlevel project leaders both had important roles to play, the role of midlevel project leaders was particularly vital and complex. Journal: The Journal of Higher Education Pages: 81-105 Issue: 1 Volume: 89 Year: 2018 Month: 1 X-DOI: 10.1080/00221546.2017.1341754 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1341754 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:1:p:81-105 Template-Type: ReDIF-Article 1.0 Author-Name: Karri A. Holley Author-X-Name-First: Karri A. Author-X-Name-Last: Holley Title: The Longitudinal Career Experiences of Interdisciplinary Neuroscience PhD Recipients Abstract: Interest in interdisciplinary programs in science, technology, engineering, and mathematics (STEM)-related fields at the graduate-degree level is widespread across American higher education. Using longitudinal qualitative interviews, this article considers the early career experiences of scholars who hold an interdisciplinary PhD in neuroscience. The scholars were interviewed first as doctoral students and then 6 years later. The findings illustrate the challenges of marketability, professional development, and balancing personal and career demands for interdisciplinary PhD recipients in STEM-related fields. Journal: The Journal of Higher Education Pages: 106-127 Issue: 1 Volume: 89 Year: 2018 Month: 1 X-DOI: 10.1080/00221546.2017.1341755 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1341755 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:1:p:106-127 Template-Type: ReDIF-Article 1.0 Author-Name: Toby J Park Author-X-Name-First: Toby J Author-X-Name-Last: Park Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: Delineating Scholarly Types of College and University Faculty Members Abstract: This study was conducted using cluster analysis as well as discriminant analysis to empirically identify types of faculty based on their patterns of performance of scholarship reflective of one or more of Boyer's four domains of scholarship. Journal: The Journal of Higher Education Pages: 301-328 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777291 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777291 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:301-328 Template-Type: ReDIF-Article 1.0 Author-Name: Erik C. Ness Author-X-Name-First: Erik C. Author-X-Name-Last: Ness Author-Name: David A. Tandberg Author-X-Name-First: David A. Author-X-Name-Last: Tandberg Title: The Determinants of State Spending on Higher Education: How Capital Project Funding Differs from General Fund Appropriations Abstract: Our fixed-effects panel data analysis of state spending on higher education fills a near void of studies examining capital expenditures on higher education. In our study, we found that political characteristics (e.g., interest group activity, organizational structure, and formal powers) largely account for differences between general fund and capital appropriations for higher education. Journal: The Journal of Higher Education Pages: 329-362 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777292 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777292 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:329-362 Template-Type: ReDIF-Article 1.0 Author-Name: Margaret W. Sallee Author-X-Name-First: Margaret W. Author-X-Name-Last: Sallee Title: Gender Norms and Institutional Culture: The Family-Friendly versus the Father-Friendly University Abstract: This article investigates the role that gender norms and expectations about parenting play in establishing the family-friendly versus the father-friendly university. Using interviews with 51 male faculty at three research universities, the article considers how faculty and administrators' actions perpetuate cultures that promote or hinder men's involvement in the home. Journal: The Journal of Higher Education Pages: 363-396 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777293 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777293 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:363-396 Template-Type: ReDIF-Article 1.0 Author-Name: Ebelia Hernandez Author-X-Name-First: Ebelia Author-X-Name-Last: Hernandez Title: Mexican American Women's Activism at Indiana University in the 1990s Abstract: Documents and narratives from Mexican American women reflect the tumultuous 1990s at Indiana University. Their recollections reveal how they became activists, the racist incidents that compelled them into activism, and the racial tensions and backlash towards identity politics felt by students of color across the country at that time. Journal: The Journal of Higher Education Pages: 397-416 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777294 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777294 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:397-416 Template-Type: ReDIF-Article 1.0 Author-Name: Claire Krendl Gilbert Author-X-Name-First: Claire Krendl Author-X-Name-Last: Gilbert Author-Name: Donald E. Heller Author-X-Name-First: Donald E. Author-X-Name-Last: Heller Title: Access, Equity, and Community Colleges: The Truman Commission and Federal Higher Education Policy from 1947 to 2011 Abstract: The 1947 President's Commission on Higher Education offers insight into higher education policy in the United States. This article reviews and assesses the adoption of its policy recommendations in two key areas: 1) improving college access and equity and 2) expanding the role of community colleges. Journal: The Journal of Higher Education Pages: 417-443 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777295 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777295 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:417-443 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Unmaking the Public University: The Forty-Year Assault on the Middle Class Journal: The Journal of Higher Education Pages: 444-446 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777296 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777296 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:444-446 Template-Type: ReDIF-Article 1.0 Author-Name: D. Bruce Johnstone Author-X-Name-First: D. Bruce Author-X-Name-Last: Johnstone Title: Financing American Higher Education in the Era of Globalization Journal: The Journal of Higher Education Pages: 446-448 Issue: 3 Volume: 84 Year: 2013 Month: 5 X-DOI: 10.1080/00221546.2013.11777297 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777297 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:3:p:446-448 Template-Type: ReDIF-Article 1.0 Author-Name: Daryl G. Smith Author-X-Name-First: Daryl G. Author-X-Name-Last: Smith Author-Name: Caroline S. Turner Author-X-Name-First: Caroline S. Author-X-Name-Last: Turner Author-Name: Nana Osei-Kofi Author-X-Name-First: Nana Author-X-Name-Last: Osei-Kofi Author-Name: Sandra Richards Author-X-Name-First: Sandra Author-X-Name-Last: Richards Title: Interrupting the Usual: Successful Strategies for Hiring Diverse Faculty Journal: The Journal of Higher Education Pages: 133-160 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778900 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778900 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:133-160 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Academic Freedom and Tenure Journal: The Journal of Higher Education Pages: 161-177 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778901 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778901 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:161-177 Template-Type: ReDIF-Article 1.0 Author-Name: Kerry Ann O'Meara Author-X-Name-First: Kerry Ann Author-X-Name-Last: O'Meara Title: Beliefs about Post-Tenure Review Journal: The Journal of Higher Education Pages: 178-202 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778902 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778902 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:178-202 Template-Type: ReDIF-Article 1.0 Author-Name: Linda C. Strauss Author-X-Name-First: Linda C. Author-X-Name-Last: Strauss Author-Name: J. Fredericks Volkwein Author-X-Name-First: J. Fredericks Author-X-Name-Last: Volkwein Title: Predictors of Student Commitment at Two-Year and Four-Year Institutions Journal: The Journal of Higher Education Pages: 203-227 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778903 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778903 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:203-227 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Turning the Lights Out: Tenure in the 21st Century: The Questions of Tenure Journal: The Journal of Higher Education Pages: 228-233 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778904 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778904 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:228-233 Template-Type: ReDIF-Article 1.0 Author-Name: Mark W. Roche Author-X-Name-First: Mark W. Author-X-Name-Last: Roche Title: The Idea of a Catholic University Journal: The Journal of Higher Education Pages: 234-237 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778905 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778905 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:234-237 Template-Type: ReDIF-Article 1.0 Author-Name: Cleborne D. Maddux Author-X-Name-First: Cleborne D. Author-X-Name-Last: Maddux Title: Distance Learning: Principles for Effective Design, Delivery, and Evaluation Journal: The Journal of Higher Education Pages: 237-238 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778906 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778906 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:237-238 Template-Type: ReDIF-Article 1.0 Author-Name: Audrey M. Kleinsasser Author-X-Name-First: Audrey M. Author-X-Name-Last: Kleinsasser Title: Creating Campus Community: In Search of Ernest Boyer's Legacy Journal: The Journal of Higher Education Pages: 239-239 Issue: 2 Volume: 75 Year: 2004 Month: 3 X-DOI: 10.1080/00221546.2004.11778907 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11778907 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:2:p:239-239 Template-Type: ReDIF-Article 1.0 Author-Name: Lyle McKinney Author-X-Name-First: Lyle Author-X-Name-Last: McKinney Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Title: Performance-Based Funding for Community Colleges: Are Colleges Disadvantaged by Serving the Most Disadvantaged Students? Abstract: Texas recently adopted a new performance-based funding (PBF) model for community colleges. Using institutional student unit record data, this study applied the metrics from this PBF model to examine enrollment outcomes among 5,900 students attending a large, racially/ethnically diverse community college system in the state. Our findings revealed stark differences in PBF apportioned to the college as a function of students' characteristics. On average, students who were Asian, age 19 or younger, pursuing academic/transfer degrees, enrolled full-time, Pell Grant recipients, and assigned to the highest-levels (i.e. closest to college-level) of developmental math procured the most PBF for the college. Conversely, African American, older adults, part-time students, GED holders, and students assigned to the lowest level of developmental math secured much less funding. To assuage undesirable consequences on institutional behavior, we recommend modifications to Texas' PBF model that could help ensure community colleges are not discouraged from serving less advantaged students. Journal: The Journal of Higher Education Pages: 159-182 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1243948 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:159-182 Template-Type: ReDIF-Article 1.0 Author-Name: Emily Weisburst Author-X-Name-First: Emily Author-X-Name-Last: Weisburst Author-Name: Lindsay Daugherty Author-X-Name-First: Lindsay Author-X-Name-Last: Daugherty Author-Name: Trey Miller Author-X-Name-First: Trey Author-X-Name-Last: Miller Author-Name: Paco Martorell Author-X-Name-First: Paco Author-X-Name-Last: Martorell Author-Name: Jana Cossairt Author-X-Name-First: Jana Author-X-Name-Last: Cossairt Title: Innovative Pathways Through Developmental Education and Postsecondary Success: An Examination of Developmental Math Interventions Across Texas Abstract: This study assessed alternative course delivery for developmental education (DE) math and student outcomes in community colleges in Texas. We examined 2 innovative interventions: (a) study skills courses offered alongside DE math and (b) DE math courses that are shorter than a full semester. Our model leveraged detailed demographic information and DE placement exam scores to compare students in these interventions to similar students in traditional DE math. We found that students in shorter courses were 12% more likely to pass DE math and 2% more likely to pass a first college-level (FCL) math course within a year. Likewise, students also enrolled in a study skills course were 4% more likely to pass DE math, 1% more likely to pass FCL math within a year, and 4% more likely to persist to the next college year. These findings suggest that emerging reforms to DE show promise and deserve further study. Journal: The Journal of Higher Education Pages: 183-209 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1243956 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1243956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:183-209 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew M. Chingos Author-X-Name-First: Matthew M. Author-X-Name-Last: Chingos Author-Name: Rebecca J. Griffiths Author-X-Name-First: Rebecca J. Author-X-Name-Last: Griffiths Author-Name: Christine Mulhern Author-X-Name-First: Christine Author-X-Name-Last: Mulhern Author-Name: Richard R. Spies Author-X-Name-First: Richard R. Author-X-Name-Last: Spies Title: Interactive Online Learning on Campus: Comparing Students’ Outcomes in Hybrid and Traditional Courses in the University System of Maryland Abstract: Massively open online courses (MOOCs) have received a great deal of attention, but little research exists on how they might fit into the existing system of higher education. We studied the impacts on learning outcomes of hybrid courses redesigned using online materials from MOOCs created on the Coursera platform and digital materials created by the Open Learning Initiative (OLI), relative to existing versions of the same courses. We found that student performance was about the same in both sections, as measured by pass rates and scores on common assessments. This finding held across a variety of disciplines and subgroups of students. We found no evidence supporting the worry that disadvantaged or academically underprepared students were harmed by taking hybrid courses with reduced class time. Despite the similar student outcomes produced by the two course formats, students in the hybrid sections reported considerably lower satisfaction with their experience. Journal: The Journal of Higher Education Pages: 210-233 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1244409 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1244409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:210-233 Template-Type: ReDIF-Article 1.0 Author-Name: Margarita Olivera-Aguilar Author-X-Name-First: Margarita Author-X-Name-Last: Olivera-Aguilar Author-Name: Samuel H. Rikoon Author-X-Name-First: Samuel H. Author-X-Name-Last: Rikoon Author-Name: Steven B. Robbins Author-X-Name-First: Steven B. Author-X-Name-Last: Robbins Title: Using Latent Profile Analysis to Identify Noncognitive Skill Profiles Among College Students Abstract: Most research examining the relationship between noncognitive variables and academic performance has tended to focus on developing linear prediction models. However, a more holistic understanding of academic success can be achieved by examining the noncognitive profiles of students and their relationship with academic outcomes. In the present study, we used latent profile analysis to explore the noncognitive profiles of 5,120 college students. To better understand the nature of the profiles, the effect of covariates on class membership was examined. Results indicated that there were 6 latent profiles underlying the noncognitive skills of college students in our sample and that profile membership was associated with different collegiate grade point average levels. Our results have practical implications for the development of interventions intended to improve academic performance, which may be customized toward the specific needs of students presenting with diverse profiles. Journal: The Journal of Higher Education Pages: 234-257 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1244413 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1244413 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:234-257 Template-Type: ReDIF-Article 1.0 Author-Name: Linda J. Sax Author-X-Name-First: Linda J. Author-X-Name-Last: Sax Author-Name: Kathleen J. Lehman Author-X-Name-First: Kathleen J. Author-X-Name-Last: Lehman Author-Name: Jerry A. Jacobs Author-X-Name-First: Jerry A. Author-X-Name-Last: Jacobs Author-Name: M. Allison Kanny Author-X-Name-First: M. Allison Author-X-Name-Last: Kanny Author-Name: Gloria Lim Author-X-Name-First: Gloria Author-X-Name-Last: Lim Author-Name: Laura Monje-Paulson Author-X-Name-First: Laura Author-X-Name-Last: Monje-Paulson Author-Name: Hilary B. Zimmerman Author-X-Name-First: Hilary B. Author-X-Name-Last: Zimmerman Title: Anatomy of an Enduring Gender Gap: The Evolution of Women’s Participation in Computer Science Abstract: Given growing interest in computing fields, as well as a longstanding gender gap in computer science, this study used nationwide survey data on college students during 4 decades to: (a) document trends in aspirations to major in computer science among undergraduate women and men; (b) explore the characteristics of women and men who choose to major in computer science and how this population has evolved over time; and (c) identify the key determinants of the gender gap in the selection of computer science majors during the past 4 decades. The data included 8 million students attending 1,225 baccalaureate-granting institutions from 1971 to 2011, with selected-year multivariate analyses of 18,830 computer science majors (and 904,307 students from all other majors). The results revealed heavy fluctuations in students’ interest in computer science from 1971 to 2011, with trends highlighting a significant downturn between the late 1990s and 2011 as well as a persistent, sizeable underrepresentation of women across all years. The study also showed that while some of the traditional explanations for the gender gap in computer science held true, there have been distinctive shifts in who pursues computer science and why some students may be particularly interested in or dissuaded from the major. Journal: The Journal of Higher Education Pages: 258-293 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1257306 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257306 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:258-293 Template-Type: ReDIF-Article 1.0 Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Title: Economics of higher education: Background, concepts, and applications by Toutkoushian, R. K., & Paulsen, M. B. Journal: The Journal of Higher Education Pages: 294-296 Issue: 2 Volume: 88 Year: 2017 Month: 3 X-DOI: 10.1080/00221546.2016.1271124 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1271124 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:2:p:294-296 Template-Type: ReDIF-Article 1.0 Author-Name: John G. Francis Author-X-Name-First: John G. Author-X-Name-Last: Francis Author-Name: Mark C. Hampton Author-X-Name-First: Mark C. Author-X-Name-Last: Hampton Title: Resourceful Responses Journal: The Journal of Higher Education Pages: 625-641 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780801 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780801 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:625-641 Template-Type: ReDIF-Article 1.0 Author-Name: Kenneth A. Feldman Author-X-Name-First: Kenneth A. Author-X-Name-Last: Feldman Author-Name: John C. Smart Author-X-Name-First: John C. Author-X-Name-Last: Smart Author-Name: Corinna A. Ethington Author-X-Name-First: Corinna A. Author-X-Name-Last: Ethington Title: Major Field and Person-Environment Fit Journal: The Journal of Higher Education Pages: 642-669 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780802 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780802 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:642-669 Template-Type: ReDIF-Article 1.0 Author-Name: Suzanne Young Author-X-Name-First: Suzanne Author-X-Name-Last: Young Author-Name: Dale G. Shaw Author-X-Name-First: Dale G. Author-X-Name-Last: Shaw Title: Profiles of Effective College and University Teachers Journal: The Journal of Higher Education Pages: 670-686 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780803 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780803 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:670-686 Template-Type: ReDIF-Article 1.0 Author-Name: Everett M. Rogers Author-X-Name-First: Everett M. Author-X-Name-Last: Rogers Author-Name: Brad ‘J’ Hall Author-X-Name-First: Brad ‘J’ Author-X-Name-Last: Hall Author-Name: Michio Hashimoto Author-X-Name-First: Michio Author-X-Name-Last: Hashimoto Author-Name: Morten Steffensen Author-X-Name-First: Morten Author-X-Name-Last: Steffensen Author-Name: Kristen L. Speakman Author-X-Name-First: Kristen L. Author-X-Name-Last: Speakman Author-Name: Molly K. Timko Author-X-Name-First: Molly K. Author-X-Name-Last: Timko Title: Technology Transfer from University-Based Research Centers Journal: The Journal of Higher Education Pages: 687-705 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780804 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780804 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:687-705 Template-Type: ReDIF-Article 1.0 Author-Name: Dean Lillard Author-X-Name-First: Dean Author-X-Name-Last: Lillard Author-Name: Jennifer Gerner Author-X-Name-First: Jennifer Author-X-Name-Last: Gerner Title: Getting to the Ivy League Journal: The Journal of Higher Education Pages: 706-730 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780805 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780805 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:706-730 Template-Type: ReDIF-Article 1.0 Author-Name: Helen M. Marks Author-X-Name-First: Helen M. Author-X-Name-Last: Marks Title: Paths to Success: Beating the Odds in American Society Journal: The Journal of Higher Education Pages: 731-733 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780806 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780806 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:731-733 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Hannah Author-X-Name-First: Susan B. Author-X-Name-Last: Hannah Title: Power and Politics: Federal Higher Education Policymaking in the 1990s Journal: The Journal of Higher Education Pages: 733-735 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780807 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780807 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:733-735 Template-Type: ReDIF-Article 1.0 Author-Name: Ronald M. Cervero Author-X-Name-First: Ronald M. Author-X-Name-Last: Cervero Title: Strategic Choices for the Academy: How Demand for Lifelong Learning Will Recreate Higher Education Journal: The Journal of Higher Education Pages: 735-737 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780808 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780808 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:735-737 Template-Type: ReDIF-Article 1.0 Author-Name: Terrence F. Mech Author-X-Name-First: Terrence F. Author-X-Name-Last: Mech Title: First among Equals: The Role of the Chief Academic Officer Journal: The Journal of Higher Education Pages: 737-739 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780809 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780809 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:737-739 Template-Type: ReDIF-Article 1.0 Author-Name: Ada Demb Author-X-Name-First: Ada Author-X-Name-Last: Demb Title: Quality Principles and Practices in Higher Education Journal: The Journal of Higher Education Pages: 739-741 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780810 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780810 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:739-741 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 742-745 Issue: 6 Volume: 70 Year: 1999 Month: 11 X-DOI: 10.1080/00221546.1999.11780811 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780811 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:6:p:742-745 Template-Type: ReDIF-Article 1.0 Author-Name: Sharon L. Weinberg Author-X-Name-First: Sharon L. Author-X-Name-Last: Weinberg Title: Monitoring Faculty Diversity: The Need for a More Granular Approach Journal: The Journal of Higher Education Pages: 365-387 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772107 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772107 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:365-387 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas H. Wolfinger Author-X-Name-First: Nicholas H. Author-X-Name-Last: Wolfinger Author-Name: Mary Ann Mason Author-X-Name-First: Mary Ann Author-X-Name-Last: Mason Author-Name: Marc Goulden Author-X-Name-First: Marc Author-X-Name-Last: Goulden Title: Problems in the Pipeline: Gender, Marriage, and Fertility in the Ivory Tower Journal: The Journal of Higher Education Pages: 388-405 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772108 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772108 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:388-405 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Understanding Leadership Strategies for Addressing the Politics of Diversity Journal: The Journal of Higher Education Pages: 406-441 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772109 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772109 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:406-441 Template-Type: ReDIF-Article 1.0 Author-Name: Alicia C. Dowd Author-X-Name-First: Alicia C. Author-X-Name-Last: Dowd Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Author-Name: Tatiana Melguizo Author-X-Name-First: Tatiana Author-X-Name-Last: Melguizo Title: Transfer Access from Community Colleges and the Distribution of Elite Higher Education Journal: The Journal of Higher Education Pages: 442-472 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772110 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772110 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:442-472 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Universities in the Marketplace, Academic Capitalism, Remaking the American University: Market Smart and Mission Centered Journal: The Journal of Higher Education Pages: 473-481 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772111 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772111 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:473-481 Template-Type: ReDIF-Article 1.0 Author-Name: J. Douglas Toma Author-X-Name-First: J. Douglas Author-X-Name-Last: Toma Title: Academic Freedom at the Dawn of a New Century: How Terrorism, Governments, and Culture Wars Impact Free Speech Journal: The Journal of Higher Education Pages: 482-484 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772112 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772112 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:482-484 Template-Type: ReDIF-Article 1.0 Author-Name: Dafina Lazarus Stewart Author-X-Name-First: Dafina Lazarus Author-X-Name-Last: Stewart Title: Building Bridges for Women of Color in Higher Education: A Practical Guide for Success Journal: The Journal of Higher Education Pages: 484-486 Issue: 4 Volume: 79 Year: 2008 Month: 7 X-DOI: 10.1080/00221546.2008.11772113 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772113 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:4:p:484-486 Template-Type: ReDIF-Article 1.0 Author-Name: Jeni Hart Author-X-Name-First: Jeni Author-X-Name-Last: Hart Title: Dissecting a Gendered Organization: Implications for Career Trajectories for Mid-Career Faculty Women in STEM Abstract: This paper traces the workplace practices within which mid-career women faculty in science, technology, engineering, and mathematics (STEM) carry out their careers. Findings from this case study of 25 faculty at one research university revealed three institutional processes that constrained their careers: (a) access to and integration into career networks; (b) distribution of labor in the department and institution; and (c) promotion and leadership. Using Acker's (1990, 2012) theory of gendered organizations and subtexts I uncovered systemic inequities that could compromise professional advancement for midcareer women faculty in STEM. Implications for these findings; Acker's theory; and recommendations for policy, practice, and future research are included. Journal: The Journal of Higher Education Pages: 605-634 Issue: 5 Volume: 87 Year: 2016 Month: 9 X-DOI: 10.1080/00221546.2016.11777416 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777416 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:5:p:605-634 Template-Type: ReDIF-Article 1.0 Author-Name: Ozan Jaquette Author-X-Name-First: Ozan Author-X-Name-Last: Jaquette Author-Name: Bradley R. Curs Author-X-Name-First: Bradley R. Author-X-Name-Last: Curs Author-Name: Julie R. Posselt Author-X-Name-First: Julie R. Author-X-Name-Last: Posselt Title: Tuition Rich, Mission Poor: Nonresident Enrollment Growth and the Socioeconomic and Racial Composition of Public Research Universities Abstract: Many public research universities fail to enroll a critical mass of low-income and underrepresented minority (URM) students. Though founded with a commitment to access, public research universities face pressure to increase tuition revenue and to recruit high-achieving students. These pressures create an incentive to recruit nonresident students, who tend to pay more tuition and score higher on admissions exams, but who also tend to be richer and are less likely be Black or Latino. This paper examines whether the growing share of nonresident students was associated with a declining share of low-income and URM students at public research universities. Institution-level panel models revealed that growth in the proportion of nonresident students was associated with a decline in the proportion of low-income students. This negative relationship was stronger at prestigious universities and at universities in high-poverty states. Growth in the proportion of nonresident students was also associated with a decline in the proportion of URM students. This negative relationship was stronger at prestigious universities, universities in states with large minority populations, and universities in states with affirmative action bans. These findings yield insights about the changing character of public research universities and have implications for the campus climate experienced by low-income and URM students. Journal: The Journal of Higher Education Pages: 635-673 Issue: 5 Volume: 87 Year: 2016 Month: 9 X-DOI: 10.1080/00221546.2016.11777417 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777417 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:5:p:635-673 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Chad Hoggan Author-X-Name-First: Chad Author-X-Name-Last: Hoggan Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Author-Name: Marc A. Lo Author-X-Name-First: Marc A. Author-X-Name-Last: Lo Title: The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning Abstract: Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational learning was associated with college experiences that provoked new ways of thinking and presented challenges to preexisting assumptions of reality, ceteris paribus. Some effects were conditioned on students' self-identified religion/worldview. Implications are discussed. Journal: The Journal of Higher Education Pages: 674-700 Issue: 5 Volume: 87 Year: 2016 Month: 9 X-DOI: 10.1080/00221546.2016.11777418 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777418 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:5:p:674-700 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Rankin Author-X-Name-First: Susan Author-X-Name-Last: Rankin Author-Name: Dan Merson Author-X-Name-First: Dan Author-X-Name-Last: Merson Author-Name: Jason C. Garvey Author-X-Name-First: Jason C. Author-X-Name-Last: Garvey Author-Name: Carl H. Sorgen Author-X-Name-First: Carl H. Author-X-Name-Last: Sorgen Author-Name: India Menon Author-X-Name-First: India Author-X-Name-Last: Menon Author-Name: Karla Loya Author-X-Name-First: Karla Author-X-Name-Last: Loya Author-Name: Leticia Oseguera Author-X-Name-First: Leticia Author-X-Name-Last: Oseguera Title: The Influence of Climate on the Academic and Athletic Success of Student-Athletes: Results from a Multi-Institutional National Study Abstract: Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and institutional characteristics, as mediated by climate, on student-athletes' (a) academic success, (b) athletic success, and (c) athletic identity. Results indicated that differences in outcomes existed based on institutional and individual characteristics. It was also clear that climate mattered. Six of the seven climate scales influenced the outcomes, and differences in outcomes based on sexual identity, Division, and featured sport participation were more salient when climate was taken into account. Positive aspects of climate led to increases in outcomes in almost every relationship. Implications for researchers and practitioners are discussed, as well as specific suggestions of initiatives to improve the climate to promote the success of all student-athletes. Journal: The Journal of Higher Education Pages: 701-730 Issue: 5 Volume: 87 Year: 2016 Month: 9 X-DOI: 10.1080/00221546.2016.11777419 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777419 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:5:p:701-730 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer A. Delaney Author-X-Name-First: Jennifer A. Author-X-Name-Last: Delaney Author-Name: Tyler D. Kearney Author-X-Name-First: Tyler D. Author-X-Name-Last: Kearney Title: Alternative Student-Based Revenue Streams for Higher Education Institutions: A Difference-in-Difference Analysis Using Guaranteed Tuition Policies Abstract: This study considered the impact of state-level guaranteed tuition programs on alternative student-based revenue streams. It used a quasi-experimental, difference-in-difference methodology with a panel dataset of public four-year institutions from 2000–2012. Illinois' 2004 “Truth-in-Tuition” law was used as the policy of interest and the treatment condition. Following the introduction of Illinois' guaranteed tuition law, required fees and out-of-state tuition increased significantly at institutions subject to the law, but not the number or percent of out-of-state students. These results were robust to specifications with alternative comparison groups and the inclusion of state-specific linear time trends. Journal: The Journal of Higher Education Pages: 731-769 Issue: 5 Volume: 87 Year: 2016 Month: 9 X-DOI: 10.1080/00221546.2016.11777420 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777420 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:5:p:731-769 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Author-Name: Donald E. Heller Author-X-Name-First: Donald E. Author-X-Name-Last: Heller Author-Name: Steven P. Young Author-X-Name-First: Steven P. Author-X-Name-Last: Young Title: State Postsecondary Policy Innovation: Politics, Competition, and the Interstate Migration of Policy Ideas Journal: The Journal of Higher Education Pages: 363-400 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772289 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772289 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:363-400 Template-Type: ReDIF-Article 1.0 Author-Name: James S. Fairweather Author-X-Name-First: James S. Author-X-Name-Last: Fairweather Title: Beyond the Rhetoric: Trends in the Relative Value of Teaching and Research in Faculty Salaries Journal: The Journal of Higher Education Pages: 401-422 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772290 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772290 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:401-422 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Twombly Author-X-Name-First: Susan B. Author-X-Name-Last: Twombly Title: Values, Policies, and Practices Affecting the Hiring Process for Full-Time Arts and Sciences Faculty in Community Colleges Journal: The Journal of Higher Education Pages: 423-447 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772291 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772291 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:423-447 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas F. Nelson Laird Author-X-Name-First: Thomas F. Nelson Author-X-Name-Last: Laird Author-Name: Mark E. Engberg Author-X-Name-First: Mark E. Author-X-Name-Last: Engberg Author-Name: Sylvia Hurtado Author-X-Name-First: Sylvia Author-X-Name-Last: Hurtado Title: Modeling Accentuation Effects: Enrolling in a Diversity Course and the Importance of Social Action Engagement Journal: The Journal of Higher Education Pages: 448-476 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772292 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772292 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:448-476 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Cogs in the Classroom Factory: The Changing Identity of Academic Labor Journal: The Journal of Higher Education Pages: 477-479 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772293 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772293 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:477-479 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Author-Name: Michelle A. Cooper Author-X-Name-First: Michelle A. Author-X-Name-Last: Cooper Title: Transforming the First Year of College for Students of Color Journal: The Journal of Higher Education Pages: 479-482 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772294 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772294 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:479-482 Template-Type: ReDIF-Article 1.0 Author-Name: Pamela L. Eddy Author-X-Name-First: Pamela L. Author-X-Name-Last: Eddy Title: University Leadership in Urban School Renewal Journal: The Journal of Higher Education Pages: 482-484 Issue: 4 Volume: 76 Year: 2005 Month: 7 X-DOI: 10.1080/00221546.2005.11772295 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772295 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:4:p:482-484 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan S. Wells Author-X-Name-First: Ryan S. Author-X-Name-Last: Wells Author-Name: Tricia A. Seifert Author-X-Name-First: Tricia A. Author-X-Name-Last: Seifert Author-Name: Ryan D. Padgett Author-X-Name-First: Ryan D. Author-X-Name-Last: Padgett Author-Name: Sueuk Park Author-X-Name-First: Sueuk Author-X-Name-Last: Park Author-Name: Paul D. Umbach Author-X-Name-First: Paul D. Author-X-Name-Last: Umbach Title: Why Do More Women than Men Want to Earn a Four-Year Degree? Exploring the Effects of Gender, Social Origin, and Social Capital on Educational Expectations Journal: The Journal of Higher Education Pages: 1-32 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779083 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779083 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:1-32 Template-Type: ReDIF-Article 1.0 Author-Name: Silvia Gilardi Author-X-Name-First: Silvia Author-X-Name-Last: Gilardi Author-Name: Chiara Guglielmetti Author-X-Name-First: Chiara Author-X-Name-Last: Guglielmetti Title: University Life of Non-Traditional Students: Engagement Styles and Impact on Attrition Journal: The Journal of Higher Education Pages: 33-53 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779084 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779084 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:33-53 Template-Type: ReDIF-Article 1.0 Author-Name: Regina Deil-Amen Author-X-Name-First: Regina Author-X-Name-Last: Deil-Amen Title: Socio-Academic Integrative Moments: Rethinking Academic and Social Integration among Two-Year College Students in Career-Related Programs Journal: The Journal of Higher Education Pages: 54-91 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779085 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779085 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:54-91 Template-Type: ReDIF-Article 1.0 Author-Name: Chris Craney Author-X-Name-First: Chris Author-X-Name-Last: Craney Author-Name: Tara McKay Author-X-Name-First: Tara Author-X-Name-Last: McKay Author-Name: April Mazzeo Author-X-Name-First: April Author-X-Name-Last: Mazzeo Author-Name: Janet Morris Author-X-Name-First: Janet Author-X-Name-Last: Morris Author-Name: Cheryl Prigodich Author-X-Name-First: Cheryl Author-X-Name-Last: Prigodich Author-Name: Robert de Groot Author-X-Name-First: Robert Author-X-Name-Last: de Groot Title: Cross-Discipline Perceptions of the Undergraduate Research Experience Journal: The Journal of Higher Education Pages: 92-113 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779086 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779086 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:92-113 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin A. Johnson Author-X-Name-First: Benjamin A. Author-X-Name-Last: Johnson Author-Name: Bruce A. Kimball Author-X-Name-First: Bruce A. Author-X-Name-Last: Kimball Title: American Higher Education Transformed, 1940–2005: Documenting the National Discourse Journal: The Journal of Higher Education Pages: 114-117 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779087 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779087 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:114-117 Template-Type: ReDIF-Article 1.0 Author-Name: William Zumeta Author-X-Name-First: William Author-X-Name-Last: Zumeta Title: The Indispensable University: Higher Education, Economic Development, and the Knowledge Economy Journal: The Journal of Higher Education Pages: 117-119 Issue: 1 Volume: 82 Year: 2011 Month: 1 X-DOI: 10.1080/00221546.2011.11779088 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11779088 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:1:p:117-119 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Author-Name: Kristan M. Venegas Author-X-Name-First: Kristan M. Author-X-Name-Last: Venegas Title: Finding Money on the Table: Information, Financial Aid, and Access to College Journal: The Journal of Higher Education Pages: 363-388 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779021 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779021 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:363-388 Template-Type: ReDIF-Article 1.0 Author-Name: Shaun R. Harper Author-X-Name-First: Shaun R. Author-X-Name-Last: Harper Author-Name: Lori D. Patton Author-X-Name-First: Lori D. Author-X-Name-Last: Patton Author-Name: Ontario S. Wooden Author-X-Name-First: Ontario S. Author-X-Name-Last: Wooden Title: Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts Journal: The Journal of Higher Education Pages: 389-414 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779022 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779022 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:389-414 Template-Type: ReDIF-Article 1.0 Author-Name: Julie J. Park Author-X-Name-First: Julie J. Author-X-Name-Last: Park Author-Name: Nida Denson Author-X-Name-First: Nida Author-X-Name-Last: Denson Title: Attitudes and Advocacy: Understanding Faculty Views on Racial/Ethnic Diversity Journal: The Journal of Higher Education Pages: 415-438 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779023 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779023 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:415-438 Template-Type: ReDIF-Article 1.0 Author-Name: Marvin A. Titus Author-X-Name-First: Marvin A. Author-X-Name-Last: Titus Title: The Production of Bachelor's Degrees and Financial Aspects of State Higher Education Policy: A Dynamic Analysis Journal: The Journal of Higher Education Pages: 439-468 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779024 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779024 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:439-468 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Suspitsyna Author-X-Name-First: Tatiana Author-X-Name-Last: Suspitsyna Title: Multiversities, Ideas, and Democracy Journal: The Journal of Higher Education Pages: 469-473 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779025 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779025 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:469-473 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Women & Leadership: The State of Play and Strategies for Change Journal: The Journal of Higher Education Pages: 474-476 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779026 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779026 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:474-476 Template-Type: ReDIF-Article 1.0 Author-Name: Nancy Collins Author-X-Name-First: Nancy Author-X-Name-Last: Collins Title: Motivation and Self-Regulated Learning: Theory, Research, and Applications Journal: The Journal of Higher Education Pages: 476-479 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779027 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779027 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:476-479 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin T. Leicht Author-X-Name-First: Kevin T. Author-X-Name-Last: Leicht Title: From Higher Aims to Hired Hands: The Social Transformation of American Business Schools Journal: The Journal of Higher Education Pages: 480-481 Issue: 4 Volume: 80 Year: 2009 Month: 7 X-DOI: 10.1080/00221546.2009.11779028 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:4:p:480-481 Template-Type: ReDIF-Article 1.0 Author-Name: Mark R. Connolly Author-X-Name-First: Mark R. Author-X-Name-Last: Connolly Title: What's in a Name? Journal: The Journal of Higher Education Pages: 515-547 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778851 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:515-547 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle L. Kelley Author-X-Name-First: Michelle L. Author-X-Name-Last: Kelley Author-Name: Beth Parsons Author-X-Name-First: Beth Author-X-Name-Last: Parsons Title: Sexual Harassment in the 1990s Journal: The Journal of Higher Education Pages: 548-568 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778852 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778852 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:548-568 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Author-Name: Jeffrey F. Milem Author-X-Name-First: Jeffrey F. Author-X-Name-Last: Milem Author-Name: Anna Shaw Sullivan Author-X-Name-First: Anna Shaw Author-X-Name-Last: Sullivan Title: The Influence of Active Learning on the College Student Departure Process Journal: The Journal of Higher Education Pages: 569-590 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778853 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778853 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:569-590 Template-Type: ReDIF-Article 1.0 Author-Name: Scott L. Thomas Author-X-Name-First: Scott L. Author-X-Name-Last: Thomas Title: Ties That Bind Journal: The Journal of Higher Education Pages: 591-615 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778854 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:591-615 Template-Type: ReDIF-Article 1.0 Author-Name: Susan H. Frost Author-X-Name-First: Susan H. Author-X-Name-Last: Frost Author-Name: Daniel Teodorescu Author-X-Name-First: Daniel Author-X-Name-Last: Teodorescu Title: Review Essay Journal: The Journal of Higher Education Pages: 616-623 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778855 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:616-623 Template-Type: ReDIF-Article 1.0 Author-Name: Ken Kempner Author-X-Name-First: Ken Author-X-Name-Last: Kempner Title: Education and the Rise of the Global Economy Journal: The Journal of Higher Education Pages: 624-627 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778856 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778856 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:624-627 Template-Type: ReDIF-Article 1.0 Author-Name: Brad Cahoon Author-X-Name-First: Brad Author-X-Name-Last: Cahoon Title: Electronic Literacies: Language, Culture, and Power in Online Education Journal: The Journal of Higher Education Pages: 627-629 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778857 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:627-629 Template-Type: ReDIF-Article 1.0 Author-Name: John H. Schuh Author-X-Name-First: John H. Author-X-Name-Last: Schuh Title: The Innovative Campus: Nurturing the Distinctive Learning Environment Journal: The Journal of Higher Education Pages: 629-632 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778858 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778858 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:629-632 Template-Type: ReDIF-Article 1.0 Author-Name: Annette Gibbs Author-X-Name-First: Annette Author-X-Name-Last: Gibbs Title: Public and Private Financing of Higher Education: Shaping Public Policy for the Future Journal: The Journal of Higher Education Pages: 632-634 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778859 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778859 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:632-634 Template-Type: ReDIF-Article 1.0 Author-Name: Alan T. Seagren Author-X-Name-First: Alan T. Author-X-Name-Last: Seagren Title: The Department Chair as Academic Leader Journal: The Journal of Higher Education Pages: 634-636 Issue: 5 Volume: 71 Year: 2000 Month: 9 X-DOI: 10.1080/00221546.2000.11778860 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778860 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:5:p:634-636 Template-Type: ReDIF-Article 1.0 Author-Name: Michele S. Moses Author-X-Name-First: Michele S. Author-X-Name-Last: Moses Author-Name: Daryl J. Maeda Author-X-Name-First: Daryl J. Author-X-Name-Last: Maeda Author-Name: Christina H. Paguyo Author-X-Name-First: Christina H. Author-X-Name-Last: Paguyo Title: Racial Politics, Resentment, and Affirmative Action: Asian Americans as “Model” College Applicants Abstract: This article uses philosophical analysis to clarify the arguments and claims about racial discrimination brought forward in the recent legal challenges to affirmative action in higher education admissions. Affirmative action opponents have argued that elite institutions of higher education are using negative action against Asian American applicants, so they can admit other students of color instead by using race-conscious affirmative action. We examined the surrounding controversy, while positing that the portrayal of Asian Americans as a model minority in this debate foments a politics of resentment that divides racial groups. Our analysis centered on how key concepts such as racial discrimination and diversity may be central to this politics of resentment. Given persistent threats to access and equity in higher education, it is important to gain conceptual clarity about the racial politics of anti-affirmative action efforts. Journal: The Journal of Higher Education Pages: 1-26 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1441110 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1441110 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:1-26 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ochs Rosinger Author-X-Name-First: Kelly Ochs Author-X-Name-Last: Rosinger Author-Name: Andrew S. Belasco Author-X-Name-First: Andrew S. Author-X-Name-Last: Belasco Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Title: A Boost for the Middle Class: An Evaluation of No-Loan Policies and Elite Private College Enrollment Abstract: In response to goals of expanding access as well as public pressure to leverage substantial endowment resources toward increasing affordability, numerous elite colleges have enacted policies aimed at improving access and affordability by replacing student loans with grants in financial aid packages. No-loan policies, however, differ in the extent to which they expand affordability: Some policies offer a universal discount by replacing loans with grants for all aid-eligible students, while others offer narrowly targeted discounts to students based on income, Pell Grant eligibility status, or another means-tested threshold. We leveraged newly available Equality of Opportunity Project Mobility Report Card data and a difference-in-differences design using unweighted and weighted comparison groups to examine the relationship between adoption of universal and targeted no-loan policies and economic diversity at elite colleges. We found that colleges offering universal discounts experienced increased enrollment among middle-class students. Our study indicates universal no-loan policies represent one strategy to increase access and affordability for the middle-class in the elite reaches of higher education. The study also, however, raises questions about the policies’ effectiveness in addressing access for low-income students and efficiency in targeting aid. Journal: The Journal of Higher Education Pages: 27-55 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1484222 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1484222 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:27-55 Template-Type: ReDIF-Article 1.0 Author-Name: Isabelle Dorenkamp Author-X-Name-First: Isabelle Author-X-Name-Last: Dorenkamp Author-Name: Sascha Ruhle Author-X-Name-First: Sascha Author-X-Name-Last: Ruhle Title: Work–Life Conflict, Professional Commitment, and Job Satisfaction Among Academics Abstract: Based on the job demands-resources model and role conflict theories, we developed and tested hypotheses to elucidate the consequences that work-to-life and life-to-work conflicts have on job satisfaction and how affective, normative, and continuance professional commitment moderate these relationships. Using data collected from German academics, our results confirmed theoretical assumptions that work-to-life conflict and continuance commitment act as stressors that reduce job satisfaction, while affective commitment serves as a resource, as it lowers job satisfaction directly and buffers the negative impact of a work-to-life conflict on job satisfaction. Neither life-to-work conflict nor normative commitment had a direct impact on job satisfaction, but their interaction had a positive effect on job satisfaction. A groupwise analysis of academics with temporary positions and academics with permanent positions revealed that affective commitment was a moderator only in association with work-to-life conflict among temporarily employed academics and that normative and continuance commitment were moderators in association with the life-to-work conflict among permanently employed academics. We discuss the implications of these results for theory and policy. Journal: The Journal of Higher Education Pages: 56-84 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1484644 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1484644 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:56-84 Template-Type: ReDIF-Article 1.0 Author-Name: Moira Ozias Author-X-Name-First: Moira Author-X-Name-Last: Ozias Author-Name: Penny Pasque Author-X-Name-First: Penny Author-X-Name-Last: Pasque Title: Critical Geography as Theory and Praxis: The Community–University Imperative for Social Change Abstract: University administrators, faculty, and staff must engage in newly fashioned community-university collaborations that better address systemic inequities and injustice during this complex time in U.S. history. Graduate students are tomorrow’s higher education leaders with the potential to fund, design, and facilitate curricular and cocurricular opportunities, including community engagement and service-learning initiatives. As such, we analyzed graduate students’ text and talk through critical discourse analysis and identified discourses—and pedagogical possibilities—that facilitated more socially just community-university collaborations. What emerged were 3 specific discourses of community-university collaboration that graduate students use: (a) discourses of volunteerism and service, (b) discourses of student outcomes, and (c) discourses of systems of power, where the first 2 discourses confirmed existing literature. Uniquely, some students shifted discourses over time. In addition, the 3rd discourse of systems of power reflected an expressed vision for social justice and included concepts of critical geography. In sum, a critical analysis of space emerged as a useful tool for building and sustaining social justice-oriented talk, understandings, and practices of community-university engagement. The current study advances new understandings about critical geography as a theoretical approach and analytical tool for community-university engagement and service learning. Journal: The Journal of Higher Education Pages: 85-110 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1449082 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1449082 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:85-110 Template-Type: ReDIF-Article 1.0 Author-Name: Tammy Kolbe Author-X-Name-First: Tammy Author-X-Name-Last: Kolbe Author-Name: Bruce D. Baker Author-X-Name-First: Bruce D. Author-X-Name-Last: Baker Title: Fiscal Equity and America’s Community Colleges Abstract: Community colleges play an increasingly important role in the higher education landscape. Yet, what is unclear is whether existing models for funding community colleges are up to the task of preserving, or even expanding, access to postsecondary education, particularly among groups historically underrepresented in higher education. Of particular concern has been whether existing resources are distributed among colleges in a fair and efficient manner. In this article, we use frameworks and policy templates from K-12 education finance to better understand differences in resources available to community colleges nationwide, prior to and after the 2008 recession. Specifically, we evaluate the extent of variation in per pupil spending within states; the extent to which variation is associated with community wealth, a proxy for student need; and whether state appropriations, as a share of total revenue, substantively impact fiscal equity. Taken together, we find substantial differences in spending among community colleges within states; evidence that spending differences may be related to proxies for student need; and that changes in state appropriations impact fiscal equity across community colleges. Journal: The Journal of Higher Education Pages: 111-149 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1442984 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1442984 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:111-149 Template-Type: ReDIF-Article 1.0 Author-Name: Jason C. Garvey Author-X-Name-First: Jason C. Author-X-Name-Last: Garvey Author-Name: Steve D. Mobley Author-X-Name-First: Steve D. Author-X-Name-Last: Mobley Author-Name: Kiara S. Summerville Author-X-Name-First: Kiara S. Author-X-Name-Last: Summerville Author-Name: Gretchen T. Moore Author-X-Name-First: Gretchen T. Author-X-Name-Last: Moore Title: Queer and Trans* Students of Color: Navigating Identity Disclosure and College Contexts Abstract: The purpose of this study was to explore outness among undergraduate students who identify as queer and trans* people of color (QTPOC). Data for this study originated from The National LGBT Alumni Survey and included 386 QTPOC respondents. We utilized analysis of variance (ANOVA) to explore differences in outness across racial identities for QTPOC students and linear regression to understand the relationship between contextual influences and outness using Abes, Jones, and McEwen’s (2007) reconceptualized model of multiple dimensions of identity as a framework. We also analyzed participants’ open-ended responses to understand how QTPOC students navigate meaning making across their gender, racial, and sexual identities. The ANOVA was significant for outness, F(3, 382) = 6.93, p < .001, with a medium effect size (ƞ2 = .05). The linear regression analysis explained 44% of the variance in outness among QTPOC student respondents (p < .001). Narratives from the open-ended responses offered additional perspectives and further informed how QTPOC students navigated and made meaning of their identity disclosures. Overall, our results emphasize that QTPOC students navigate their racial, gender, and sexual identities in complex manners as they negotiate their levels of outness while in college. Journal: The Journal of Higher Education Pages: 150-178 Issue: 1 Volume: 90 Year: 2019 Month: 1 X-DOI: 10.1080/00221546.2018.1449081 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1449081 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:1:p:150-178 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia Marin Author-X-Name-First: Patricia Author-X-Name-Last: Marin Author-Name: John T. Yun Author-X-Name-First: John T. Author-X-Name-Last: Yun Author-Name: Liliana M. Garces Author-X-Name-First: Liliana M. Author-X-Name-Last: Garces Author-Name: Catherine L. Horn Author-X-Name-First: Catherine L. Author-X-Name-Last: Horn Title: Bridging Divides: Understanding Knowledge Producers’ Perspectives on the Use of Research in Law Abstract: Legal challenges continue to play central roles in critical higher education policy discussions. There are, however, wide gaps in understanding between the legal and research communities about the rigor and value of social science in legal decision-making—gaps that need to be addressed to improve the use of research in law. This study focuses on an underexamined viewpoint in the research use process—the producers of research—to examine their normative views about what sources should influence the law and how social scientists should participate in the development of amicus curiae briefs, an important venue through which social science research is introduced to the courts. Drawing from responses to a survey of scholars cited in Fisher, findings highlight the critical roles higher education researchers can play in the research use process. Findings also suggest that members of the social science and legal communities may need to consider a broader set of responsibilities in their work. If research is to be useful in informing solutions to intractable challenges in education and other areas of society, the relationships and understandings between the legal and social science communities must be strengthened. Journal: The Journal of Higher Education Pages: 167-191 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1621116 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1621116 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:167-191 Template-Type: ReDIF-Article 1.0 Author-Name: Denisa Gándara Author-X-Name-First: Denisa Author-X-Name-Last: Gándara Title: How the Sausage is Made: An Examination of a State Funding Model Design Process Abstract: Extant research neglects to examine how policymakers make decisions regarding funding allocations to higher education institutions. This case study analyzed the policy process surrounding the development of one model for funding higher education in Colorado. The study is anchored in a theory of policy design, which considers how groups targeted by a policy are socially constructed, as well as their levels of political power. Drawing on interviews with 19 policy actors involved in funding-model development and 144 documents, findings reveal that institutions‘ levels of political power are critical, but not deterministic, in explaining allocations under the new model. Access institutions benefited most from the state’s new funding model, primarily due to one policy entrepreneur’s interest in linking funding more tightly to higher education institutions‘ enrollments. Research institutions used their political power to repel burdens that would have been imposed through the funding-model bill. Finally, racial/ethnic minority students were ultimately denied explicit funding benefits. This outcome resulted from legislators’ overt efforts to avoid addressing race in this policy process. This study contributes to literature on higher education finance, policy, and politics by illuminating how target groups’ political power and social constructions influence decisions surrounding state funding for public colleges and universities. Journal: The Journal of Higher Education Pages: 192-221 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1618782 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1618782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:192-221 Template-Type: ReDIF-Article 1.0 Author-Name: Federick J. Ngo Author-X-Name-First: Federick J. Author-X-Name-Last: Ngo Title: High School All Over Again: The Problem of Redundant College Mathematics Abstract: Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math experiences, when students who were identified as being able to pass a higher-level course instead took a lower-level course that they had already completed in high school. I show how redundant math is a distinct experience from college math remediation and how many students in remediation are actually in redundant courses. I also inspect patterns of math redundancy among the college-going population. Roughly one-fifth of college students take math that is redundant and likely unnecessary. This is more commonly the experience of students attending public colleges, female students, and students from lower-SES backgrounds. About 40% of students beginning college in remedial math courses do so in a redundant math course. Journal: The Journal of Higher Education Pages: 222-248 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1611326 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1611326 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:222-248 Template-Type: ReDIF-Article 1.0 Author-Name: Keon M. McGuire Author-X-Name-First: Keon M. Author-X-Name-Last: McGuire Author-Name: Joseph D. Sweet Author-X-Name-First: Joseph D. Author-X-Name-Last: Sweet Author-Name: Kenzalia Bryant-Scott Author-X-Name-First: Kenzalia Author-X-Name-Last: Bryant-Scott Author-Name: Terrence S. McTier Author-X-Name-First: Terrence S. Author-X-Name-Last: McTier Author-Name: Emeka Ikegwuonu Author-X-Name-First: Emeka Author-X-Name-Last: Ikegwuonu Title: A Pledge of Faithfulness: How Black Christian Fraternity Men Embody Race, Gender and Religious Identities Abstract: Though much has been written about the benefits that Black sororities and fraternities offer its members as well as broader communities within and beyond the ivory towers, comparatively fewer studies have addressed how these organizations interact with men's constructions and embodiments of masculinities. Moreover, even fewer studies examine the intersections of masculinities, race, and religion. As such, this paper examines how members of one Black Christian fraternity construct their manhood amid these intersections. To do this, we conduct an interpretative phenomenological analysis based on interviews, a photovoice exercise, and field notes taken during a fraternity retreat to examine how members of this fraternity negotiate race-gender-religion as they navigate both college life and emerging adulthood. Our analysis reveals that the men embody Black Christian masculinities as responsibility, assuming leadership roles, and actively working against stereotypes and tropes of Black Christian manhood. Ultimately, we argue that colleges and universities should be cognizant of the ways that Black Christian fraternity men experience and respond to gendered racism and that educators themselves be aware of the subtle ways (cisgender heterosexual) Black manhood can sometimes reinforce heteropatriarchy. Journal: The Journal of Higher Education Pages: 249-274 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1631072 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1631072 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:249-274 Template-Type: ReDIF-Article 1.0 Author-Name: Blanca Torres-Olave Author-X-Name-First: Blanca Author-X-Name-Last: Torres-Olave Author-Name: Ashley M. Brown Author-X-Name-First: Ashley M. Author-X-Name-Last: Brown Author-Name: Lillianna Franco Carrera Author-X-Name-First: Lillianna Author-X-Name-Last: Franco Carrera Author-Name: Carlos Ballinas Author-X-Name-First: Carlos Author-X-Name-Last: Ballinas Title: Not Waving but Striving: Research Collaboration in the Context of Stratification, Segmentation, and the Quest for Prestige Abstract: In this article we examine the ways in which institutional stratification and academic labor segmentation contribute to shaping faculty collaborative activities. We draw on interviews from science and engineering faculty at two institutions in the United States to highlight how collaboration, as an essential form of academic labor, is shaped by institutional factors like resource stress and isomorphic pressures to fit the ideal of the “world-class” research-intensive university. The findings suggest that a university’s relative position in the institutional status hierarchy has a significant impact on the types of resources faculty seeking to establish collaborations can access and mobilize, thus reinforcing existing patterns of institutional stratification where “striving” institutions can never catch up to their more prestigious peers. At the same time, the pressure to maximize institutional prestige can create paradoxical interinstitutional dynamics where seemingly successful “Mode 2” units that rely almost exclusively on external resources and partnerships with industry are expected to mold themselves more closely to the activity streams of traditional academic units. Journal: The Journal of Higher Education Pages: 275-299 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1631074 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1631074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:275-299 Template-Type: ReDIF-Article 1.0 Author-Name: Cecilia M. Orphan Author-X-Name-First: Cecilia M. Author-X-Name-Last: Orphan Author-Name: Graham N. S. Miller Author-X-Name-First: Graham N. S. Author-X-Name-Last: Miller Title: The Company Regional Comprehensive Universities Desire to Keep: Choosing Institutional Membership Associations Abstract: This article presents findings from a multiple-case study examining administrator choice in and use of institutional membership associations (IMAs) among Regional Comprehensive Universities (RCUs). The study’s purpose was to understand what choice of IMAs revealed about status-seeking and mission-centeredness among RCU administrators. Also examined was how administrators leverage IMAs to position their institutions in the broader postsecondary field. Neo-institutional and network theories guided analysis of two RCU subsets: those that discontinued membership in an RCU association, and current members of the same association that changed Carnegie Classification. Analysis found that membership associations operate similarly to the Carnegie Classifications in the minds of administrators. RCU administrators were interested in the informational resources provided by membership associations that would strengthen their commitment to the historic RCU mission (mission-centeredness), or modify this mission to refocus on the liberal arts or research (status-seeking). Among administrators that had discontinued the RCU association, status concerns were related to this decision. There was also a relationship between choice of membership association and change in Carnegie Classification. Participants saw these groupings (Carnegie and associations) conflating under the advancement of status. Finally, some administrators maintained dual memberships in order to pursue competing priorities related to mission-centeredness and status-seeking. Journal: The Journal of Higher Education Pages: 300-325 Issue: 2 Volume: 91 Year: 2020 Month: 2 X-DOI: 10.1080/00221546.2019.1631073 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1631073 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:2:p:300-325 Template-Type: ReDIF-Article 1.0 Author-Name: Joan S. Stark Author-X-Name-First: Joan S. Author-X-Name-Last: Stark Title: Classifying Professional Preparation Programs Journal: The Journal of Higher Education Pages: 353-383 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775140 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775140 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:353-383 Template-Type: ReDIF-Article 1.0 Author-Name: Jay R. Howard Author-X-Name-First: Jay R. Author-X-Name-Last: Howard Author-Name: Amanda L. Henney Author-X-Name-First: Amanda L. Author-X-Name-Last: Henney Title: Student Participation and Instructor Gender in the Mixed-Age College Classroom Journal: The Journal of Higher Education Pages: 384-405 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775141 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775141 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:384-405 Template-Type: ReDIF-Article 1.0 Author-Name: Ahmad A. Oweini Author-X-Name-First: Ahmad A. Author-X-Name-Last: Oweini Title: How Students Coped with the War Journal: The Journal of Higher Education Pages: 406-423 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775142 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775142 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:406-423 Template-Type: ReDIF-Article 1.0 Author-Name: Gregory A. Crawford Author-X-Name-First: Gregory A. Author-X-Name-Last: Crawford Title: Testing a Model of Intraorganizational Power within Liberal Arts College Libraries Journal: The Journal of Higher Education Pages: 424-439 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775143 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775143 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:424-439 Template-Type: ReDIF-Article 1.0 Author-Name: David M. Shannon Author-X-Name-First: David M. Author-X-Name-Last: Shannon Author-Name: Darla J. Twale Author-X-Name-First: Darla J. Author-X-Name-Last: Twale Author-Name: Mathew S. Moore Author-X-Name-First: Mathew S. Author-X-Name-Last: Moore Title: TA Teaching Effectiveness Journal: The Journal of Higher Education Pages: 440-466 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775144 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775144 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:440-466 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Title: Wise Moves in Hard Times: Creating and Managing Resilient Colleges and Universities Journal: The Journal of Higher Education Pages: 467-469 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775145 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775145 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:467-469 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Higher Education Pages: 469-469 Issue: 4 Volume: 69 Year: 1998 Month: 7 X-DOI: 10.1080/00221546.1998.11775146 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775146 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:4:p:469-469 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-v Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777184 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777184 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:i-v Template-Type: ReDIF-Article 1.0 Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Author-Name: Linda K. Johnsrud Author-X-Name-First: Linda K. Author-X-Name-Last: Johnsrud Author-Name: Ronald H. Heck Author-X-Name-First: Ronald H. Author-X-Name-Last: Heck Title: Academic Deans and Directors: Assessing Their Effectiveness from Individual and Institutional Perspectives Journal: The Journal of Higher Education Pages: 1-25 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777185 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777185 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:1-25 Template-Type: ReDIF-Article 1.0 Author-Name: Joshua B. Powers Author-X-Name-First: Joshua B. Author-X-Name-Last: Powers Title: Commercializing Academic Research Journal: The Journal of Higher Education Pages: 26-50 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777186 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777186 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:26-50 Template-Type: ReDIF-Article 1.0 Author-Name: Gail Crombie Author-X-Name-First: Gail Author-X-Name-Last: Crombie Author-Name: Sandra W. Pyke Author-X-Name-First: Sandra W. Author-X-Name-Last: Pyke Author-Name: Naida Silverthorn Author-X-Name-First: Naida Author-X-Name-Last: Silverthorn Author-Name: Alison Jones Author-X-Name-First: Alison Author-X-Name-Last: Jones Author-Name: Sergio Piccinin Author-X-Name-First: Sergio Author-X-Name-Last: Piccinin Title: Students' Perceptions of Their Classroom Participation and Instructor as a Function of Gender and Context Journal: The Journal of Higher Education Pages: 51-76 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777187 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777187 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:51-76 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff L. Philpott Author-X-Name-First: Jeff L. Author-X-Name-Last: Philpott Author-Name: Carney Strange Author-X-Name-First: Carney Author-X-Name-Last: Strange Title: “On the Road to Cambridge” Journal: The Journal of Higher Education Pages: 77-95 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777188 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777188 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:77-95 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin Baez Author-X-Name-First: Benjamin Author-X-Name-Last: Baez Title: Affirmative Action, Diversity, and the Politics of Representation in Higher Education Journal: The Journal of Higher Education Pages: 96-107 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777189 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777189 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:96-107 Template-Type: ReDIF-Article 1.0 Author-Name: Richard R. Renner Author-X-Name-First: Richard R. Author-X-Name-Last: Renner Title: Higher Ed, Inc.: The Rise of the For-Profit University Journal: The Journal of Higher Education Pages: 108-111 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777190 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777190 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:108-111 Template-Type: ReDIF-Article 1.0 Author-Name: Eileen M. Doherty Author-X-Name-First: Eileen M. Author-X-Name-Last: Doherty Title: Understanding Faculty Productivity: Standards and Benchmarks for Colleges and Universities Journal: The Journal of Higher Education Pages: 112-115 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777191 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777191 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:112-115 Template-Type: ReDIF-Article 1.0 Author-Name: Keith L. Smith Author-X-Name-First: Keith L. Author-X-Name-Last: Smith Author-Name: Jo M. Jones Author-X-Name-First: Jo M. Author-X-Name-Last: Jones Author-Name: John S. McCauley Author-X-Name-First: John S. Author-X-Name-Last: McCauley Title: Land-Grant Universities and Extension into the 21st Century: Renegotiating or Abandoning a Social Contract Journal: The Journal of Higher Education Pages: 116-118 Issue: 1 Volume: 74 Year: 2003 Month: 1 X-DOI: 10.1080/00221546.2003.11777192 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11777192 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:1:p:116-118 Template-Type: ReDIF-Article 1.0 Author-Name: Leonard L. Baird Author-X-Name-First: Leonard L. Author-X-Name-Last: Baird Title: Higher Education's Social Role Journal: The Journal of Higher Education Pages: 121-123 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778874 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778874 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:121-123 Template-Type: ReDIF-Article 1.0 Author-Name: Barry Checkoway Author-X-Name-First: Barry Author-X-Name-Last: Checkoway Title: Renewing the Civic Mission of the American Research University Journal: The Journal of Higher Education Pages: 125-147 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778875 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778875 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:125-147 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: The Dynamic Tensions of Service Learning in Higher Education Journal: The Journal of Higher Education Pages: 148-171 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778876 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778876 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:148-171 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth J. Whitt Author-X-Name-First: Elizabeth J. Author-X-Name-Last: Whitt Author-Name: Marcia I. Edison Author-X-Name-First: Marcia I. Author-X-Name-Last: Edison Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Author-Name: Amaury Nora Author-X-Name-First: Amaury Author-X-Name-Last: Nora Title: Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College Journal: The Journal of Higher Education Pages: 172-204 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778877 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778877 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:172-204 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Author-Name: Alexander Jun Author-X-Name-First: Alexander Author-X-Name-Last: Jun Title: A University Helps Prepare Low Income Youths for College Journal: The Journal of Higher Education Pages: 205-225 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778878 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778878 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:205-225 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa S. Anderson Author-X-Name-First: Melissa S. Author-X-Name-Last: Anderson Title: The Complex Relations between the Academy and Industry Journal: The Journal of Higher Education Pages: 226-246 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778879 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:226-246 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Jacoby Author-X-Name-First: Barbara Author-X-Name-Last: Jacoby Title: Colleges and Universities as Citizens Journal: The Journal of Higher Education Pages: 247-249 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778880 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:247-249 Template-Type: ReDIF-Article 1.0 Author-Name: Kathryn M. Moore Author-X-Name-First: Kathryn M. Author-X-Name-Last: Moore Title: Building the Responsive Campus: Creating High Performance Colleges and Universities Journal: The Journal of Higher Education Pages: 249-253 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778881 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:249-253 Template-Type: ReDIF-Article 1.0 Author-Name: Philip G. Altbach Author-X-Name-First: Philip G. Author-X-Name-Last: Altbach Title: The Globalization of Higher Education Journal: The Journal of Higher Education Pages: 254-256 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778883 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778883 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:254-256 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Title: Where's the Learning in Service-Learning? Journal: The Journal of Higher Education Pages: 256-258 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778884 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778884 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:256-258 Template-Type: ReDIF-Article 1.0 Author-Name: Roger Geiger Author-X-Name-First: Roger Author-X-Name-Last: Geiger Title: Funding Science in America: Congress, Universities, and the Politics of the Academic Pork Barrel Journal: The Journal of Higher Education Pages: 258-260 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778885 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778885 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:258-260 Template-Type: ReDIF-Article 1.0 Author-Name: David C. Sundberg Author-X-Name-First: David C. Author-X-Name-Last: Sundberg Title: No Neutral Ground: Standing by the Values We Prize in Higher Education Journal: The Journal of Higher Education Pages: 261-263 Issue: 2 Volume: 72 Year: 2001 Month: 3 X-DOI: 10.1080/00221546.2001.11778886 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11778886 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:2:p:261-263 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew Soldner Author-X-Name-First: Matthew Author-X-Name-Last: Soldner Author-Name: Heather Rowan-Kenyon Author-X-Name-First: Heather Author-X-Name-Last: Rowan-Kenyon Author-Name: Karen Kurotsuchi Inkelas Author-X-Name-First: Karen Kurotsuchi Author-X-Name-Last: Inkelas Author-Name: Jason Garvey Author-X-Name-First: Jason Author-X-Name-Last: Garvey Author-Name: Claire Robbins Author-X-Name-First: Claire Author-X-Name-Last: Robbins Title: Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors Journal: The Journal of Higher Education Pages: 311-336 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777246 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777246 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:311-336 Template-Type: ReDIF-Article 1.0 Author-Name: Ada Demb Author-X-Name-First: Ada Author-X-Name-Last: Demb Author-Name: Amy Wade Author-X-Name-First: Amy Author-X-Name-Last: Wade Title: Reality Check: Faculty Involvement in Outreach & Engagement Journal: The Journal of Higher Education Pages: 337-366 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777247 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777247 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:337-366 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Title: A Multilevel Examination of the Influence of Institutional Type on the Moral Reasoning Development of First-Year Students Journal: The Journal of Higher Education Pages: 367-388 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777248 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777248 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:367-388 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara F. Tobolowsky Author-X-Name-First: Barbara F. Author-X-Name-Last: Tobolowsky Author-Name: Bradley E. Cox Author-X-Name-First: Bradley E. Author-X-Name-Last: Cox Title: Rationalizing Neglect: An Institutional Response to Transfer Students Journal: The Journal of Higher Education Pages: 389-410 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777249 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777249 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:389-410 Template-Type: ReDIF-Article 1.0 Author-Name: Jean Waltman Author-X-Name-First: Jean Author-X-Name-Last: Waltman Author-Name: Inger Bergom Author-X-Name-First: Inger Author-X-Name-Last: Bergom Author-Name: Carol Hollenshead Author-X-Name-First: Carol Author-X-Name-Last: Hollenshead Author-Name: Jeanne Miller Author-X-Name-First: Jeanne Author-X-Name-Last: Miller Author-Name: Louise August Author-X-Name-First: Louise Author-X-Name-Last: August Title: Factors Contributing to Job Satisfaction and Dissatisfaction among Non-Tenure-Track Faculty Journal: The Journal of Higher Education Pages: 411-434 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777250 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777250 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:411-434 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew M. Mars Author-X-Name-First: Matthew M. Author-X-Name-Last: Mars Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Socially Oriented Student Entrepreneurship: A Study of Student Change Agency in the Academic Capitalism Context Journal: The Journal of Higher Education Pages: 435-459 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777251 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777251 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:435-459 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ward Author-X-Name-First: Kelly Author-X-Name-Last: Ward Author-Name: Meghan Levi Author-X-Name-First: Meghan Author-X-Name-Last: Levi Title: Reconstructing Policy in Higher Education: Feminist Poststructural Perspectives Journal: The Journal of Higher Education Pages: 460-462 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777252 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777252 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:460-462 Template-Type: ReDIF-Article 1.0 Author-Name: Martin J. Finkelstein Author-X-Name-First: Martin J. Author-X-Name-Last: Finkelstein Title: The Lost Soul of Higher Education: Corporatization, the Assault on Academic Freedom, and the End of the American University Journal: The Journal of Higher Education Pages: 462-465 Issue: 3 Volume: 83 Year: 2012 Month: 5 X-DOI: 10.1080/00221546.2012.11777253 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777253 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:3:p:462-465 Template-Type: ReDIF-Article 1.0 Author-Name: Jason E. Lane Author-X-Name-First: Jason E. Author-X-Name-Last: Lane Title: The Spider Web of Oversight: An Analysis of External Oversight of Higher Education Journal: The Journal of Higher Education Pages: 615-644 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772074 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:615-644 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Author-Name: Russ Deaton Author-X-Name-First: Russ Author-X-Name-Last: Deaton Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Title: The Enactment of Reforms in State Governance of Higher Education: Testing the Political Instability Hypothesis Journal: The Journal of Higher Education Pages: 645-675 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772075 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772075 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:645-675 Template-Type: ReDIF-Article 1.0 Author-Name: Charlotte L. Briggs Author-X-Name-First: Charlotte L. Author-X-Name-Last: Briggs Title: Curriculum Collaboration: A Key to Continuous Program Renewal Journal: The Journal of Higher Education Pages: 676-711 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772076 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772076 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:676-711 Template-Type: ReDIF-Article 1.0 Author-Name: D. Bruce Johnstone Author-X-Name-First: D. Bruce Author-X-Name-Last: Johnstone Title: The True Genius of America at Risk: Are We Losing Our Public Universities to de Facto Privatization? Journal: The Journal of Higher Education Pages: 712-714 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772077 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772077 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:712-714 Template-Type: ReDIF-Article 1.0 Author-Name: Larry A. Braskamp Author-X-Name-First: Larry A. Author-X-Name-Last: Braskamp Title: Enhancing Scholarly Work on Teaching and Learning: Professional Literature That Makes a Difference Journal: The Journal of Higher Education Pages: 714-716 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772078 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772078 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:714-716 Template-Type: ReDIF-Article 1.0 Author-Name: James R. McKean Author-X-Name-First: James R. Author-X-Name-Last: McKean Title: Governance as Leadership: Reframing the Work of Nonprofit Boards Journal: The Journal of Higher Education Pages: 716-718 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772079 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772079 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:716-718 Template-Type: ReDIF-Article 1.0 Author-Name: Vasti Torres Author-X-Name-First: Vasti Author-X-Name-Last: Torres Title: One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice Journal: The Journal of Higher Education Pages: 718-720 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772080 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772080 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:718-720 Template-Type: ReDIF-Article 1.0 Author-Name: Sharon S. Lee Author-X-Name-First: Sharon S. Author-X-Name-Last: Lee Title: In Defense of Asian American Studies: The Politics of Teaching and Program Building Journal: The Journal of Higher Education Pages: 720-723 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772081 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772081 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:720-723 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Deane Sorcinelli Author-X-Name-First: Mary Deane Author-X-Name-Last: Sorcinelli Author-Name: Jami Desantis Author-X-Name-First: Jami Author-X-Name-Last: Desantis Title: Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship Journal: The Journal of Higher Education Pages: 723-726 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772082 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772082 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:723-726 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 727-733 Issue: 6 Volume: 78 Year: 2007 Month: 11 X-DOI: 10.1080/00221546.2007.11772083 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772083 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:6:p:727-733 Template-Type: ReDIF-Article 1.0 Author-Name: David J. Weerts Author-X-Name-First: David J. Author-X-Name-Last: Weerts Author-Name: Justin M. Ronca Author-X-Name-First: Justin M. Author-X-Name-Last: Ronca Title: Examining Differences in State Support for Higher Education: A Comparative Study of State Appropriations for Research I Universities Journal: The Journal of Higher Education Pages: 935-967 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778952 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778952 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:935-967 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Rethinking Public Higher Education Governing Boards Performance: Results of a National Study of Governing Boards in the United States Journal: The Journal of Higher Education Pages: 968-1008 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778953 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778953 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:968-1008 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffery P. Bieber Author-X-Name-First: Jeffery P. Author-X-Name-Last: Bieber Author-Name: Linda K. Worley Author-X-Name-First: Linda K. Author-X-Name-Last: Worley Title: Conceptualizing the Academic Life: Graduate Students' Perspectives Journal: The Journal of Higher Education Pages: 1009-1035 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778954 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778954 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1009-1035 Template-Type: ReDIF-Article 1.0 Author-Name: Stephanie M. McClure Author-X-Name-First: Stephanie M. Author-X-Name-Last: McClure Title: Voluntary Association Membership: Black Greek Men on a Predominantly White Campus Journal: The Journal of Higher Education Pages: 1036-1057 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778955 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778955 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1036-1057 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen F. Hard Author-X-Name-First: Stephen F. Author-X-Name-Last: Hard Author-Name: James M. Conway Author-X-Name-First: James M. Author-X-Name-Last: Conway Author-Name: Antonia C. Moran Author-X-Name-First: Antonia C. Author-X-Name-Last: Moran Title: Faculty and College Student Beliefs about the Frequency of Student Academic Misconduct Journal: The Journal of Higher Education Pages: 1058-1080 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778956 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1058-1080 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel Jacoby Author-X-Name-First: Daniel Author-X-Name-Last: Jacoby Title: Effects of Part-Time Faculty Employment on Community College Graduation Rates Journal: The Journal of Higher Education Pages: 1081-1103 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778957 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778957 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1081-1103 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia M. King Author-X-Name-First: Patricia M. Author-X-Name-Last: King Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Title: Beyond the Big Test: Noncognitive Assessment in Higher Education Journal: The Journal of Higher Education Pages: 1104-1110 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778958 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778958 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1104-1110 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer Hamilton Author-X-Name-First: Jennifer Author-X-Name-Last: Hamilton Title: Multicultural Competence in Student Affairs Journal: The Journal of Higher Education Pages: 1110-1112 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778959 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778959 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1110-1112 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 1113-1121 Issue: 6 Volume: 77 Year: 2006 Month: 11 X-DOI: 10.1080/00221546.2006.11778960 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778960 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:6:p:1113-1121 Template-Type: ReDIF-Article 1.0 Author-Name: Ethan W. Ris Author-X-Name-First: Ethan W. Author-X-Name-Last: Ris Title: The Education of Andrew Carnegie: Strategic Philanthropy in American Higher Education, 1880–1919 Abstract: In the decades around the turn of the 20th century, American business leaders took their first sustained interest in higher education. This historical article, based on archival analysis, challenges the traditional understanding of these wealthy individuals’ philanthropy as either passive or ill-intentioned. Using Andrew Carnegie as a case study, the article shows the evolution of one very visible industrialist from a critic of American higher education who oriented his philanthropy elsewhere to one of its most ardent supporters. In between those extremes, Carnegie became a reformer who administered his largesse strategically and helped to bring American colleges and universities into closer connection with the interests and ethos of the business world. His evolving project ultimately bolstered the legitimacy and stability of both sectors. Journal: The Journal of Higher Education Pages: 401-429 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1257308 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257308 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:401-429 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Riley Bahr Author-X-Name-First: Peter Riley Author-X-Name-Last: Bahr Author-Name: Grant Jackson Author-X-Name-First: Grant Author-X-Name-Last: Jackson Author-Name: Jon McNaughtan Author-X-Name-First: Jon Author-X-Name-Last: McNaughtan Author-Name: Meghan Oster Author-X-Name-First: Meghan Author-X-Name-Last: Oster Author-Name: Jillian Gross Author-X-Name-First: Jillian Author-X-Name-Last: Gross Title: Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees Abstract: Our understanding of community college pathways to baccalaureate degrees in science, technology, engineering, and math (STEM) is remarkably incomplete, despite growing recognition of the sizeable role that community colleges stand to play in increasing the number of students who enter STEM baccalaureate programs, particularly underrepresented students. Here, we drew from data on nearly 3 million students to analyze participation in and navigation of the STEM transfer curriculum in community colleges, while focusing primarily on the fields of math, chemistry, and physics. We found that a large number of students enrolled in college-level STEM coursework, and many of these students were of demographic groups that are underrepresented in STEM fields. Yet, comparatively few students progressed into advanced STEM coursework. Moreover, the contribution of community colleges to resolving longstanding demographic inequities in STEM is constrained by pronounced gender and racial/ethnic differences in points of entry into the STEM curriculum, pathways through STEM, and manner of exit from STEM. As a result, much of the considerable potential of community colleges to improve STEM baccalaureate production and equity of opportunity in STEM remains largely unrealized at this point. We conclude with practical recommendations and a detailed research agenda to guide future inquiry on this subject. Journal: The Journal of Higher Education Pages: 430-478 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1257313 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257313 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:430-478 Template-Type: ReDIF-Article 1.0 Author-Name: Josipa Roksa Author-X-Name-First: Josipa Author-X-Name-Last: Roksa Author-Name: Cindy Ann Kilgo Author-X-Name-First: Cindy Ann Author-X-Name-Last: Kilgo Author-Name: Teniell L. Trolian Author-X-Name-First: Teniell L. Author-X-Name-Last: Trolian Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Charles Blaich Author-X-Name-First: Charles Author-X-Name-Last: Blaich Author-Name: Kathleen S. Wise Author-X-Name-First: Kathleen S. Author-X-Name-Last: Wise Title: Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students’ Cognitive Outcomes Abstract: Although a growing body of research has demonstrated the value of interacting with diverse peers, a number of questions remain about the relationship between the quality of students’ diversity interactions and their cognitive development. In a longitudinal study following 3 cohorts of students from entry into college through the end of their 4th year, we examined how students’ positive and negative diversity interactions were related to 2 different outcomes: need for cognition and critical thinking skills. The results indicated that negative diversity interactions were strongly related to both outcomes, and that was the case for students of color and their white peers. Positive diversity interactions, on the other hand, were related to students’ need for cognition but not their critical thinking skills, and these interactions disproportionately benefitted white students. We conclude by considering the implications for understanding students’ cognitive development and implementing policies and practices that can facilitate positive outcomes on college campuses. Journal: The Journal of Higher Education Pages: 297-322 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1271690 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1271690 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:297-322 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Sean Gehrke Author-X-Name-First: Sean Author-X-Name-Last: Gehrke Title: Sustaining Communities of Practice Focused on STEM Reform Abstract: The purpose of this article is to describe the strategies that four undergraduate faculty science, technology, engineering, and mathematics reform communities of practice use to sustain themselves to scale up reforms in higher education. The study was informed by literature on communities of practice and analyzed data gathered through document analysis, interviews, and observations. The resulting sustainability model for these communities emphasizes the following features: (a) leadership development, distribution, and succession planning; (b) a viable financial model; (c) a professionalized staff; (d) feedback and advice mechanisms; (e) research and assessment; and (f) an articulated community strategy. Implications for future community development are discussed. Journal: The Journal of Higher Education Pages: 323-349 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1271694 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1271694 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:323-349 Template-Type: ReDIF-Article 1.0 Author-Name: Rajeev Darolia Author-X-Name-First: Rajeev Author-X-Name-Last: Darolia Title: Assessing the College Financial Aid Work Penalty Abstract: Working has become commonplace among college students in the United States; however, this activity can have unexpected financial consequences. Federal formulas implicitly tax the amount of financial aid some students are eligible to receive by as much as 50 cents for each marginal dollar of income. In this article, I document this college financial aid “work penalty” and discuss the related incentives for some college students to reduce their income. Using data from a national sample of financially independent college students in the United States, I did not find evidence to suggest that students meaningfully reduce earnings because of implicit taxes. Lack of knowledge, abstruse formulas, and the timing of aid receipt likely limit responses. The reduction in aid has the potential to burden low-income students who need to both work and receive financial aid to afford college expenses. Journal: The Journal of Higher Education Pages: 350-375 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1271696 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1271696 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:350-375 Template-Type: ReDIF-Article 1.0 Author-Name: Robert H. Stupnisky Author-X-Name-First: Robert H. Author-X-Name-Last: Stupnisky Author-Name: Nathan C. Hall Author-X-Name-First: Nathan C. Author-X-Name-Last: Hall Author-Name: Lia M. Daniels Author-X-Name-First: Lia M. Author-X-Name-Last: Daniels Author-Name: Emmanuel Mensah Author-X-Name-First: Emmanuel Author-X-Name-Last: Mensah Title: Testing a Model of Pretenure Faculty Members’ Teaching and Research Success: Motivation as a Mediator of Balance, Expectations, and Collegiality Abstract: With the aim of advancing the growing research literature on faculty development, a model of pretenure faculty success in teaching and research was proposed. Building from the early-career faculty literature and self-determination theory, we hypothesized that balance, clear expectations, and collegiality predict success by supporting autonomy, competence, and relatedness that, in turn, promote intrinsic motivation and success for teaching and research. The model was evaluated using path analyses on 105 pretenure faculty members' survey responses from two research universities. With respect to teaching success, the benefits of collegiality were mediated by relatedness. For research success, the advantages of good balance were mediated by autonomy and competence. Satisfying these needs within their respective domains positively predicted intrinsic motivation that, in turn, led to greater perceived and expected success. These results have implications for both pretenure faculty development and achievement motivation research literatures, as well as institutional efforts to promote faculty development. Journal: The Journal of Higher Education Pages: 376-400 Issue: 3 Volume: 88 Year: 2017 Month: 5 X-DOI: 10.1080/00221546.2016.1272317 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:3:p:376-400 Template-Type: ReDIF-Article 1.0 Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Christopher T. Pierson Author-X-Name-First: Christopher T. Author-X-Name-Last: Pierson Author-Name: Gregory C. Wolniak Author-X-Name-First: Gregory C. Author-X-Name-Last: Wolniak Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Title: First-Generation College Students Journal: The Journal of Higher Education Pages: 249-284 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772256 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772256 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:249-284 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin Baez Author-X-Name-First: Benjamin Author-X-Name-Last: Baez Title: The Study of Diversity Journal: The Journal of Higher Education Pages: 285-306 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772257 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:285-306 Template-Type: ReDIF-Article 1.0 Author-Name: Helen M. Marks Author-X-Name-First: Helen M. Author-X-Name-Last: Marks Author-Name: Susan Robb Jones Author-X-Name-First: Susan Robb Author-X-Name-Last: Jones Title: Community Service in the Transition Journal: The Journal of Higher Education Pages: 307-339 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772258 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:307-339 Template-Type: ReDIF-Article 1.0 Author-Name: Jenny J. Lee Author-X-Name-First: Jenny J. Author-X-Name-Last: Lee Author-Name: Leticia Oseguera Author-X-Name-First: Leticia Author-X-Name-Last: Oseguera Author-Name: Karen A. Kim Author-X-Name-First: Karen A. Author-X-Name-Last: Kim Author-Name: Amy Fann Author-X-Name-First: Amy Author-X-Name-Last: Fann Author-Name: Tracy M. Davis Author-X-Name-First: Tracy M. Author-X-Name-Last: Davis Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: Tangles in the Tapestry Journal: The Journal of Higher Education Pages: 340-361 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772259 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772259 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:340-361 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Iconoclast: Abraham Flexner and a Life in Learning Journal: The Journal of Higher Education Pages: 362-363 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772260 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772260 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:362-363 Template-Type: ReDIF-Article 1.0 Author-Name: Philip G. Altbach Author-X-Name-First: Philip G. Author-X-Name-Last: Altbach Title: The Future of the City of Intellect: The Changing American University Journal: The Journal of Higher Education Pages: 364-365 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772261 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772261 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:364-365 Template-Type: ReDIF-Article 1.0 Author-Name: Tony Bates Author-X-Name-First: Tony Author-X-Name-Last: Bates Title: The Web in Higher Education: Assessing the Impact and Fulfilling the Potential Journal: The Journal of Higher Education Pages: 366-367 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772262 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772262 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:366-367 Template-Type: ReDIF-Article 1.0 Author-Name: Eric Margolis Author-X-Name-First: Eric Author-X-Name-Last: Margolis Title: The McDonaldization of Higher Education Journal: The Journal of Higher Education Pages: 368-370 Issue: 3 Volume: 75 Year: 2004 Month: 5 X-DOI: 10.1080/00221546.2004.11772263 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772263 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:3:p:368-370 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Departmental Cultures and Non-Tenure-Track Faculty: Willingness, Capacity, and Opportunity to Perform at Four-Year Institutions Abstract: This article reports on a case study of 25 departments comparing those that have put policies and practices in place to support non-tenure-track faculty to those that have not to determine whether this impacts faculty willingness, capacity, and opportunity to perform. Four departmental cultures emerged related to differential outcomes. Journal: The Journal of Higher Education Pages: 153-188 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777284 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777284 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:153-188 Template-Type: ReDIF-Article 1.0 Author-Name: Irene B. Mena Author-X-Name-First: Irene B. Author-X-Name-Last: Mena Author-Name: Heidi A. Diefes-Dux Author-X-Name-First: Heidi A. Author-X-Name-Last: Diefes-Dux Author-Name: Brenda M. Capobianco Author-X-Name-First: Brenda M. Author-X-Name-Last: Capobianco Title: Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships Abstract: The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching assistants. Journal: The Journal of Higher Education Pages: 189-212 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777285 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777285 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:189-212 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Robb Jones Author-X-Name-First: Susan Robb Author-X-Name-Last: Jones Author-Name: Lucy A. LePeau Author-X-Name-First: Lucy A. Author-X-Name-Last: LePeau Author-Name: Claire K. Robbins Author-X-Name-First: Claire K. Author-X-Name-Last: Robbins Title: Exploring the Possibilities and Limitations of Service-Learning: A Critical Analysis of College Student Narratives about HIV/AIDS Abstract: This article reports the results of a study that explored the possibilities and limitations of service-learning by deconstructing the narratives about HIV/AIDS that emerged from five college students who participated in an alternative spring break program. Employing a critical (Rhoads, 1997) and anti-foundational (Butin, 2010) approach to inquiry, results suggest that perspective transformation and analysis of root causes will not occur automatically for most students. Journal: The Journal of Higher Education Pages: 213-238 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777286 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777286 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:213-238 Template-Type: ReDIF-Article 1.0 Author-Name: Xuhong Su Author-X-Name-First: Xuhong Author-X-Name-Last: Su Title: The Impacts of Postdoctoral Training on Scientists' Academic Employment Abstract: This article examines the dynamics of postdoctoral training affecting scientists' academic employment, focusing on timing and prestige dimensions. Postdoc training proves beneficial to academic employment—more so in less prestigious departments than in top ones. Postdoc duration is subject to diminishing returns. The benefits of training vary across scientists with different demographic characteristics. Journal: The Journal of Higher Education Pages: 239-265 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777287 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777287 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:239-265 Template-Type: ReDIF-Article 1.0 Author-Name: Katalin Szelényi Author-X-Name-First: Katalin Author-X-Name-Last: Szelényi Title: The Meaning of Money in the Socialization of Science and Engineering Doctoral Students: Nurturing the Next Generation of Academic Capitalists? Abstract: Based on ethnographic interviews with 48 doctoral students and 22 faculty members in science and engineering, this study examines the ways in which doctoral students and faculty make market, symbolic, and social meaning of the presence or absence of money in doctoral student socialization and of funding from governmental and industrial sources. Findings indicate that the culture of science and engineering doctoral education often gives rise to the training of the next generation of academic capitalists, a process that is sometimes contested by students and faculty. Implications are presented for universities, departments, and funding agencies. Journal: The Journal of Higher Education Pages: 266-294 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777288 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777288 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:266-294 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth J. Tisdell Author-X-Name-First: Elizabeth J. Author-X-Name-Last: Tisdell Title: Sacred and Secular Tensions in Higher Education: Connecting Parallel Universities Journal: The Journal of Higher Education Pages: 295-296 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777289 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777289 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:295-296 Template-Type: ReDIF-Article 1.0 Author-Name: Simon Marginson Author-X-Name-First: Simon Author-X-Name-Last: Marginson Title: Higher Education and the Market Journal: The Journal of Higher Education Pages: 297-299 Issue: 2 Volume: 84 Year: 2013 Month: 3 X-DOI: 10.1080/00221546.2013.11777290 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777290 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:2:p:297-299 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Author-Name: Mardy T. Eimers Author-X-Name-First: Mardy T. Author-X-Name-Last: Eimers Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Title: The Implications of Teaching Norms for the Improvement of Undergraduate Education Journal: The Journal of Higher Education Pages: 603-625 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774818 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774818 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:603-625 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Reorganizing the Faculty Workforce for Flexibility Journal: The Journal of Higher Education Pages: 626-659 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774819 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774819 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:626-659 Template-Type: ReDIF-Article 1.0 Author-Name: Glen J. Godwin Author-X-Name-First: Glen J. Author-X-Name-Last: Godwin Author-Name: William T. Markham Author-X-Name-First: William T. Author-X-Name-Last: Markham Title: First Encounters of the Bureaucratic Kind Journal: The Journal of Higher Education Pages: 660-691 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774820 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774820 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:660-691 Template-Type: ReDIF-Article 1.0 Author-Name: Allyson Fiona Hadwin Author-X-Name-First: Allyson Fiona Author-X-Name-Last: Hadwin Author-Name: Philip H. Winne Author-X-Name-First: Philip H. Author-X-Name-Last: Winne Title: Study Strategies Have Meager Support Journal: The Journal of Higher Education Pages: 692-715 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774821 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774821 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:692-715 Template-Type: ReDIF-Article 1.0 Author-Name: Gerhard Sonnert Author-X-Name-First: Gerhard Author-X-Name-Last: Sonnert Title: Faculty at Work: Motivation, Expectation, Satisfaction Journal: The Journal of Higher Education Pages: 716-718 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774822 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774822 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:716-718 Template-Type: ReDIF-Article 1.0 Author-Name: Edward J. Hackett Author-X-Name-First: Edward J. Author-X-Name-Last: Hackett Title: The Research University in a Time of Discontent Journal: The Journal of Higher Education Pages: 718-720 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774823 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774823 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:718-720 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 721-724 Issue: 6 Volume: 67 Year: 1996 Month: 11 X-DOI: 10.1080/00221546.1996.11774824 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11774824 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:6:p:721-724 Template-Type: ReDIF-Article 1.0 Author-Name: Vincent Tinto Author-X-Name-First: Vincent Author-X-Name-Last: Tinto Title: Classrooms as Communities Journal: The Journal of Higher Education Pages: 599-623 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779003 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779003 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:599-623 Template-Type: ReDIF-Article 1.0 Author-Name: Donald E. Heller Author-X-Name-First: Donald E. Author-X-Name-Last: Heller Title: Student Price Response in Higher Education Journal: The Journal of Higher Education Pages: 624-659 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779004 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779004 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:624-659 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia A. Rupert Author-X-Name-First: Patricia A. Author-X-Name-Last: Rupert Author-Name: Deborah L. Holmes Author-X-Name-First: Deborah L. Author-X-Name-Last: Holmes Title: Dual Relationships in Higher Education Journal: The Journal of Higher Education Pages: 660-678 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779005 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779005 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:660-678 Template-Type: ReDIF-Article 1.0 Author-Name: J. Douglas Toma Author-X-Name-First: J. Douglas Author-X-Name-Last: Toma Title: Alternative Inquiry Paradigms, Faculty Cultures, and the Definition of Academic Lives Journal: The Journal of Higher Education Pages: 679-705 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779006 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779006 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:679-705 Template-Type: ReDIF-Article 1.0 Author-Name: Frances K. Stage Author-X-Name-First: Frances K. Author-X-Name-Last: Stage Title: Review Essay Journal: The Journal of Higher Education Pages: 706-710 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779007 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779007 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:706-710 Template-Type: ReDIF-Article 1.0 Author-Name: Clifton F. Conrad Author-X-Name-First: Clifton F. Author-X-Name-Last: Conrad Title: Shaping the College Curriculum: Academic Plans in Action Journal: The Journal of Higher Education Pages: 711-713 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779008 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779008 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:711-713 Template-Type: ReDIF-Article 1.0 Author-Name: Chris M. Golde Author-X-Name-First: Chris M. Author-X-Name-Last: Golde Title: Lost Talent: Women in the Sciences Journal: The Journal of Higher Education Pages: 713-715 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779009 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779009 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:713-715 Template-Type: ReDIF-Article 1.0 Author-Name: Robert G. Bringle Author-X-Name-First: Robert G. Author-X-Name-Last: Bringle Title: Service-Learning in Higher Education: Concepts and Practices Journal: The Journal of Higher Education Pages: 715-717 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779010 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779010 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:715-717 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 718-721 Issue: 6 Volume: 68 Year: 1997 Month: 11 X-DOI: 10.1080/00221546.1997.11779011 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11779011 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:6:p:718-721 Template-Type: ReDIF-Article 1.0 Author-Name: José L. Santos Author-X-Name-First: José L. Author-X-Name-Last: Santos Author-Name: Nolan L. Cabrera Author-X-Name-First: Nolan L. Author-X-Name-Last: Cabrera Author-Name: Kevin J. Fosnacht Author-X-Name-First: Kevin J. Author-X-Name-Last: Fosnacht Title: Is “Race-Neutral” Really Race-Neutral?: Disparate Impact towards Underrepresented Minorities in Post-209 UC System Admissions Journal: The Journal of Higher Education Pages: 605-631 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779074 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:605-631 Template-Type: ReDIF-Article 1.0 Author-Name: David J. Weerts Author-X-Name-First: David J. Author-X-Name-Last: Weerts Author-Name: Lorilee R. Sandmann Author-X-Name-First: Lorilee R. Author-X-Name-Last: Sandmann Title: Community Engagement and Boundary-Spanning Roles at Research Universities Journal: The Journal of Higher Education Pages: 632-657 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779075 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779075 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:632-657 Template-Type: ReDIF-Article 1.0 Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: Keeping up with the Joneses: Socialization and Culture in Doctoral Education at One Striving Institution Journal: The Journal of Higher Education Pages: 658-679 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779076 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779076 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:658-679 Template-Type: ReDIF-Article 1.0 Author-Name: Sameano F. Porchea Author-X-Name-First: Sameano F. Author-X-Name-Last: Porchea Author-Name: Jeff Allen Author-X-Name-First: Jeff Author-X-Name-Last: Allen Author-Name: Steve Robbins Author-X-Name-First: Steve Author-X-Name-Last: Robbins Author-Name: Richard P. Phelps Author-X-Name-First: Richard P. Author-X-Name-Last: Phelps Title: Predictors of Long-Term Enrollment and Degree Outcomes for Community College Students: Integrating Academic, Psychosocial, Socio-demographic, and Situational Factors Journal: The Journal of Higher Education Pages: 680-708 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779077 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779077 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:680-708 Template-Type: ReDIF-Article 1.0 Author-Name: Mia Alexander-Snow Author-X-Name-First: Mia Author-X-Name-Last: Alexander-Snow Title: Women at the Top: What Women University and College Presidents Say about Effective Leadership Journal: The Journal of Higher Education Pages: 709-712 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779078 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779078 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:709-712 Template-Type: ReDIF-Article 1.0 Author-Name: Chris M. Golde Author-X-Name-First: Chris M. Author-X-Name-Last: Golde Title: Good Mentoring: Fostering Excellent Practice in Higher Education Journal: The Journal of Higher Education Pages: 712-714 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779079 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779079 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:712-714 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Title: The Unheard Voices: Community Organizations and Service Learning Journal: The Journal of Higher Education Pages: 715-717 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779080 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779080 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:715-717 Template-Type: ReDIF-Article 1.0 Author-Name: Ann F. McKenna Author-X-Name-First: Ann F. Author-X-Name-Last: McKenna Title: Educating Engineers: Designing for the Future of the Field Journal: The Journal of Higher Education Pages: 717-719 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779081 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779081 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:717-719 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 720-726 Issue: 6 Volume: 81 Year: 2010 Month: 11 X-DOI: 10.1080/00221546.2010.11779082 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779082 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:6:p:720-726 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Kurotsuchi Inkelas Author-X-Name-First: Karen Kurotsuchi Author-X-Name-Last: Inkelas Title: Diversity's Missing Minority: Asian Pacific American Undergraduates' Attitudes toward Affirmative Action Journal: The Journal of Higher Education Pages: 601-639 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780861 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:601-639 Template-Type: ReDIF-Article 1.0 Author-Name: Christine A. Ogren Author-X-Name-First: Christine A. Author-X-Name-Last: Ogren Title: Rethinking the “Nontraditional” Student from a Historical Perspective Journal: The Journal of Higher Education Pages: 640-664 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780862 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:640-664 Template-Type: ReDIF-Article 1.0 Author-Name: Carol A. Lundberg Author-X-Name-First: Carol A. Author-X-Name-Last: Lundberg Title: The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model Journal: The Journal of Higher Education Pages: 665-688 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780863 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:665-688 Template-Type: ReDIF-Article 1.0 Author-Name: Shaohua (Carolyn) Mu Author-X-Name-First: Shaohua (Carolyn) Author-X-Name-Last: Mu Author-Name: Devi R. Gnyawali Author-X-Name-First: Devi R. Author-X-Name-Last: Gnyawali Title: Developing Synergistic Knowledge in Student Groups Journal: The Journal of Higher Education Pages: 689-711 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780864 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780864 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:689-711 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Glazer-Raymo Author-X-Name-First: Judith Author-X-Name-Last: Glazer-Raymo Title: Tenure in the Sacred Grove: Issues and Strategies for Women and Minority Faculty Journal: The Journal of Higher Education Pages: 712-715 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780865 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780865 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:712-715 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Disciplining Feminism: From Social Activism to Academic Discourse Journal: The Journal of Higher Education Pages: 715-719 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780866 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780866 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:715-719 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Socialization of Graduate and Professional Students in Higher Education, a Perilous Passage? Journal: The Journal of Higher Education Pages: 719-719 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780868 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780868 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:719-719 Template-Type: ReDIF-Article 1.0 Author-Name: Chris M. Golde Author-X-Name-First: Chris M. Author-X-Name-Last: Golde Title: The Graduate Grind Journal: The Journal of Higher Education Pages: 719-721 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780869 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:719-721 Template-Type: ReDIF-Article 1.0 Author-Name: Philo Hutcheson Author-X-Name-First: Philo Author-X-Name-Last: Hutcheson Title: Religion, Scholarship, and Higher Education: Perspectives, Models, and Future Prospects Journal: The Journal of Higher Education Pages: 722-723 Issue: 6 Volume: 74 Year: 2003 Month: 11 X-DOI: 10.1080/00221546.2003.11780870 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:6:p:722-723 Template-Type: ReDIF-Article 1.0 Author-Name: Mildred García Author-X-Name-First: Mildred Author-X-Name-Last: García Author-Name: Leonard L. Baird Author-X-Name-First: Leonard L. Author-X-Name-Last: Baird Title: The Shape of Diversity Journal: The Journal of Higher Education Pages: v-vii Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778830 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778830 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:v-vii Template-Type: ReDIF-Article 1.0 Author-Name: Laura Walter Perna Author-X-Name-First: Laura Walter Author-X-Name-Last: Perna Title: Differences in the Decision to Attend College among African Americans, Hispanics, and Whites Journal: The Journal of Higher Education Pages: 117-141 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778831 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778831 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:117-141 Template-Type: ReDIF-Article 1.0 Author-Name: Donna Henderson-King Author-X-Name-First: Donna Author-X-Name-Last: Henderson-King Author-Name: Audra Kaleta Author-X-Name-First: Audra Author-X-Name-Last: Kaleta Title: Learning about Social Diversity Journal: The Journal of Higher Education Pages: 142-164 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778832 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778832 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:142-164 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa E. Wolf-Wendel Author-X-Name-First: Lisa E. Author-X-Name-Last: Wolf-Wendel Author-Name: Bruce D. Baker Author-X-Name-First: Bruce D. Author-X-Name-Last: Baker Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: Dollars and $ense Journal: The Journal of Higher Education Pages: 165-186 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778833 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:165-186 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Kulis Author-X-Name-First: Stephen Author-X-Name-Last: Kulis Author-Name: Heather Shaw Author-X-Name-First: Heather Author-X-Name-Last: Shaw Author-Name: Yinong Chong Author-X-Name-First: Yinong Author-X-Name-Last: Chong Title: External Labor Markets and the Distribution of Black Scientists and Engineers in Academia Journal: The Journal of Higher Education Pages: 187-222 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778834 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778834 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:187-222 Template-Type: ReDIF-Article 1.0 Author-Name: Kirsten F. Benson Author-X-Name-First: Kirsten F. Author-X-Name-Last: Benson Title: Constructing Academic Inadequacy Journal: The Journal of Higher Education Pages: 223-246 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778835 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778835 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:223-246 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Author-Name: Jack K. Chung Author-X-Name-First: Jack K. Author-X-Name-Last: Chung Title: Review Essay Journal: The Journal of Higher Education Pages: 247-255 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778836 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778836 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:247-255 Template-Type: ReDIF-Article 1.0 Author-Name: Robert W. Ethridge Author-X-Name-First: Robert W. Author-X-Name-Last: Ethridge Title: On Higher Ground: Education and the Case for Affirmative Action Journal: The Journal of Higher Education Pages: 256-257 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778837 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:256-257 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Sometimes There is No other Side: Chicanos and the Myth of Equality Journal: The Journal of Higher Education Pages: 258-261 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778838 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:258-261 Template-Type: ReDIF-Article 1.0 Author-Name: Richard R. Verdugo Author-X-Name-First: Richard R. Author-X-Name-Last: Verdugo Title: Latinos and Education: A Critical Reader Journal: The Journal of Higher Education Pages: 261-266 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778839 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:261-266 Template-Type: ReDIF-Article 1.0 Author-Name: V. Barbara Bush Author-X-Name-First: V. Barbara Author-X-Name-Last: Bush Title: Grass Roots and Glass Ceilings: African American Administrators in Predominantly White Colleges and Universities Journal: The Journal of Higher Education Pages: 266-269 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778840 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:266-269 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell J. Chang Author-X-Name-First: Mitchell J. Author-X-Name-Last: Chang Title: Multicultural Education in Colleges and Universities: A Transdisciplinary Approach Journal: The Journal of Higher Education Pages: 269-272 Issue: 2 Volume: 71 Year: 2000 Month: 3 X-DOI: 10.1080/00221546.2000.11778841 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11778841 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:2:p:269-272 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: Conceptualizing Change in the Institutional Diversity of U.S. Colleges and Universities Journal: The Journal of Higher Education Pages: 243-269 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779012 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779012 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:243-269 Template-Type: ReDIF-Article 1.0 Author-Name: Steven M. Hubbard Author-X-Name-First: Steven M. Author-X-Name-Last: Hubbard Author-Name: Frances K. Stage Author-X-Name-First: Frances K. Author-X-Name-Last: Stage Title: Attitudes, Perceptions, and Preferences of Faculty at Hispanic Serving and Predominantly Black Institutions Journal: The Journal of Higher Education Pages: 270-289 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779013 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779013 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:270-289 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas F. Nelson Laird Author-X-Name-First: Thomas F. Nelson Author-X-Name-Last: Laird Author-Name: Ty M. Cruce Author-X-Name-First: Ty M. Author-X-Name-Last: Cruce Title: Individual and Environmental Effects of Part-Time Enrollment Status on Student-Faculty Interaction and Self-Reported Gains Journal: The Journal of Higher Education Pages: 290-314 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779014 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:290-314 Template-Type: ReDIF-Article 1.0 Author-Name: Joy Gaston Gayles Author-X-Name-First: Joy Gaston Author-X-Name-Last: Gayles Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Title: The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes Journal: The Journal of Higher Education Pages: 315-333 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779015 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:315-333 Template-Type: ReDIF-Article 1.0 Author-Name: Veronica Boix Mansilla Author-X-Name-First: Veronica Boix Author-X-Name-Last: Mansilla Author-Name: Elizabeth Dawes Duraisingh Author-X-Name-First: Elizabeth Dawes Author-X-Name-Last: Duraisingh Author-Name: Christopher R. Wolfe Author-X-Name-First: Christopher R. Author-X-Name-Last: Wolfe Author-Name: Carolyn Haynes Author-X-Name-First: Carolyn Author-X-Name-Last: Haynes Title: Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing Journal: The Journal of Higher Education Pages: 334-353 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779016 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779016 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:334-353 Template-Type: ReDIF-Article 1.0 Author-Name: Mimi Wolverton Author-X-Name-First: Mimi Author-X-Name-Last: Wolverton Title: The Academic Deanship: Direction versus Reflection: Building the Academic Deanship: Strategies for Success Journal: The Journal of Higher Education Pages: 354-356 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779018 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779018 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:354-356 Template-Type: ReDIF-Article 1.0 Author-Name: Janaina Minelli De Oliveira Author-X-Name-First: Janaina Minelli Author-X-Name-Last: De Oliveira Title: Technology, Literacy and Learning: A Multimodal Approach Journal: The Journal of Higher Education Pages: 356-358 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779019 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779019 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:356-358 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: The Making of Princeton University: From Woodrow Wilson to the Present Journal: The Journal of Higher Education Pages: 359-361 Issue: 3 Volume: 80 Year: 2009 Month: 5 X-DOI: 10.1080/00221546.2009.11779020 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11779020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:3:p:359-361 Template-Type: ReDIF-Article 1.0 Author-Name: Don Hossler Author-X-Name-First: Don Author-X-Name-Last: Hossler Author-Name: Emily Chung Author-X-Name-First: Emily Author-X-Name-Last: Chung Author-Name: Jihye Kwon Author-X-Name-First: Jihye Author-X-Name-Last: Kwon Author-Name: Jerry Lucido Author-X-Name-First: Jerry Author-X-Name-Last: Lucido Author-Name: Nicholas Bowman Author-X-Name-First: Nicholas Author-X-Name-Last: Bowman Author-Name: Michael Bastedo Author-X-Name-First: Michael Author-X-Name-Last: Bastedo Title: A Study of the Use of Nonacademic Factors in Holistic Undergraduate Admissions Reviews Abstract: How colleges make admissions decisions at four-year institutions is facing high levels of scrutiny. Students, families, and policymakers are asking how offices of admissions decide to admit students. Increasing numbers of institutions are becoming test optional and/or using holistic admissions schemes, but little is known about how decisions are made. This exploratory study employs three modes of research to examine the use of nonacademic factors in admissions. The methodological approaches include: a qualitative meta-analysis of empirical and models of classificatory frameworks for assessing nonacademic factors in admissions, 19 qualitative interviews at 10 public and private institutions across a range of selectivity, and the analysis of relevant survey data from over 300 admissions professionals. Results indicate academic factors including grades, test scores, and rigor of courses were the most important considerations for admissions. The second most important were contextual: the use of student, family, and school background characteristics. The final set of factors used were nonacademic; the most commonly used were measures of student performance and attitudinal factors. Institutional selectivity and public or private control also had an impact on the relative importance of these factors. Journal: The Journal of Higher Education Pages: 833-859 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1574694 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1574694 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:833-859 Template-Type: ReDIF-Article 1.0 Author-Name: Janine de Novais Author-X-Name-First: Janine Author-X-Name-Last: de Novais Author-Name: George Spencer Author-X-Name-First: George Author-X-Name-Last: Spencer Title: Learning Race to Unlearn Racism: The Effects of Ethnic Studies Course-Taking Abstract: Over the past two decades, higher education research has built a consensus that engaging with coursework on race is beneficial to students’ socioemotional and cognitive development. Paradoxically, we do not have clarity as to what that means, specifically. Most studies exploring the association between diversity courses and the development of students’ racial understanding examine a variety of dependent variables and consider combinations of outcomes – attitudinal, behavior and cognitive – that, while related, are distinct. This heterogeneity of results is a challenge for institutions of higher education, researchers, and practitioners. This study addresses that challenge by narrowing the scope of inquiry. We focus on Ethnic Studies courses in particular, and on their effect on two distinct types of racial attitudes: students’ understanding of structural racism, and students’ cross-racial empathy. Employing data from the National Longitudinal Survey of Freshmen (NLSF), we address a persistent methodological challenge in the research by employing propensity score matching to statistically control for self-selection bias. We find that while there is some association between Ethnic Studies course-taking and racial attitudes, the relationship varies across different types of Ethnic Studies courses. Journal: The Journal of Higher Education Pages: 860-883 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2018.1545498 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1545498 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:860-883 Template-Type: ReDIF-Article 1.0 Author-Name: Sondra N. Barringer Author-X-Name-First: Sondra N. Author-X-Name-Last: Barringer Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Title: Trustees in Turbulent Times: External Affiliations and Stratification among U.S. Research Universities, 1975–2015 Abstract: Trustees span the boundaries between universities and their environments, and therefore may connect universities to other organizations. We use social networks and latent profile analyses to chart changes in the affiliations that trustees of AAU member universities maintained with other organizations from 1975 through 2015. Results identify a well-established hierarchy of connectivity across elite universities. We also chart change in profile membership over time. We observe decline in connectivity from 1975 to 1995, followed by a period of resettlement characterized by a steepened hierarchy of affiliations and a growing number of very highly connected boards. Evidence suggests that boards at the top of the connectivity hierarchy differ systematically from those with fewer affiliations. By 2015, very highly connected boards generally oversaw well-resourced private universities. A few public boards were once very highly connected, but this became less common over time. These results suggest important implications for future research on the relationship between governance and institutions’ financial positions. Journal: The Journal of Higher Education Pages: 884-914 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1574695 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1574695 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:884-914 Template-Type: ReDIF-Article 1.0 Author-Name: Marlena Creusere Author-X-Name-First: Marlena Author-X-Name-Last: Creusere Author-Name: Hengxia Zhao Author-X-Name-First: Hengxia Author-X-Name-Last: Zhao Author-Name: Stephanie Bond Huie Author-X-Name-First: Stephanie Author-X-Name-Last: Bond Huie Author-Name: David R. Troutman Author-X-Name-First: David R. Author-X-Name-Last: Troutman Title: Postsecondary Education Impact on Intergenerational Income Mobility: Differences by Completion Status, Gender, Race/Ethnicity, and Type of Major Abstract: This study examined intergenerational mobility among former students of The University of Texas System (n = 98,199) by comparing parental household income while the students were in college to students’ income five years after exiting the system. The proportion of students who experienced upward mobility relative to their parents were estimated, using a combination of rank-rank slopes, transition matrices, and logistic regression. The results indicated that parental income and college completion are the most important of the studied factors in determining upward mobility. The majority of completers from the bottom two parental income quintiles displayed upward mobility within a few years of graduation, and among students from the bottom quintile, over half of noncompleters also had higher incomes relative to their parents. Differences in mobility rates on the basis of gender, race/ethnicity, type of major, institution type, and financial aid type were also explored. Journal: The Journal of Higher Education Pages: 915-939 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1565882 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1565882 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:915-939 Template-Type: ReDIF-Article 1.0 Author-Name: Tolani Britton Author-X-Name-First: Tolani Author-X-Name-Last: Britton Title: The Best Laid Plans: Postsecondary Educational Expectations and College Enrollment in Massachusetts Abstract: This article explores how college expectations in 8th grade change by 10th grade, and if students realize the expectations for a given level of college from 8th and 10th grade, in light of the “college for all” ethos. This study is based on administrative data from 235,875 public school students in Massachusetts from 2006 to –2016. Using a multinomial logistic regression, I find that students who plan to attend a 4-year college in grades 8 and 10 are 24% more likely to enroll in college and attend a 4-year institution than their peers who did not have such plans. However, students who plan to attend a 2-year college in both 8th and 10th grade are less likely to enroll in any type of college when compared to students who planned to attend a 4-year college and students who were unsure of their college plans. Further, both Black and Latinx students are less likely than their White peers to have college enrollment outcomes that mirror their expectations, after controlling for academic preparation. These results, which update prior research on expectation, have implications for increasing access to college for students who planned to attend college. Journal: The Journal of Higher Education Pages: 940-964 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1590294 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1590294 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:940-964 Template-Type: ReDIF-Article 1.0 Author-Name: Amy Y. Li Author-X-Name-First: Amy Y. Author-X-Name-Last: Li Title: The Weight of the Metric: Performance Funding and the Retention of Historically Underserved Students Abstract: Performance funding policies allocate state appropriations to public institutions based in part on retention and completion outcomes, and equity metrics allocate additional funding for graduating historically underserved students. Through interviews of 52 college administrators and state policymakers, I explore campus responses to performance funding equity metrics at five 4-year institutions with varying missions in Pennsylvania and Ohio. Findings suggest that equity metrics prompted institutions to develop mentoring programs for students of color, increase faculty advising, and create more targeted scholarships for lower-income students. However, the policy led to higher admissions standards at one access-oriented institution, and efforts to recruit more academically qualified students at all institutions, indicative of actions unintended by the policy designers. These actions could lead to increased stratification, where underrepresented students are disproportionally enrolled at less selective colleges. Performance metrics to incentivize the retention of underrepresented students do not appear to fully mitigate institutional attempts to increase selectivity. Journal: The Journal of Higher Education Pages: 965-991 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1602391 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1602391 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:965-991 Template-Type: ReDIF-Article 1.0 Author-Name: Soobin Kim Author-X-Name-First: Soobin Author-X-Name-Last: Kim Author-Name: Christopher Klager Author-X-Name-First: Christopher Author-X-Name-Last: Klager Author-Name: Barbara Schneider Author-X-Name-First: Barbara Author-X-Name-Last: Schneider Title: The Effects of Alignment of Educational Expectations and Occupational Aspirations on Labor Market Outcomes: Evidence from NLSY79 Abstract: Using data from the National Longitudinal Survey of Youth of 1979, this article examines the relationship between adolescents‘ educational and occupational expectations, and how they correspond to their subsequent labor market outcomes in adulthood. We show that over-aligned adolescents, those who expect to obtain more education than is necessary for their desired occupation, are predicted to have hourly wages 30% higher than under-aligned adolescents, whose educational expectations are lower than their occupational expectations. The misalignment of educational and occupational expectations is not related to the probability of being employed through individuals’ early twenties to late forties. However, over-aligned individuals are predicted to have more prestigious occupations than under-aligned individuals, suggesting that those in the over-aligned group sorted into better jobs over their careers. We also show that the effects of misaligned expectations on labor market outcomes change over the years, indicating that having high and aligned expectations are even more important for labor market outcomes than previously estimated. Journal: The Journal of Higher Education Pages: 992-1015 Issue: 6 Volume: 90 Year: 2019 Month: 11 X-DOI: 10.1080/00221546.2019.1615333 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1615333 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:6:p:992-1015 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell James Chang Author-X-Name-First: Mitchell James Author-X-Name-Last: Chang Title: Editor’s Comment Journal: The Journal of Higher Education Pages: 651-652 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2020.1780089 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1780089 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:651-652 Template-Type: ReDIF-Article 1.0 Author-Name: Rachelle Winkle-Wagner Author-X-Name-First: Rachelle Author-X-Name-Last: Winkle-Wagner Author-Name: Jacqueline M. Forbes Author-X-Name-First: Jacqueline M. Author-X-Name-Last: Forbes Author-Name: Shelby Rogers Author-X-Name-First: Shelby Author-X-Name-Last: Rogers Author-Name: Tangela Blakely Reavis Author-X-Name-First: Tangela Blakely Author-X-Name-Last: Reavis Title: A Culture of Success: Black Alumnae Discussions of the Assets-Based Approach at Spelman College Abstract: Some campuses are exemplars for best practices for racial inclusion in higher education, and they offer a vital opportunity to understand how to better include Black students. This critical life story analysis of Black college alumnae who graduate from a historically Black, women’s institution, Spelman College, demonstrates the importance of fostering success throughout a student’s college experience. The findings suggest that Spelman offered a deliberate and systematic culture of success from the beginning to the end of the women’s experiences offering lessons that could be adapted within other institutional types in order to foster the success of Black students. Journal: The Journal of Higher Education Pages: 653-673 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1654965 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1654965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:653-673 Template-Type: ReDIF-Article 1.0 Author-Name: Christa J. Porter Author-X-Name-First: Christa J. Author-X-Name-Last: Porter Author-Name: Candace M. Moore Author-X-Name-First: Candace M. Author-X-Name-Last: Moore Author-Name: Ginny J. Boss Author-X-Name-First: Ginny J. Author-X-Name-Last: Boss Author-Name: Tiffany J. Davis Author-X-Name-First: Tiffany J. Author-X-Name-Last: Davis Author-Name: Dave A. Louis Author-X-Name-First: Dave A. Author-X-Name-Last: Louis Title: To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives Abstract: This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experiences of Black women in contingent faculty appointments. Specific findings included: (1) marginalization of contingent faculty, (2) intersections of identities inextricably linked to teaching, and (3) devaluation of scholarly pursuits. Implications for institutional policy and practice are discussed. Journal: The Journal of Higher Education Pages: 674-697 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1700478 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1700478 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:674-697 Template-Type: ReDIF-Article 1.0 Author-Name: Chayla Haynes Author-X-Name-First: Chayla Author-X-Name-Last: Haynes Author-Name: Leonard Taylor Author-X-Name-First: Leonard Author-X-Name-Last: Taylor Author-Name: Steve D. Mobley Author-X-Name-First: Steve D. Author-X-Name-Last: Mobley Author-Name: Jasmine Haywood Author-X-Name-First: Jasmine Author-X-Name-Last: Haywood Title: Existing and Resisting: The Pedagogical Realities of Black, Critical Men and Women Faculty Abstract: The existing discourse highlighting Black faculty experiences in the classroom are largely hidden among studies that center the experiences of Faculty of Color who teach courses about race, gender, and/or diversity, regardless of their faculty status. And, even fewer of those studies unpack how their pedagogical approaches further complicate the experiences of Black faculty, especially Black faculty without tenure. The authors, who are Black hetero women and Black queer men, used embodied text as a framework to explore their teaching experiences as faculty and critical pedagogues. Where embodied text establishes the body as a site for learning and knowledge, critical pedagogy asserts that neither the classroom nor the knowledge constructed within that space are apolitical. The study findings illuminated how Black faculty bodies were scrutinized and ultimately showed that Black hetero women and Black queer men who were critical pedagogues embodied a resistance text that when read, oftentimes created intertextual pedagogical situations that invalidated their humanity. This research expands the scholarship on embodied text and critical pedagogy by examining the teaching experiences of Black faculty who not only centered critiques of power and privilege in non-diversity courses, but whose bodies were also disruptive in White, hetero, cis-patriarchal academic spaces. Journal: The Journal of Higher Education Pages: 698-721 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2020.1731263 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1731263 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:698-721 Template-Type: ReDIF-Article 1.0 Author-Name: Dominique J. Baker Author-X-Name-First: Dominique J. Author-X-Name-Last: Baker Author-Name: Benjamin T. Skinner Author-X-Name-First: Benjamin T. Author-X-Name-Last: Skinner Author-Name: Christopher H. Redding Author-X-Name-First: Christopher H. Author-X-Name-Last: Redding Title: Affirmative Intervention to Reduce Stereotype Threat Bias: Experimental Evidence from a Community College Abstract: At all levels of education, the racial achievement gap in performance between Black and Latino students and their White peers stubbornly persists. While the causes of this gap are numerous and interrelated, one theory posits that students from underrepresented racial groups may face stereotype threat, meaning that fear of failing and thereby fulfilling negative group stereotypes leads to anxiety and suboptimal cognitive performance. Though low-cost value affirmation interventions have been shown to reduce achievement gaps in some classroom settings, these findings have not been consistently replicated. In this study, we test the efficacy of this intervention among a new sample of students enrolled in a community college in the Midwest. At the beginning of the fall 2016 semester, students in English courses (N = 1,115 in 59 course sections) were randomly assigned to short writing exercises that were either self-affirming or neutral. Using administrative data collected at the end of the term, we compared treatment and control students on a range of outcomes that included course grade, overall GPA, and course persistence. Overall, we find little evidence of a positive effect of this one-time affirmation of social identity. Moderation analyses, however, show heterogeneous effects across course sections, suggesting that the classroom setting may play a role in the interaction between social identity and student outcomes. Journal: The Journal of Higher Education Pages: 722-754 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1650582 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1650582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:722-754 Template-Type: ReDIF-Article 1.0 Author-Name: Quinn Bloom Author-X-Name-First: Quinn Author-X-Name-Last: Bloom Author-Name: Michaela Curran Author-X-Name-First: Michaela Author-X-Name-Last: Curran Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Title: Interdisciplinary Cluster Hiring Initiatives in U.S. Research Universities: More Straw than Bricks? Abstract: Over the last three decades, interdisciplinary cluster hiring programs have become popular on research university campuses as an approach to fostering interdisciplinary collaboration. These programs have not yet been rigorously evaluated across multiple institutions and multiple thematic fields. The paper reports the results of a survey of 199 cluster hires across 20 research universities, supplemented by interviews with 18 administrators and cluster leads at nine universities. Against the expectation of advocates, the survey responses indicate that cluster hire groups are often loosely organized and members do not typically spend much time collaborating with others in their group. Both the existence of common research agendas and the participation of individuals capable of translating across disciplinary languages are associated with higher levels of satisfaction with the collaborative environment of clusters, net of covariates, as are adequate lab spaces. Even if they do not typically lead to high levels of collaboration, clusters can, in the best case scenarios, help universities to align with emerging research areas in ways that departments may have difficulty doing. Journal: The Journal of Higher Education Pages: 755-780 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1688615 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1688615 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:755-780 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin Fosnacht Author-X-Name-First: Kevin Author-X-Name-Last: Fosnacht Author-Name: Robert M. Gonyea Author-X-Name-First: Robert M. Author-X-Name-Last: Gonyea Author-Name: Polly A. Graham Author-X-Name-First: Polly A. Author-X-Name-Last: Graham Title: The Relationship of First-Year Residence Hall Roommate Assignment Policy with Interactional Diversity and Perceptions of the Campus Environment Abstract: A heterogeneous student body is valued in part because diverse interactions among students help create educated and competent citizens and promote learning and development. Campus housing is a primary setting for diverse interactions as students navigate living with individuals who differ from themselves. This study investigated how the roommate assignment process influences interactional diversity and perceptions of the campus environment for first-year students living on campus, and if these relationships differ by race/ethnicity and national origin. On average, students whose roommates were assigned by the institution (as opposed to choosing their own roommates) did not interact with diverse others more often. At the same time, however, Asian, Black and multiracial students who were assigned roommates by the institution perceived a substantially less welcoming campus environment than their same-race peers who chose their roommates. This difference was not observed for White students. Journal: The Journal of Higher Education Pages: 781-804 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1689483 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1689483 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:781-804 Template-Type: ReDIF-Article 1.0 Author-Name: Samantha M. R. Jelks Author-X-Name-First: Samantha M. R. Author-X-Name-Last: Jelks Author-Name: Andrew M. Crain Author-X-Name-First: Andrew M. Author-X-Name-Last: Crain Title: Sticking with STEM: Understanding STEM Career Persistence among STEM Bachelor’s Degree Holders Abstract: Numerous policy initiatives have highlighted the need for the United States to produce more STEM graduates to meet labor market demands. This study challenges that narrative by focusing on the many STEM bachelor's degree holders who do not currently go on to work in a STEM field. Data from the Educational Longitudinal Survey of 2002 (ELS:2002) shows that over 25 percent of STEM baccalaureate graduates did not intend to remain in a STEM field by age 30. Through a series of logistic regression models and the application of human capital theory and social cognitive career theory (SCCT), we explore the demographic, postsecondary, and labor market variables that may influence a student's decision to remain in a STEM career. Results suggest that non-Asian minority students are significantly more likely to leave the STEM professional domain either shortly after obtaining a bachelor's degree or by age 30. Certain experiences (namely faculty research and fieldwork) were associated with a greater likelihood of STEM career entry/persistence, and transfer students also appeared at risk of early departure from STEM career fields. Students who lacked social connections or were unable to relocate for work also reported a perceived lack of job openings in STEM at significantly higher levels. Journal: The Journal of Higher Education Pages: 805-831 Issue: 5 Volume: 91 Year: 2020 Month: 07 X-DOI: 10.1080/00221546.2019.1700477 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1700477 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:5:p:805-831 Template-Type: ReDIF-Article 1.0 Author-Name: Larry L. Leslie Author-X-Name-First: Larry L. Author-X-Name-Last: Leslie Author-Name: Gregory T. McClure Author-X-Name-First: Gregory T. Author-X-Name-Last: McClure Author-Name: Ronald L. Oaxaca Author-X-Name-First: Ronald L. Author-X-Name-Last: Oaxaca Title: Women and Minorities in Science and Engineering Journal: The Journal of Higher Education Pages: 239-276 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775134 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775134 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:239-276 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: In the Service of Citizenship Journal: The Journal of Higher Education Pages: 277-297 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775135 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:277-297 Template-Type: ReDIF-Article 1.0 Author-Name: Patrick G. Love Author-X-Name-First: Patrick G. Author-X-Name-Last: Love Title: Cultural Barriers Facing Lesbian, Gay, and Bisexual Students at a Catholic College Journal: The Journal of Higher Education Pages: 298-323 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775136 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:298-323 Template-Type: ReDIF-Article 1.0 Author-Name: Carolyn J. Thompson Author-X-Name-First: Carolyn J. Author-X-Name-Last: Thompson Author-Name: Eric L. Dey Author-X-Name-First: Eric L. Author-X-Name-Last: Dey Title: Pushed to the Margins Journal: The Journal of Higher Education Pages: 324-345 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775137 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:324-345 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas C. Peck Author-X-Name-First: Douglas C. Author-X-Name-Last: Peck Author-Name: Dianne A. Brown-Wright Author-X-Name-First: Dianne A. Author-X-Name-Last: Brown-Wright Title: Shaping the College Curriculum: Academic Plans in Action Journal: The Journal of Higher Education Pages: 346-349 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775138 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:346-349 Template-Type: ReDIF-Article 1.0 Author-Name: Alexander Jun Author-X-Name-First: Alexander Author-X-Name-Last: Jun Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Student Affairs Reconsidered: A Christian View of the Profession and its Contents Journal: The Journal of Higher Education Pages: 349-351 Issue: 3 Volume: 69 Year: 1998 Month: 5 X-DOI: 10.1080/00221546.1998.11775139 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775139 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:3:p:349-351 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Ropers-Huilman Author-X-Name-First: Rebecca Author-X-Name-Last: Ropers-Huilman Author-Name: Kelly T. Winters Author-X-Name-First: Kelly T. Author-X-Name-Last: Winters Title: Feminist Research in Higher Education Journal: The Journal of Higher Education Pages: 667-690 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777223 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777223 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:667-690 Template-Type: ReDIF-Article 1.0 Author-Name: Michael S. Harris Author-X-Name-First: Michael S. Author-X-Name-Last: Harris Author-Name: Matthew Hartley Author-X-Name-First: Matthew Author-X-Name-Last: Hartley Title: Witch-Hunting at Crucible University: The Power and Peril of Competing Organizational Ideologies Journal: The Journal of Higher Education Pages: 691-719 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777224 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777224 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:691-719 Template-Type: ReDIF-Article 1.0 Author-Name: Dongbin Kim Author-X-Name-First: Dongbin Author-X-Name-Last: Kim Author-Name: Lisa Wolf-Wendel Author-X-Name-First: Lisa Author-X-Name-Last: Wolf-Wendel Author-Name: Susan Twombly Author-X-Name-First: Susan Author-X-Name-Last: Twombly Title: International Faculty: Experiences of Academic Life and Productivity in U.S. Universities Journal: The Journal of Higher Education Pages: 720-747 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777225 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777225 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:720-747 Template-Type: ReDIF-Article 1.0 Author-Name: Joan M. Ostrove Author-X-Name-First: Joan M. Author-X-Name-Last: Ostrove Author-Name: Abigail J. Stewart Author-X-Name-First: Abigail J. Author-X-Name-Last: Stewart Author-Name: Nicola L. Curtin Author-X-Name-First: Nicola L. Author-X-Name-Last: Curtin Title: Social Class and Belonging: Implications for Graduate Students' Career Aspirations Journal: The Journal of Higher Education Pages: 748-774 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777226 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777226 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:748-774 Template-Type: ReDIF-Article 1.0 Author-Name: Katalin Szelényi Author-X-Name-First: Katalin Author-X-Name-Last: Szelényi Author-Name: Richard A. Goldberg Author-X-Name-First: Richard A. Author-X-Name-Last: Goldberg Title: Commercial Funding in Academe: Examining the Correlates of Faculty's Use of Industrial and Business Funding for Academic Work Journal: The Journal of Higher Education Pages: 775-802 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777227 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777227 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:775-802 Template-Type: ReDIF-Article 1.0 Author-Name: Carolyn Haynes Author-X-Name-First: Carolyn Author-X-Name-Last: Haynes Title: Interdisciplinary Conversations: Challenging Habits of Thought Journal: The Journal of Higher Education Pages: 803-805 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777228 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777228 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:803-805 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Pay for Play: A History of Big-Time College Athletic Reform Journal: The Journal of Higher Education Pages: 806-807 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777229 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777229 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:806-807 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 808-815 Issue: 6 Volume: 82 Year: 2011 Month: 11 X-DOI: 10.1080/00221546.2011.11777230 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777230 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:6:p:808-815 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Author-Name: Heather Rowan-Kenyon Author-X-Name-First: Heather Author-X-Name-Last: Rowan-Kenyon Author-Name: Angela Bell Author-X-Name-First: Angela Author-X-Name-Last: Bell Author-Name: Scott L. Thomas Author-X-Name-First: Scott L. Author-X-Name-Last: Thomas Author-Name: Chunyan Li Author-X-Name-First: Chunyan Author-X-Name-Last: Li Title: A Typology of Federal and State Programs Designed to Promote College Enrollment Journal: The Journal of Higher Education Pages: 243-267 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772098 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772098 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:243-267 Template-Type: ReDIF-Article 1.0 Author-Name: Robert B. Archibald Author-X-Name-First: Robert B. Author-X-Name-Last: Archibald Author-Name: David H. Feldman Author-X-Name-First: David H. Author-X-Name-Last: Feldman Title: Explaining Increases in Higher Education Costs Journal: The Journal of Higher Education Pages: 268-295 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772099 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772099 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:268-295 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara E. Lovitts Author-X-Name-First: Barbara E. Author-X-Name-Last: Lovitts Title: The Transition to Independent Research: Who Makes It, Who Doesn't, and Why Journal: The Journal of Higher Education Pages: 296-325 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772100 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772100 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:296-325 Template-Type: ReDIF-Article 1.0 Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: “What's too much and what's too little?”: The Process of Becoming an Independent Researcher in Doctoral Education Journal: The Journal of Higher Education Pages: 326-350 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772101 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772101 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:326-350 Template-Type: ReDIF-Article 1.0 Author-Name: J. Douglas Toma Author-X-Name-First: J. Douglas Author-X-Name-Last: Toma Title: The Law of Higher Education: A Comprehensive Guide to Legal Implications of Administrative Decision Making Journal: The Journal of Higher Education Pages: 351-353 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772102 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772102 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:351-353 Template-Type: ReDIF-Article 1.0 Author-Name: Roger G. Baldwin Author-X-Name-First: Roger G. Author-X-Name-Last: Baldwin Title: Faculty Career Paths: Multiple Routes to Academic Success and Satisfaction Journal: The Journal of Higher Education Pages: 353-355 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772103 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772103 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:353-355 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Theall Author-X-Name-First: Michael Author-X-Name-Last: Theall Title: Letters to a Young Academic Journal: The Journal of Higher Education Pages: 356-358 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772104 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772104 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:356-358 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Remaking the American University: Market Smart and Mission Centered Journal: The Journal of Higher Education Pages: 358-360 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772105 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772105 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:358-360 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan J. Davis Author-X-Name-First: Ryan J. Author-X-Name-Last: Davis Title: African American Men in College Journal: The Journal of Higher Education Pages: 360-363 Issue: 3 Volume: 79 Year: 2008 Month: 5 X-DOI: 10.1080/00221546.2008.11772106 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772106 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:3:p:360-363 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities Journal: The Journal of Higher Education Pages: 243-275 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772282 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772282 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:243-275 Template-Type: ReDIF-Article 1.0 Author-Name: Gary R. Pike Author-X-Name-First: Gary R. Author-X-Name-Last: Pike Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Title: First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development Journal: The Journal of Higher Education Pages: 276-300 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772283 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772283 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:276-300 Template-Type: ReDIF-Article 1.0 Author-Name: Deborah A. Burghardt Author-X-Name-First: Deborah A. Author-X-Name-Last: Burghardt Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Title: Women's Studies Faculty at the Intersection of Institutional Power and Feminist Values Journal: The Journal of Higher Education Pages: 301-330 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772284 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772284 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:301-330 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Wright Author-X-Name-First: Mary Author-X-Name-Last: Wright Title: Always at Odds?: Congruence in Faculty Beliefs about Teaching at a Research University Journal: The Journal of Higher Education Pages: 331-353 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772285 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772285 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:331-353 Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Travels in Academe, Shakespeare, Einstein and the Bottom Line: The Marketing of Higher Education, Governing Academia: Who is in Charge at the Modern University Journal: The Journal of Higher Education Pages: 354-358 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772286 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772286 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:354-358 Template-Type: ReDIF-Article 1.0 Author-Name: Dafina Lazarus Stewart Author-X-Name-First: Dafina Lazarus Author-X-Name-Last: Stewart Title: The Creation of the Future: The Role of the American University Journal: The Journal of Higher Education Pages: 358-362 Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772287 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772287 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:358-362 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Higher Education Pages: iv-iv Issue: 3 Volume: 76 Year: 2005 Month: 5 X-DOI: 10.1080/00221546.2005.11772288 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772288 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:3:p:iv-iv Template-Type: ReDIF-Article 1.0 Author-Name: Heather Wathington Author-X-Name-First: Heather Author-X-Name-Last: Wathington Author-Name: Joshua Pretlow Author-X-Name-First: Joshua Author-X-Name-Last: Pretlow Author-Name: Elisabeth Barnett Author-X-Name-First: Elisabeth Author-X-Name-Last: Barnett Title: A Good Start? The Impact of Texas' Developmental Summer Bridge Program on Student Success Abstract: Summer bridge programs have long been utilized by postsecondary institutions to improve the college readiness of students; however, the research on their effectiveness is limited. This study presents evidence from an experimental study of one summer bridge program model specifically designed for recent high school graduates who placed into developmental education. The program took place at eight open access colleges in Texas during the summer of 2009, and participants were followed for two academic years. To provide needed context, we first describe site selection, random assignment, and program implementation. Quantitative results indicate that the program had no effect on the average number of credits attempted and earned or student persistence in postsecondary education. The program did have an impact on first college-level course completion in math (p < 0.05) and to a lesser extent writing (p < 0.10); there was no impact on first college-level course completion in reading. Our findings are consistent with those of other rigorously evaluated programs for developmental education students and suggest that persistence in postsecondary education is a complex issue that cannot be solved with any one program. Journal: The Journal of Higher Education Pages: 150-177 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777398 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:150-177 Template-Type: ReDIF-Article 1.0 Author-Name: Rachelle Winkle-Wagner Author-X-Name-First: Rachelle Author-X-Name-Last: Winkle-Wagner Author-Name: Dorian L. McCoy Author-X-Name-First: Dorian L. Author-X-Name-Last: McCoy Title: Entering the (Postgraduate) Field: Underrepresented Students' Acquisition of Cultural and Social Capital in Graduate School Preparation Programs Abstract: Examining the role of humanities graduate preparation programs in facilitating underrepresented undergraduate students' socialization to the field (social context) of graduate education, this critical multisite case study finds that these programs are crucial to bidirectional anticipatory socialization for graduate education, where one gains new ideas but does not abandon one's background. Additionally, these programs helped in the acquisition of the type of cultural and social capital that are likely to be relevant to disciplinary knowledge, skills, and competencies in graduate education. Journal: The Journal of Higher Education Pages: 178-205 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777399 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:178-205 Template-Type: ReDIF-Article 1.0 Author-Name: Brent J. Evans Author-X-Name-First: Brent J. Author-X-Name-Last: Evans Author-Name: Rachel B. Baker Author-X-Name-First: Rachel B. Author-X-Name-Last: Baker Author-Name: Thomas S. Dee Author-X-Name-First: Thomas S. Author-X-Name-Last: Dee Title: Persistence Patterns in Massive Open Online Courses (MOOCs) Abstract: Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this article examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyzed engagement, persistence, and completion rates at the student, lecture, and course levels. We found compelling and consistent temporal patterns: across all courses, participation declines rapidly in the first week but subsequently flattens out in later weeks of the course. However, this decay is not entirely uniform. We also found that several student and lecture-specific traits were associated with student persistence and engagement. For example, the sequencing of a lecture within a batch of released videos as well as its title wording were related to student watching. We also saw consistent patterns in how student characteristics are associated with persistence and completion. Students were more likely to complete the course if they completed a pre-course survey or followed a quantitative track (as opposed to qualitative or auditing track) when available. These findings suggest potential course design changes that are likely to increase engagement, persistence, and completion in this important, new educational setting. Journal: The Journal of Higher Education Pages: 206-242 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777400 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:206-242 Template-Type: ReDIF-Article 1.0 Author-Name: Simon Marginson Author-X-Name-First: Simon Author-X-Name-Last: Marginson Title: High Participation Systems of Higher Education Abstract: The world is rapidly becoming more educated at higher education level. In nearly all countries with per capita GDP of more than about $5,000 per annum there is a longterm tendency to growth of participation. The worldwide Gross Tertiary Enrollment Ratio (GTER) increased from 10% in 1972 to 32% in 2012, and is now rising by 1% a year. By 2012 the GTER had reached 50% in 54 national systems, compared to 5 systems twenty years before, and there were 14 countries with a GTER of 75% or more. The tendency to high participation systems (HPS) is common to countries that vary widely in rates of economic growth, education system structures, and financing arrangements, but share the tendency to urbanization. Possible causes include state policies, economic development, aspirations for social position, credentialism, global factors, and combinations of these. The paper describes the tendency to HPS, explores the possible explanations, and begins to reflect on the implications; on the way reviewing prior discussions of growth in participation including Trow (1974), Schofer and Meyer (2005), and Baker (2011). It closes with suggestions for further investigation. Journal: The Journal of Higher Education Pages: 243-271 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777401 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:243-271 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Donoff Author-X-Name-First: Susan B. Author-X-Name-Last: Donoff Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Title: Closing up Shop: Perspectives on the Departmental/Programmatic Elimination Experience Abstract: Departmental and programmatic eliminations represent a new paradigm in the history of American higher education. Hastened by a national economic recession and competing state funding priorities, public postsecondary institutions have turned to academic attrition as a solution to continuous budgetary shortfalls. As a means of addressing the lived experience of faculty members and department chairs, the following qualitative case study explores perceptions of implementing departmental and/or programmatic eliminations. Utilizing uncertainty reduction theory as a conceptual framework, interviewed faculty in units that were initially selected for elimination, but eventually saved, experienced considerable strategic uncertainty, failing to understand why they had been included within a budget reduction proposal. Guided by a college-wide strategic planning process, faculty in eliminated units understood the rationale for abolishing departments, though they experienced considerable structural uncertainty in terms of adjusting to a new, nonacademic reporting structure. These findings indicate that a transparent strategic planning process diminishes strategic uncertainty, while the elimination of traditional departmental structures heightens structural uncertainty. Journal: The Journal of Higher Education Pages: 272-299 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777402 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777402 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:272-299 Template-Type: ReDIF-Article 1.0 Author-Name: Johann N. Neem Author-X-Name-First: Johann N. Author-X-Name-Last: Neem Title: The History of American Higher Education: Learning and Culture from the Founding to World War II Journal: The Journal of Higher Education Pages: 300-302 Issue: 2 Volume: 87 Year: 2016 Month: 3 X-DOI: 10.1080/00221546.2016.11777403 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777403 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:2:p:300-302 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-iii Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780245 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780245 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:i-iii Template-Type: ReDIF-Article 1.0 Author-Name: Flora F. Tien Author-X-Name-First: Flora F. Author-X-Name-Last: Tien Author-Name: Robert T. Blackburn Author-X-Name-First: Robert T. Author-X-Name-Last: Blackburn Title: Faculty Rank System, Research Motivation, and Faculty Research Productivity: Measure Refinement and Theory Testing Journal: The Journal of Higher Education Pages: 2-22 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780246 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780246 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:2-22 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: A Note from the Editor on Change in Style Journal: The Journal of Higher Education Pages: 2-2 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780247 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780247 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:2-2 Template-Type: ReDIF-Article 1.0 Author-Name: Trudy W. Banta Author-X-Name-First: Trudy W. Author-X-Name-Last: Banta Author-Name: Linda B. Rudolph Author-X-Name-First: Linda B. Author-X-Name-Last: Rudolph Author-Name: Janice Van Dyke Author-X-Name-First: Janice Author-X-Name-Last: Van Dyke Author-Name: Homer S. Fisher Author-X-Name-First: Homer S. Author-X-Name-Last: Fisher Title: Performance Funding Comes of Age in Tennessee Journal: The Journal of Higher Education Pages: 23-45 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780248 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780248 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:23-45 Template-Type: ReDIF-Article 1.0 Author-Name: Shelley M. Park Author-X-Name-First: Shelley M. Author-X-Name-Last: Park Title: Research, Teaching, and Service: Why Shouldn't Women's Work Count? Journal: The Journal of Higher Education Pages: 46-84 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780249 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780249 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:46-84 Template-Type: ReDIF-Article 1.0 Author-Name: W. Cris Lewis Author-X-Name-First: W. Cris Author-X-Name-Last: Lewis Title: Retirement Wealth, Income, and Decision Making in Higher Education Journal: The Journal of Higher Education Pages: 85-102 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780250 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780250 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:85-102 Template-Type: ReDIF-Article 1.0 Author-Name: Latika Vasil Author-X-Name-First: Latika Author-X-Name-Last: Vasil Title: Social Process Skills and Career Achievement among Male and Female Academics Journal: The Journal of Higher Education Pages: 103-114 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780251 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780251 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:103-114 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: Research Ethics: Cases and Materials Journal: The Journal of Higher Education Pages: 115-118 Issue: 1 Volume: 67 Year: 1996 Month: 1 X-DOI: 10.1080/00221546.1996.11780252 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780252 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:1:p:115-118 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-iii Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778974 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778974 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:i-iii Template-Type: ReDIF-Article 1.0 Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Organizational Socialization in Higher Education Journal: The Journal of Higher Education Pages: 1-16 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778975 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778975 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:1-16 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen D. Grunig Author-X-Name-First: Stephen D. Author-X-Name-Last: Grunig Title: Research, Reputation, and Resources Journal: The Journal of Higher Education Pages: 17-52 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778976 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778976 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:17-52 Template-Type: ReDIF-Article 1.0 Author-Name: W. Bruce Cook Author-X-Name-First: W. Bruce Author-X-Name-Last: Cook Title: Fund Raising and the College Presidency in an Era of Uncertainty Journal: The Journal of Higher Education Pages: 53-86 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778977 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:53-86 Template-Type: ReDIF-Article 1.0 Author-Name: Aysan Sev'er Author-X-Name-First: Aysan Author-X-Name-Last: Sev'er Author-Name: Sheldon Ungar Author-X-Name-First: Sheldon Author-X-Name-Last: Ungar Title: No Laughing Matter Journal: The Journal of Higher Education Pages: 87-105 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778978 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778978 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:87-105 Template-Type: ReDIF-Article 1.0 Author-Name: Susan Talburt Author-X-Name-First: Susan Author-X-Name-Last: Talburt Title: Review Essay Journal: The Journal of Higher Education Pages: 106-111 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778979 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778979 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:106-111 Template-Type: ReDIF-Article 1.0 Author-Name: James R. Davis Author-X-Name-First: James R. Author-X-Name-Last: Davis Title: Assessing What Professors Do: An Introduction to Academic Performance Appraisal in Higher Education Journal: The Journal of Higher Education Pages: 112-115 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778980 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778980 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:112-115 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Mumper Author-X-Name-First: Michael Author-X-Name-Last: Mumper Title: The College Aid Quandary: Access, Quality, and the Federal Role Journal: The Journal of Higher Education Pages: 115-117 Issue: 1 Volume: 68 Year: 1997 Month: 1 X-DOI: 10.1080/00221546.1997.11778981 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778981 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:1:p:115-117 Template-Type: ReDIF-Article 1.0 Author-Name: Dongbin Kim Author-X-Name-First: Dongbin Author-X-Name-Last: Kim Author-Name: Cindy Otts Author-X-Name-First: Cindy Author-X-Name-Last: Otts Title: The Effect of Loans on Time to Doctorate Degree: Differences by Race/Ethnicity, Field of Study, and Institutional Characteristics Journal: The Journal of Higher Education Pages: 1-32 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778968 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778968 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:1-32 Template-Type: ReDIF-Article 1.0 Author-Name: Erik C. Ness Author-X-Name-First: Erik C. Author-X-Name-Last: Ness Title: The Politics of Determining Merit Aid Eligibility Criteria: An Analysis of the Policy Process Journal: The Journal of Higher Education Pages: 33-60 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778969 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778969 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:33-60 Template-Type: ReDIF-Article 1.0 Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: Contrasting the Socialization Experiences of Doctoral Students in High- and Low-Completing Departments: A Qualitative Analysis of Disciplinary Contexts at One Institution Journal: The Journal of Higher Education Pages: 61-81 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778970 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:61-81 Template-Type: ReDIF-Article 1.0 Author-Name: Melanie T. Jones Author-X-Name-First: Melanie T. Author-X-Name-Last: Jones Author-Name: Amy E. L. Barlow Author-X-Name-First: Amy E. L. Author-X-Name-Last: Barlow Author-Name: Merna Villarejo Author-X-Name-First: Merna Author-X-Name-Last: Villarejo Title: Importance of Undergraduate Research for Minority Persistence and Achievement in Biology Journal: The Journal of Higher Education Pages: 82-115 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778971 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778971 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:82-115 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Resources, Assets, and Strengths among Successful Diverse Students: Understanding the Contributions of the Gates Millennium Scholars Program (Readings on Equal Education, Vol. 23) Journal: The Journal of Higher Education Pages: 116-118 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778972 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778972 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:116-118 Template-Type: ReDIF-Article 1.0 Author-Name: John H. Schuh Author-X-Name-First: John H. Author-X-Name-Last: Schuh Title: Organizing Higher Education for Collaboration: A Guide for Campus Leaders Journal: The Journal of Higher Education Pages: 118-120 Issue: 1 Volume: 81 Year: 2010 Month: 1 X-DOI: 10.1080/00221546.2010.11778973 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11778973 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:1:p:118-120 Template-Type: ReDIF-Article 1.0 Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Shauna M. Morin Author-X-Name-First: Shauna M. Author-X-Name-Last: Morin Author-Name: Tiffani Riggers-Piehl Author-X-Name-First: Tiffani Author-X-Name-Last: Riggers-Piehl Title: An Examination of Non-Muslim College Students’ Attitudes Toward Muslims Abstract: The current study enhances the understanding of campus climate for religious and worldview diversity by examining how non-Muslim college students perceive Muslims and Islam and what predispositions, environmental factors, and experiences predict their attitudes toward Muslims. Results indicate that informal engagement with diverse peers, interfaith engagement, and space for spiritual expression on campus are positively related to appreciative attitudes toward Muslims. With respect to specific worldviews, Unitarian Universalist and agnostic students tended to have more positive attitudes toward Muslims (relative to peers of other religions), and Eastern Orthodox and evangelical Christian students tended to have less appreciative attitudes. Journal: The Journal of Higher Education Pages: 479-504 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2016.1272329 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:479-504 Template-Type: ReDIF-Article 1.0 Author-Name: Don Haviland Author-X-Name-First: Don Author-X-Name-Last: Haviland Author-Name: Nathan F. Alleman Author-X-Name-First: Nathan F. Author-X-Name-Last: Alleman Author-Name: Cara Cliburn Allen Author-X-Name-First: Cara Author-X-Name-Last: Cliburn Allen Title: ‘Separate but Not Quite Equal’: Collegiality Experiences of Full-Time Non-Tenure-Track Faculty Members Abstract: Collegiality, which indicates respect, a voice in decision making, and a commitment to the common good, is central to academic governance and faculty culture. However, as faculty work is increasingly unbundled, little is known about how concepts traditionally applied to tenure-track faculty, such as collegiality and the collegium (to which access is granted through recognition of expertise), apply to newer categories such as full-time non-tenure-track faculty (NTTF). This interview study investigated collegiality experiences among 38 full-time NTTF in a public comprehensive university and a religiously affiliated research university. A framework blending symbolic interaction (Blumer, 1980; Snow, 2001) and role ambiguity (Bess, 1992) was used to understand the experiences of NTTF with collegiality. Findings suggest that with little opportunity to earn recognition as experts based on scholarship, NTTF experiences with collegiality are at best conditional and at worst deficient. Interactions with colleagues, institutional structures, and professional/academic culture reflect substantial role ambiguity that creates a “separate but not quite equal” status for NTTF. The practice of maintaining NTTF on the periphery of collegiality and the collegium may well compromise the health and vitality of an increasingly differentiated faculty body and the ability of universities to accomplish their academic missions. Journal: The Journal of Higher Education Pages: 505-528 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2016.1272321 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272321 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:505-528 Template-Type: ReDIF-Article 1.0 Author-Name: Jaekyung Lee Author-X-Name-First: Jaekyung Author-X-Name-Last: Lee Author-Name: Lois Weis Author-X-Name-First: Lois Author-X-Name-Last: Weis Author-Name: Keqiao Liu Author-X-Name-First: Keqiao Author-X-Name-Last: Liu Author-Name: Chungseo Kang Author-X-Name-First: Chungseo Author-X-Name-Last: Kang Title: Which Type of High School Maximizes Students’ College Match? Unequal Pathways to Postsecondary Destinations for Students From Varying High School Settings Abstract: Through multilevel analyses of Educational Longitudinal Study and National Center for Education Statistics (NCES)-Barron’s data sets, this study examined unequal chances for college enrollment for students from different high school types and locations. The study shows that students from more privileged high school sectors are able to maximize attendance at better academically matched colleges and that the structural type and location of high school both as hierarchically ranked and as providing varied opportunities and norms are key factors in college matching. The problem of undermatching is more prevalent among students in urban public open schools, suburban disadvantaged public schools, and rural schools. In contrast, students in urban magnet test-in schools, suburban advantaged public schools, Catholic schools, and independent private schools exhibit markedly better patterns of college matching. Our findings reveal nuanced differences within each location and sector, and we explore mechanisms by which the diverse opportunity structure and culture of such varied high schools produce different college-matching results. Journal: The Journal of Higher Education Pages: 529-560 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2016.1272327 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272327 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:529-560 Template-Type: ReDIF-Article 1.0 Author-Name: Marta Tienda Author-X-Name-First: Marta Author-X-Name-Last: Tienda Author-Name: Linda Zhao Author-X-Name-First: Linda Author-X-Name-Last: Zhao Title: Institutional and Ethnic Variations in Postgraduate Enrollment and Completion Abstract: Using the Baccalaureate and Beyond Survey of 1992/93 longitudinal cohort survey, we investigated (a) whether and how much variations in the timing of enrollment, the type of undergraduate institution attended, and type of graduate program pursued contribute to observed racial and ethnic differentials in postbaccalaureate enrolment; and (b) whether the observed enrollment differentials carry over to degree attainment. Dynamic event history methods that account for both the timing of matriculation and the hazard of enrolling revealed that compared with Whites, underrepresented minorities enrolled earlier and were more likely to enroll in doctoral and advanced professional degree programs relative to nonenrollment. Our results revealed sizable differences in the cumulative probability of advanced-degree attainment according to the undergraduate institutional mission, with graduates from research institutions enjoying a decided advantage over liberal arts college graduates. The conclusion discusses limitations of the analysis, directions for further research, and implications for strengthening the minority pipeline to graduate school. Journal: The Journal of Higher Education Pages: 561-592 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2016.1272332 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272332 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:561-592 Template-Type: ReDIF-Article 1.0 Author-Name: Xueli Wang Author-X-Name-First: Xueli Author-X-Name-Last: Wang Author-Name: Ning Sun Author-X-Name-First: Ning Author-X-Name-Last: Sun Author-Name: Seo Young Lee Author-X-Name-First: Seo Young Author-X-Name-Last: Lee Author-Name: Brit Wagner Author-X-Name-First: Brit Author-X-Name-Last: Wagner Title: Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM? Abstract: This study explored whether and how beginning 2-year college students’ engagement in active learning within science, technology, engineering, and mathematics (STEM) classrooms is related to their intent to transfer to a 4-year institution. Despite the potentially important role active learning experiences play in shaping 2-year college students’ intent to transfer upward, there is a dearth of research to investigate this relationship. To fill this gap, we explored the linkage between active learning and intent to transfer. In addition, we explored whether and how transfer self-efficacy may mediate this relationship. Based on survey data collected from a statewide sample of 1st-year 2-year college students beginning in STEM programs or courses and controlling for student entry characteristics and postsecondary factors, a path analysis of mediation revealed that active learning is directly related to transfer intent and exerts an indirect relationship through its positive influence on transfer self-efficacy. Journal: The Journal of Higher Education Pages: 593-618 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2016.1272090 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272090 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:593-618 Template-Type: ReDIF-Article 1.0 Author-Name: David R. Johnson Author-X-Name-First: David R. Author-X-Name-Last: Johnson Author-Name: Jared L. Peifer Author-X-Name-First: Jared L. Author-X-Name-Last: Peifer Title: How Public Confidence in Higher Education Varies by Social Context Abstract: Some research suggests a crisis of public confidence in universities and colleges in the United States. But approaches to theorizing confidence in higher education do not examine how confidence varies across social contexts, while empirical efforts to document confidence are characteristically limited by weak construct validity. Drawing on a nationally-representative survey of 10,241 Americans, we develop a conceptual framework that examines how political ideology, religion, parental career encouragement, and demographic factors correlate with confidence in higher education. Only fourteen percent of the US public reports “a great deal” of confidence in higher education. Evangelical Protestants, Catholics, Jews, individuals who perceive a conflict between science and religion (and are on the side of religion), and political conservatives are significantly less likely to report confidence in higher education, while parents who report the strongest encouragement of professional career paths for their children are significantly more likely to report confidence in higher education. Journal: The Journal of Higher Education Pages: 619-644 Issue: 4 Volume: 88 Year: 2017 Month: 7 X-DOI: 10.1080/00221546.2017.1291256 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1291256 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:4:p:619-644 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Author-Name: T. Austin Lacy Author-X-Name-First: T. Austin Author-X-Name-Last: Lacy Title: State-Funded “Eminent Scholars” Programs: University Faculty Recruitment as an Emerging Policy Instrument Abstract: Over the past two decades, state governments have increasingly invested in programs to recruit accomplished scientists from elsewhere to university positions. This event history analysis suggests that an intriguing mix of comparative state disadvantage and leveragable existing research resources is associated with the likelihood of states adopting such programs. Journal: The Journal of Higher Education Pages: 601-639 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777303 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777303 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:601-639 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew J. Martin Author-X-Name-First: Andrew J. Author-X-Name-Last: Martin Author-Name: Rachel Wilson Author-X-Name-First: Rachel Author-X-Name-Last: Wilson Author-Name: Gregory Arief D. Liem Author-X-Name-First: Gregory Arief D. Author-X-Name-Last: Liem Author-Name: Paul Ginns Author-X-Name-First: Paul Author-X-Name-Last: Ginns Title: Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time Abstract: In the context of “academic momentum,” a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued. Deferred entry to university also predicted achievement through university. Journal: The Journal of Higher Education Pages: 640-674 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777304 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777304 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:640-674 Template-Type: ReDIF-Article 1.0 Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Author-Name: Brendan Cantwell Author-X-Name-First: Brendan Author-X-Name-Last: Cantwell Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Title: Quasi-Markets in U.S. Higher Education: The Humanities and Institutional Revenues Abstract: We conceptualize colleges and universities as embedded in quasi-markets, meaning competitive sites created by policy, that disfavor the humanities. We therefore posit that increased revenues from a quasi-market predict institutional de-emphasis of the humanities. Results indicate that private colleges and universities follow this pattern while public institutions do not. Journal: The Journal of Higher Education Pages: 675-707 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777305 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777305 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:675-707 Template-Type: ReDIF-Article 1.0 Author-Name: Samuel D. Museus Author-X-Name-First: Samuel D. Author-X-Name-Last: Museus Title: Unpacking the Complex and Multifaceted Nature of Parental Influences on Southeast Asian American College Students' Educational Trajectories Abstract: This article reports on a study that examined the ways in which parents influence the educational trajectories of Southeast Asian American (SEAA) undergraduates at four-year institutions. Individual, face-to-face interviews with 34 SEAAs were conducted and analyzed. Findings illustrate the complex and multifaceted ways that parental influences shape SEAA educational trajectories. Journal: The Journal of Higher Education Pages: 708-738 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777306 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777306 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:708-738 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Failing Law Schools Journal: The Journal of Higher Education Pages: 739-742 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777307 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777307 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:739-742 Template-Type: ReDIF-Article 1.0 Author-Name: Robert T. Teranishi Author-X-Name-First: Robert T. Author-X-Name-Last: Teranishi Title: Recognizing and Serving Low-Income Students in Higher Education: An Examination of Institutional Policies, Practices, and Culture Journal: The Journal of Higher Education Pages: 742-744 Issue: 5 Volume: 84 Year: 2013 Month: 9 X-DOI: 10.1080/00221546.2013.11777308 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777308 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:5:p:742-744 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Peter D. Eckel Author-X-Name-First: Peter D. Author-X-Name-Last: Eckel Title: Meeting Today's Governance Challenges Journal: The Journal of Higher Education Pages: 371-399 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772264 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772264 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:371-399 Template-Type: ReDIF-Article 1.0 Author-Name: Stephanie Litizzette Mixon Author-X-Name-First: Stephanie Litizzette Author-X-Name-Last: Mixon Author-Name: Larry Lyon Author-X-Name-First: Larry Author-X-Name-Last: Lyon Author-Name: Michael Beaty Author-X-Name-First: Michael Author-X-Name-Last: Beaty Title: Secularization and National Universities Journal: The Journal of Higher Education Pages: 400-419 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772265 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772265 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:400-419 Template-Type: ReDIF-Article 1.0 Author-Name: Mitzi Davis Author-X-Name-First: Mitzi Author-X-Name-Last: Davis Author-Name: Yvonne Dias-Bowie Author-X-Name-First: Yvonne Author-X-Name-Last: Dias-Bowie Author-Name: Katherine Greenberg Author-X-Name-First: Katherine Author-X-Name-Last: Greenberg Author-Name: Gary Klukken Author-X-Name-First: Gary Author-X-Name-Last: Klukken Author-Name: Howard R. Pollio Author-X-Name-First: Howard R. Author-X-Name-Last: Pollio Author-Name: Sandra P. Thomas Author-X-Name-First: Sandra P. Author-X-Name-Last: Thomas Author-Name: Charles L. Thompson Author-X-Name-First: Charles L. Author-X-Name-Last: Thompson Title: “A Fly in the Buttermilk”: Descriptions of University Life by Successful Black Undergraduate Students at a Predominately White Southeastern University Journal: The Journal of Higher Education Pages: 420-445 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772266 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772266 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:420-445 Template-Type: ReDIF-Article 1.0 Author-Name: Anthony Lising Antonio Author-X-Name-First: Anthony Lising Author-X-Name-Last: Antonio Title: The Influence of Friendship Groups on Intellectual Self-Confidence and Educational Aspirations in College Journal: The Journal of Higher Education Pages: 446-471 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772267 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772267 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:446-471 Template-Type: ReDIF-Article 1.0 Author-Name: Edward P. ST. John Author-X-Name-First: Edward P. ST. Author-X-Name-Last: John Title: Condition of Access: Higher Education for Lower Income Students Journal: The Journal of Higher Education Pages: 472-474 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772268 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772268 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:472-474 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin Baez Author-X-Name-First: Benjamin Author-X-Name-Last: Baez Title: Higher Education Law: The Faculty Journal: The Journal of Higher Education Pages: 474-476 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772269 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:474-476 Template-Type: ReDIF-Article 1.0 Author-Name: Paul R. Pintrich Author-X-Name-First: Paul R. Author-X-Name-Last: Pintrich Title: Learning to Think: Disciplinary Perspectives Journal: The Journal of Higher Education Pages: 476-480 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772270 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772270 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:476-480 Template-Type: ReDIF-Article 1.0 Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Title: Scholarship Unbound: Assessing Service as Scholarship for Promotion and Tenure Journal: The Journal of Higher Education Pages: 481-483 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772271 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772271 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:481-483 Template-Type: ReDIF-Article 1.0 Author-Name: Robert M. Moore Author-X-Name-First: Robert M. Author-X-Name-Last: Moore Title: Making a Difference: University Students of Color Speak Out Journal: The Journal of Higher Education Pages: 483-485 Issue: 4 Volume: 75 Year: 2004 Month: 7 X-DOI: 10.1080/00221546.2004.11772272 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772272 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:4:p:483-485 Template-Type: ReDIF-Article 1.0 Author-Name: Robyn Marschke Author-X-Name-First: Robyn Author-X-Name-Last: Marschke Author-Name: Sandra Laursen Author-X-Name-First: Sandra Author-X-Name-Last: Laursen Author-Name: Joyce McCarl Nielsen Author-X-Name-First: Joyce McCarl Author-X-Name-Last: Nielsen Author-Name: Patricia Rankin Author-X-Name-First: Patricia Author-X-Name-Last: Rankin Title: Demographic Inertia Revisited: An Immodest Proposal to Achieve Equitable Gender Representation among Faculty in Higher Education Journal: The Journal of Higher Education Pages: 1-26 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778961 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778961 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:1-26 Template-Type: ReDIF-Article 1.0 Author-Name: Joe F. Donaldson Author-X-Name-First: Joe F. Author-X-Name-Last: Donaldson Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Higher Education Journals' Discourse about Adult Undergraduate Students Journal: The Journal of Higher Education Pages: 27-50 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778962 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778962 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:27-50 Template-Type: ReDIF-Article 1.0 Author-Name: P. Craig Boardman Author-X-Name-First: P. Craig Author-X-Name-Last: Boardman Author-Name: Branco L. Ponomariov Author-X-Name-First: Branco L. Author-X-Name-Last: Ponomariov Title: Reward Systems and NSF University Research Centers: The Impact of Tenure on University Scientists' Valuation of Applied and Commercially Relevant Research Journal: The Journal of Higher Education Pages: 51-70 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778963 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778963 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:51-70 Template-Type: ReDIF-Article 1.0 Author-Name: Pilar Mendoza Author-X-Name-First: Pilar Author-X-Name-Last: Mendoza Title: Academic Capitalism and Doctoral Student Socialization: A Case Study Journal: The Journal of Higher Education Pages: 71-96 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778964 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778964 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:71-96 Template-Type: ReDIF-Article 1.0 Author-Name: Luis E. Vila Author-X-Name-First: Luis E. Author-X-Name-Last: Vila Author-Name: Adela Garcia-Aracil Author-X-Name-First: Adela Author-X-Name-Last: Garcia-Aracil Author-Name: Jose-Gines Mora Author-X-Name-First: Jose-Gines Author-X-Name-Last: Mora Title: The Distribution of Job Satisfaction among Young European Graduates: Does the Choice of Study Field Matter? Journal: The Journal of Higher Education Pages: 97-118 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778965 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:97-118 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: The Research University Presidency in the Late 20th Century: A Life Cycle/Case History Approach Journal: The Journal of Higher Education Pages: 119-121 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778966 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:119-121 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Twombly Author-X-Name-First: Susan B. Author-X-Name-Last: Twombly Title: Parenting and Professing: Balancing Family Work with an Academic Career Journal: The Journal of Higher Education Pages: 121-123 Issue: 1 Volume: 78 Year: 2007 Month: 1 X-DOI: 10.1080/00221546.2007.11778967 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11778967 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:1:p:121-123 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Moving into the Next 75 Years Journal: The Journal of Higher Education Pages: i-ii Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778916 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778916 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:i-ii Template-Type: ReDIF-Article 1.0 Author-Name: John C. Scott Author-X-Name-First: John C. Author-X-Name-Last: Scott Title: The Mission of the University: Medieval to Postmodern Transformations Journal: The Journal of Higher Education Pages: 1-39 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778917 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778917 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:1-39 Template-Type: ReDIF-Article 1.0 Author-Name: Jeni Hart Author-X-Name-First: Jeni Author-X-Name-Last: Hart Title: Women and Feminism in Higher Education Scholarship: An Analysis of Three Core Journals Journal: The Journal of Higher Education Pages: 40-61 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778918 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778918 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:40-61 Template-Type: ReDIF-Article 1.0 Author-Name: John S. Levin Author-X-Name-First: John S. Author-X-Name-Last: Levin Title: Faculty Work: Tensions between Educational and Economic Values Journal: The Journal of Higher Education Pages: 62-88 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778919 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778919 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:62-88 Template-Type: ReDIF-Article 1.0 Author-Name: Carole J. Bland Author-X-Name-First: Carole J. Author-X-Name-Last: Bland Author-Name: Bruce A. Center Author-X-Name-First: Bruce A. Author-X-Name-Last: Center Author-Name: Deborah A. Finstad Author-X-Name-First: Deborah A. Author-X-Name-Last: Finstad Author-Name: Kelly R. Risbey Author-X-Name-First: Kelly R. Author-X-Name-Last: Risbey Author-Name: Justin Staples Author-X-Name-First: Justin Author-X-Name-Last: Staples Title: The Impact of Appointment Type on the Productivity and Commitment of Full-Time Faculty in Research and Doctoral Institutions Journal: The Journal of Higher Education Pages: 89-123 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778920 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778920 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:89-123 Template-Type: ReDIF-Article 1.0 Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Determining Public 2-Year College Faculty's Intent to Leave: An Empirical Model Journal: The Journal of Higher Education Pages: 124-147 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778921 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778921 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:124-147 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Heidi E. Grunwald Author-X-Name-First: Heidi E. Author-X-Name-Last: Grunwald Title: Factors Contributing to Faculty Incorporation of Diversity-Related Course Content Journal: The Journal of Higher Education Pages: 148-168 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778922 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:148-168 Template-Type: ReDIF-Article 1.0 Author-Name: Paul D. Umbach Author-X-Name-First: Paul D. Author-X-Name-Last: Umbach Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Title: Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness Journal: The Journal of Higher Education Pages: 169-192 Issue: 1 Volume: 77 Year: 2006 Month: 1 X-DOI: 10.1080/00221546.2006.11778923 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778923 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:1:p:169-192 Template-Type: ReDIF-Article 1.0 Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Mark H. Salisbury Author-X-Name-First: Mark H. Author-X-Name-Last: Salisbury Author-Name: Georgianna L. Martin Author-X-Name-First: Georgianna L. Author-X-Name-Last: Martin Author-Name: Charles Blaich Author-X-Name-First: Charles Author-X-Name-Last: Blaich Title: Some Complexities in the Effects of Diversity Experiences on Orientation toward Social/Political Activism and Political Views in the First Year of College Journal: The Journal of Higher Education Pages: 467-496 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777254 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777254 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:467-496 Template-Type: ReDIF-Article 1.0 Author-Name: Liliana M. Garces Author-X-Name-First: Liliana M. Author-X-Name-Last: Garces Title: Necessary but Not Sufficient: The Impact of Grutter v. Bollinger on Student of Color Enrollment in Graduate and Professional Schools in Texas Journal: The Journal of Higher Education Pages: 497-534 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777255 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777255 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:497-534 Template-Type: ReDIF-Article 1.0 Author-Name: Joy Gaston Gayles Author-X-Name-First: Joy Gaston Author-X-Name-Last: Gayles Author-Name: Alyssa Bryant Rockenbach Author-X-Name-First: Alyssa Bryant Author-X-Name-Last: Rockenbach Author-Name: Heather A. Davis Author-X-Name-First: Heather A. Author-X-Name-Last: Davis Title: Civic Responsibility and the Student Athlete: Validating a New Conceptual Model Journal: The Journal of Higher Education Pages: 535-557 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777256 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777256 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:535-557 Template-Type: ReDIF-Article 1.0 Author-Name: Pilar Mendoza Author-X-Name-First: Pilar Author-X-Name-Last: Mendoza Author-Name: Aaron M. Kuntz Author-X-Name-First: Aaron M. Author-X-Name-Last: Kuntz Author-Name: Joseph B. Berger Author-X-Name-First: Joseph B. Author-X-Name-Last: Berger Title: Bourdieu and Academic Capitalism: Faculty “Habitus” in Materials Science and Engineering Journal: The Journal of Higher Education Pages: 558-581 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777257 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:558-581 Template-Type: ReDIF-Article 1.0 Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Author-Name: Kristopher Proctor Author-X-Name-First: Kristopher Author-X-Name-Last: Proctor Author-Name: Kerry Mulligan Author-X-Name-First: Kerry Author-X-Name-Last: Mulligan Author-Name: Matthew B. Rotondi Author-X-Name-First: Matthew B. Author-X-Name-Last: Rotondi Author-Name: Robert A. Hanneman Author-X-Name-First: Robert A. Author-X-Name-Last: Hanneman Title: Declining Academic Fields in U.S. Four-Year Colleges and Universities, 1970—2006 Journal: The Journal of Higher Education Pages: 582-613 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777258 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:582-613 Template-Type: ReDIF-Article 1.0 Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: Doctoral Education and the Faculty of the Future Journal: The Journal of Higher Education Pages: 614-616 Issue: 4 Volume: 83 Year: 2012 Month: 7 X-DOI: 10.1080/00221546.2012.11777259 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777259 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:4:p:614-616 Template-Type: ReDIF-Article 1.0 Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Author-Name: Stefani A. Bjorklund Author-X-Name-First: Stefani A. Author-X-Name-Last: Bjorklund Author-Name: John M. Parente Author-X-Name-First: John M. Author-X-Name-Last: Parente Title: Racial and Ethnic Diversity in the Classroom Journal: The Journal of Higher Education Pages: 509-531 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777112 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777112 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:509-531 Template-Type: ReDIF-Article 1.0 Author-Name: Douglas T. Shapiro Author-X-Name-First: Douglas T. Author-X-Name-Last: Shapiro Title: Modeling Supply and Demand for Arts and Sciences Faculty Journal: The Journal of Higher Education Pages: 532-564 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777113 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777113 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:532-564 Template-Type: ReDIF-Article 1.0 Author-Name: Lamont Flowers Author-X-Name-First: Lamont Author-X-Name-Last: Flowers Author-Name: Steven J. Osterlind Author-X-Name-First: Steven J. Author-X-Name-Last: Osterlind Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Christopher T. Pierson Author-X-Name-First: Christopher T. Author-X-Name-Last: Pierson Title: How Much Do Students Learn in College? Journal: The Journal of Higher Education Pages: 565-583 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777114 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777114 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:565-583 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: The Relationship between Family Responsibilities and Employment Status among College and University Faculty Journal: The Journal of Higher Education Pages: 584-611 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777115 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777115 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:584-611 Template-Type: ReDIF-Article 1.0 Author-Name: Larry Keig Author-X-Name-First: Larry Author-X-Name-Last: Keig Title: Review Essay Journal: The Journal of Higher Education Pages: 612-619 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777116 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777116 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:612-619 Template-Type: ReDIF-Article 1.0 Author-Name: Peter M. Magolda Author-X-Name-First: Peter M. Author-X-Name-Last: Magolda Title: Enhancing Student Learning: Setting the Campus Context Journal: The Journal of Higher Education Pages: 620-622 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777117 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777117 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:620-622 Template-Type: ReDIF-Article 1.0 Author-Name: Don G. Creamer Author-X-Name-First: Don G. Author-X-Name-Last: Creamer Title: Prioritizing Academic Programs and Services: Reallocating Resources to Achieve Strategic Balance Journal: The Journal of Higher Education Pages: 622-625 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777118 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777118 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:622-625 Template-Type: ReDIF-Article 1.0 Author-Name: Florence A. Hamrick Author-X-Name-First: Florence A. Author-X-Name-Last: Hamrick Title: Shattering the Myths: Women in Academe Journal: The Journal of Higher Education Pages: 625-627 Issue: 5 Volume: 72 Year: 2001 Month: 9 X-DOI: 10.1080/00221546.2001.11777119 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777119 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:5:p:625-627 Template-Type: ReDIF-Article 1.0 Author-Name: Jeongeun Kim Author-X-Name-First: Jeongeun Author-X-Name-Last: Kim Author-Name: Jiyun Kim Author-X-Name-First: Jiyun Author-X-Name-Last: Kim Author-Name: Ozan Jaquette Author-X-Name-First: Ozan Author-X-Name-Last: Jaquette Author-Name: Michael N. Bastedo Author-X-Name-First: Michael N. Author-X-Name-Last: Bastedo Title: Institutional Stratification and the Postcollege Labor Market: Comparing Job Satisfaction and Prestige across Generations Abstract: Employing NCES databases, we investigate how college selectivity influences job satisfaction and prestige from the 1970s to the 1990s and across different racial categories. We find that the effect of college selectivity has essentially disappeared over time and that minority students are particularly disadvantaged with respect to job satisfaction. Journal: The Journal of Higher Education Pages: 761-791 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777347 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777347 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:761-791 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph J. Ferrare Author-X-Name-First: Joseph J. Author-X-Name-Last: Ferrare Author-Name: Matthew T. Hora Author-X-Name-First: Matthew T. Author-X-Name-Last: Hora Title: Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations Abstract: While researchers have examined how disciplinary and departmental cultures influence instructional practices in higher education, there has yet to be an examination of this relationship at the embodied level of culture. In this article we utilize cultural models theory to examine the theories of student learning and teaching practice espoused and enacted by undergraduate math and science faculty. To examine these cultural models of teaching and learning we use thematic analysis, clustering, scaling, and graphing techniques to analyze interview transcripts and classroom observation data among 41 undergraduate math and science instructors across three universities in the United States. We then focus on three individual cases of instructors to examine how their cultural models interact with other cultural models, existing forms of teaching practice, and features of instructional environments to shape their teaching practices. The article concludes by setting forth an agenda for future research and arguing that the “cultures of teaching” in these disciplines should not only be perceived as barriers but also opportunities for meaningful pedagogical innovation. Journal: The Journal of Higher Education Pages: 792-825 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777348 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777348 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:792-825 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas W. Hillman Author-X-Name-First: Nicholas W. Author-X-Name-Last: Hillman Author-Name: David A. Tandberg Author-X-Name-First: David A. Author-X-Name-Last: Tandberg Author-Name: Jacob P. K. Gross Author-X-Name-First: Jacob P. K. Author-X-Name-Last: Gross Title: Performance Funding in Higher Education: Do Financial Incentives Impact College Completions? Abstract: In 2000, the Pennsylvania State System of Higher Education introduced a performance-based funding model aimed at increasing degree productivity among the state's public colleges. This study examines how the new policy affected undergraduate degree completions. Using a difference-in-differences estimation strategy, results suggest the policy has not systematically increased degree completions within the state. With limited evidence of the policy's effect, we conclude that this was an ineffective funding model in terms of its ability to increase college completions. Although we find modest impacts when compared against colleges in neighboring states, these impacts disappear when matched against similar colleges from other states. Journal: The Journal of Higher Education Pages: 826-857 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777349 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777349 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:826-857 Template-Type: ReDIF-Article 1.0 Author-Name: Maura Borrego Author-X-Name-First: Maura Author-X-Name-Last: Borrego Author-Name: Daniel Boden Author-X-Name-First: Daniel Author-X-Name-Last: Boden Author-Name: Lynita K. Newswander Author-X-Name-First: Lynita K. Author-X-Name-Last: Newswander Title: Sustained Change: Institutionalizing Interdisciplinary Graduate Education Abstract: We employ Scott's three pillars of institutions (regulative, normative, and cultural-cognitive) to investigate how higher education organizations change to support interdisciplinary graduate education. Using document analysis and case study approaches, we illustrate how strategies which address both policies and cultural norms are most successful. Journal: The Journal of Higher Education Pages: 858-885 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777350 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777350 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:858-885 Template-Type: ReDIF-Article 1.0 Author-Name: Bruce A. Kimball Author-X-Name-First: Bruce A. Author-X-Name-Last: Kimball Title: The Rising Cost of Higher Education: Charles Eliot's “Free Money” Strategy and the Beginning of Howard Bowen's “Revenue Theory of Cost,” 1869—1979 Abstract: In order to explain the rising cost of higher education, economist Howard Bowen in 1980 proposed his “famous law” of institutional finance. Bowen based his “revenue theory of cost” on a study of aggregate quantitative data extending from 1929 to 1979. Neither he nor subsequent economists asked whether or how that “law” applied prior to 1929. Nor did they examine specific cases or testimony to understand the historical operation and nuances of the theory. These three issues are addressed by examining the “free money” strategy that Harvard President Charles Eliot formulated during his administration from 1869 to 1909. Recently identified by scholars, Eliot's strategy fits closely the theory posited by Bowen a century later, notwithstanding the many differences between their historical periods. During the 1910s and 1920s many wealthy universities began to adopt Eliot's “free money” strategy, and this adoption explains how that financial ideology proliferated subsequently. Eliot's singular case thus explains the origins, demonstrates the historical operation, and illuminates the nuances of the revenue theory of cost that Bowen codified in 1980. Journal: The Journal of Higher Education Pages: 886-912 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777351 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777351 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:886-912 Template-Type: ReDIF-Article 1.0 Author-Name: Roberta Malee Bassett Author-X-Name-First: Roberta Malee Author-X-Name-Last: Bassett Title: University Expansion in a Changing Global Economy: Triumph of the BRICs? Journal: The Journal of Higher Education Pages: 913-916 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777352 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777352 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:913-916 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: The Higher Education We Choose, Collectively: Reembodying and Repoliticizing Choice Abstract: Reviewing three key areas of literature in our field (college choice, state policy, and faculty) the article identifies gaps that we can fill by reembodying and repoliticizing “choice,” by which is meant moving beyond the individualized and “neutral” market logic in addressing the actions of collective entities in relation to politically charged policy issues, which we largely overlook. In calling our field to focus more on the “the higher education we choose,” the article suggests reframing the prevailing premises of key public policy debates. It also suggests rethinking and recognizing the role that in our applied field we collectively play, in research and practice, in reconstructing academe. Underlying my centering of the “collective” throughout, is a call to recenter higher education's social value and societal benefits in the higher education we choose, collectively. Journal: The Journal of Higher Education Pages: 917-930 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777353 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777353 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:917-930 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 931-938 Issue: 6 Volume: 85 Year: 2014 Month: 11 X-DOI: 10.1080/00221546.2014.11777354 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777354 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:6:p:931-938 Template-Type: ReDIF-Article 1.0 Author-Name: Jason C. Lee Author-X-Name-First: Jason C. Author-X-Name-Last: Lee Author-Name: Erin B. Ciarimboli Author-X-Name-First: Erin B. Author-X-Name-Last: Ciarimboli Author-Name: Paul G. Rubin Author-X-Name-First: Paul G. Author-X-Name-Last: Rubin Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Title: Borrowing Smarter or Borrowing More? Investigating the Effects of a Change in Federal Loan Policy Abstract: Much of the student loan literature focuses on institutional, individual, and family- level characteristics associated with indebtedness, default, and other undesirable post-graduation outcomes; however, relatively little research examines the role that federal policy has played in student borrowing. This study addresses this gap by analyzing the effects of a change in Stafford loan limits that impacted one subgroup of borrowers. Findings consistently revealed that increases in federal loan limits did not result in students borrowing more. Instead, students utilized newly available Stafford loan dollars to substitute away from other loan sources with less favorable terms, such as private and parent PLUS loans. Journal: The Journal of Higher Education Pages: 483-513 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1650583 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1650583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:483-513 Template-Type: ReDIF-Article 1.0 Author-Name: Matt S. Giani Author-X-Name-First: Matt S. Author-X-Name-Last: Giani Author-Name: Paul Attewell Author-X-Name-First: Paul Author-X-Name-Last: Attewell Author-Name: David Walling Author-X-Name-First: David Author-X-Name-Last: Walling Title: The Value of an Incomplete Degree: Heterogeneity in the Labor Market Benefits of College Non-Completion Abstract: Many undergraduates leave college without completing a degree or credential. Some researchers characterize this as a waste of the student’s time because (they assert) college short of a degree does not yield any advantage in the labor market. Using data for an entire cohort of students graduating high school in Texas in one year, we compare the employment and earnings years later of those who do not go beyond high school with those who enter college but do not complete a credential. Using techniques that address selection bias, we find that students with “some college” are considerably more likely to be employed fifteen years after high school graduation and tend to earn significantly more than their counterparts who do not go to college. These benefits are found across student subgroups, with low-income students, women, and students of color generally experiencing the greatest improvements in labor outcomes from college attendance. While college dropouts do not fare as well as college graduates, incomplete college nevertheless functions for many as a stepping-stone into a better labor market position. Journal: The Journal of Higher Education Pages: 514-539 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1653122 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1653122 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:514-539 Template-Type: ReDIF-Article 1.0 Author-Name: Casandra Elena Harper Author-X-Name-First: Casandra Elena Author-X-Name-Last: Harper Author-Name: Hao Zhu Author-X-Name-First: Hao Author-X-Name-Last: Zhu Author-Name: Judy Marquez Kiyama Author-X-Name-First: Judy Author-X-Name-Last: Marquez Kiyama Title: Parents and Families of First-Generation College Students Experience Their Own College Transition Abstract: This case study of families of first-generation college students, drawing from multiple data sources including longitudinal data from 8 parents who were interviewed three times over the span of their students’ first college year and focus group data with parents attending college orientation, expands our understanding of parent and family engagement in students’ college experiences. This qualitative study also offers insight into parents’ views of and interactions with college, which are informed by direct communication with parents as well as students sharing stories and information about their experiences in college with their parents. Key themes include: 1) valuing a college degree, 2) changing relationship dynamics, 3) changing roles and dynamics, 4) changing involvement in educational events, and 5) institutional engagement of parents. With this knowledge, strategies can be developed to foster and support what parents are already doing well and address any gaps in resources, support, or information — whether on behalf of parents or the institution. Journal: The Journal of Higher Education Pages: 540-564 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1647583 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1647583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:540-564 Template-Type: ReDIF-Article 1.0 Author-Name: Stephany Cuevas Author-X-Name-First: Stephany Author-X-Name-Last: Cuevas Title: Ley de la Vida: Latina/o Immigrant Parents Experience of Their Children’s Transition to Higher Education Abstract: Using an emerging model of family engagement in higher education and the concept of parental role construction as a framework, this study presents the Ley de la Vida (Law of Life) process to explore how Latina/o immigrant parents experience their children’s transition to higher education. Centered on the experiences of 15 parents of first-generation Latina/o students, the study illuminates how parental experiences of their children’s transition and new learning ultimately shape their supportive behaviors. Findings suggest that parents interact with colleges and universities both directly and indirectly—as their children transition to a college context, their own identities as parents transition and they re-construct their parental roles. This transition is conflicting for parents—while they are extremely proud of their children for going to college, they also experience frustration, sadness, and depression. Findings have important implications for the potential of institutions and families to work together to improve the academic outcomes of first-generation Latina/o undergraduate students. Journal: The Journal of Higher Education Pages: 565-587 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1647585 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1647585 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:565-587 Template-Type: ReDIF-Article 1.0 Author-Name: Lucy Arellano Author-X-Name-First: Lucy Author-X-Name-Last: Arellano Title: Capitalizing Baccalaureate Degree Attainment: Identifying Student and Institution Level Characteristics that Ensure Success for Latinxs Abstract: Baccalaureate degree completion is essential for future development as a nation. Latinxs are the largest minority group in the country and by 2050 nearly one out of every three individuals will be of Latinx descent. While Latinx enrollment may increase, the proportion completing college is not comparable. This study explored the pre-college student characteristics and institutional environments through a capital theoretical perspective (Bourdieu, 1986) that fosters degree attainment measured six years after initial enrollment. The national (459 institutions), longitudinal study of 15,745 Latinx students quantitatively examined the impact of differing institutional contexts while accounting for individual characteristics. High school GPA and the number of college applications submitted are positive key factors while concerns about financing college have a negative effect at the student-level on predicting Latinx six year degree attainment. The institutional graduation rate and compositional diversity positively influence graduation. Results further illustrate that campus context matters. Disaggregated results revealed distinct predictors among each of the subgroups. Implications inform postsecondary institutional practices by highlighting mechanisms of inequity embedded within the system of higher education and how to enact transformational change. Journal: The Journal of Higher Education Pages: 588-619 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1669119 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1669119 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:588-619 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth R. Kurban Author-X-Name-First: Elizabeth R. Author-X-Name-Last: Kurban Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Title: Building Readiness and Intention Towards STEM Fields of Study: Using HSLS:09 and SEM to Examine This Complex Process among High School Students Abstract: Building on Social Cognitive Career Theory and Xueli Wang's conceptual model of STEM choice, this study advances and tests a model seeking to understand STEM readiness and intention to pursue STEM fields among a representative national sample of 9th grade students drawn from the High School Longitudinal Study of 2009. Structural equation model results suggest several contextual influences (e.g., personal characteristics) and social-cognitive variables (e.g., math and science self-efficacy) contributing to building STEM readiness and students’ intention to major in STEM during high school. In general, STEM readiness is impacted directly by SES, math ability, parental involvement, math self-efficacy, science self-efficacy, math interest, and science interest. Intention to major in STEM is directly impacted by STEM readiness, as well as high school students’ interest in math and interest in science. Overall, this study expands our knowledge of the process that leads high school students to become prepared for and aspire to pursue majors in STEM. Journal: The Journal of Higher Education Pages: 620-650 Issue: 4 Volume: 91 Year: 2020 Month: 06 X-DOI: 10.1080/00221546.2019.1681348 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1681348 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:4:p:620-650 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffrey F. Milem Author-X-Name-First: Jeffrey F. Author-X-Name-Last: Milem Title: Attitude Change in College Students Journal: The Journal of Higher Education Pages: 117-140 Issue: 2 Volume: 69 Year: 1998 Month: 3 X-DOI: 10.1080/00221546.1998.11775130 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775130 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:2:p:117-140 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa E. Wolf-Wendel Author-X-Name-First: Lisa E. Author-X-Name-Last: Wolf-Wendel Title: Models of Excellence Journal: The Journal of Higher Education Pages: 141-186 Issue: 2 Volume: 69 Year: 1998 Month: 3 X-DOI: 10.1080/00221546.1998.11775131 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775131 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:2:p:141-186 Template-Type: ReDIF-Article 1.0 Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: The Normative Structure of Community College Teaching Journal: The Journal of Higher Education Pages: 187-205 Issue: 2 Volume: 69 Year: 1998 Month: 3 X-DOI: 10.1080/00221546.1998.11775132 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775132 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:2:p:187-205 Template-Type: ReDIF-Article 1.0 Author-Name: J. Fredericks Volkwein Author-X-Name-First: J. Fredericks Author-X-Name-Last: Volkwein Author-Name: Bruce P. Szelest Author-X-Name-First: Bruce P. Author-X-Name-Last: Szelest Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Author-Name: Michelle R. Napierski-Prancl Author-X-Name-First: Michelle R. Author-X-Name-Last: Napierski-Prancl Title: Factors Associated with Student Loan Default among Different Racial and Ethnic Groups Journal: The Journal of Higher Education Pages: 206-237 Issue: 2 Volume: 69 Year: 1998 Month: 3 X-DOI: 10.1080/00221546.1998.11775133 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775133 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:2:p:206-237 Template-Type: ReDIF-Article 1.0 Author-Name: Noga O'Connor Author-X-Name-First: Noga Author-X-Name-Last: O'Connor Title: Hispanic Origin, Socio-Economic Status, and Community College Enrollment Journal: The Journal of Higher Education Pages: 121-145 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772136 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:121-145 Template-Type: ReDIF-Article 1.0 Author-Name: Suzanne S. Hudd Author-X-Name-First: Suzanne S. Author-X-Name-Last: Hudd Author-Name: Caroline Apgar Author-X-Name-First: Caroline Author-X-Name-Last: Apgar Author-Name: Eric Franklyn Bronson Author-X-Name-First: Eric Franklyn Author-X-Name-Last: Bronson Author-Name: Renée Gravois Lee Author-X-Name-First: Renée Gravois Author-X-Name-Last: Lee Title: Creating a Campus Culture of Integrity: Comparing the Perspectives of Full- and Part-time Faculty Journal: The Journal of Higher Education Pages: 146-177 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772137 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772137 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:146-177 Template-Type: ReDIF-Article 1.0 Author-Name: Juanita Johnson-Bailey Author-X-Name-First: Juanita Author-X-Name-Last: Johnson-Bailey Author-Name: Thomas Valentine Author-X-Name-First: Thomas Author-X-Name-Last: Valentine Author-Name: Ronald M. Cervero Author-X-Name-First: Ronald M. Author-X-Name-Last: Cervero Author-Name: Tuere A. Bowles Author-X-Name-First: Tuere A. Author-X-Name-Last: Bowles Title: Rooted in the Soil: The Social Experiences of Black Graduate Students at a Southern Research University Journal: The Journal of Higher Education Pages: 178-203 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772138 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:178-203 Template-Type: ReDIF-Article 1.0 Author-Name: Ted I. K. Youn Author-X-Name-First: Ted I. K. Author-X-Name-Last: Youn Author-Name: Tanya M. Price Author-X-Name-First: Tanya M. Author-X-Name-Last: Price Title: Learning from the Experience of Others: The Evolution of Faculty Tenure and Promotion Rules in Comprehensive Institutions Journal: The Journal of Higher Education Pages: 204-237 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772139 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772139 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:204-237 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Fostering Student Success in the Campus Community Journal: The Journal of Higher Education Pages: 238-240 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772140 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772140 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:238-240 Template-Type: ReDIF-Article 1.0 Author-Name: Gary A. Berg Author-X-Name-First: Gary A. Author-X-Name-Last: Berg Title: New Players, Different Game: Understanding the Rise of For-Profit Colleges and Universities Journal: The Journal of Higher Education Pages: 240-242 Issue: 2 Volume: 80 Year: 2009 Month: 3 X-DOI: 10.1080/00221546.2009.11772141 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772141 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:2:p:240-242 Template-Type: ReDIF-Article 1.0 Author-Name: Robert G. Bringle Author-X-Name-First: Robert G. Author-X-Name-Last: Bringle Author-Name: Julie A. Hatcher Author-X-Name-First: Julie A. Author-X-Name-Last: Hatcher Title: Institutionalization of Service Learning in Higher Education Journal: The Journal of Higher Education Pages: 273-290 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780823 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780823 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:273-290 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa E. Wolf-Wendel Author-X-Name-First: Lisa E. Author-X-Name-Last: Wolf-Wendel Author-Name: Susan Twombly Author-X-Name-First: Susan Author-X-Name-Last: Twombly Author-Name: Suzanne Rice Author-X-Name-First: Suzanne Author-X-Name-Last: Rice Title: Dual-Career Couples Journal: The Journal of Higher Education Pages: 291-321 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780824 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780824 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:291-321 Template-Type: ReDIF-Article 1.0 Author-Name: Gordon Thompson Author-X-Name-First: Gordon Author-X-Name-Last: Thompson Title: Unfulfilled Prophecy Journal: The Journal of Higher Education Pages: 322-341 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780825 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780825 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:322-341 Template-Type: ReDIF-Article 1.0 Author-Name: Linda Marie Fritschner Author-X-Name-First: Linda Marie Author-X-Name-Last: Fritschner Title: Inside the Undergraduate College Classroom Journal: The Journal of Higher Education Pages: 342-362 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780826 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780826 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:342-362 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Review Essay Journal: The Journal of Higher Education Pages: 363-367 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780827 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780827 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:363-367 Template-Type: ReDIF-Article 1.0 Author-Name: James S. Fairweather Author-X-Name-First: James S. Author-X-Name-Last: Fairweather Title: The New Academic Generation: A Profession in Transformation Journal: The Journal of Higher Education Pages: 368-370 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780828 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780828 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:368-370 Template-Type: ReDIF-Article 1.0 Author-Name: Jerilee Grandy Author-X-Name-First: Jerilee Author-X-Name-Last: Grandy Title: The New Know-Nothings: The Political Foes of the Scientific Study of Human Nature Journal: The Journal of Higher Education Pages: 370-373 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780829 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780829 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:370-373 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel J. Julius Author-X-Name-First: Daniel J. Author-X-Name-Last: Julius Title: The Responsive University: Restructuring for High Performance Journal: The Journal of Higher Education Pages: 373-376 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780830 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780830 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:373-376 Template-Type: ReDIF-Article 1.0 Author-Name: Brenda F. Roth Author-X-Name-First: Brenda F. Author-X-Name-Last: Roth Title: Student Learning in the Information Age Journal: The Journal of Higher Education Pages: 376-378 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780831 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780831 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:376-378 Template-Type: ReDIF-Article 1.0 Author-Name: Alton L. Taylor Author-X-Name-First: Alton L. Author-X-Name-Last: Taylor Author-Name: Dana R. Brower Author-X-Name-First: Dana R. Author-X-Name-Last: Brower Title: Lobbying for Higher Education: How Colleges and Universities Influence Federal Policy Journal: The Journal of Higher Education Pages: 378-380 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780832 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780832 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:378-380 Template-Type: ReDIF-Article 1.0 Author-Name: Walter E. Davis Author-X-Name-First: Walter E. Author-X-Name-Last: Davis Title: How to Succeed in School without Really Learning: The Credentials Race in American Education Journal: The Journal of Higher Education Pages: 380-383 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780833 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:380-383 Template-Type: ReDIF-Article 1.0 Author-Name: Walter H. Gmelch Author-X-Name-First: Walter H. Author-X-Name-Last: Gmelch Title: Learning to Lead in Higher Education Journal: The Journal of Higher Education Pages: 383-386 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780834 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780834 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:383-386 Template-Type: ReDIF-Article 1.0 Author-Name: Audrey M. Kleinsasser Author-X-Name-First: Audrey M. Author-X-Name-Last: Kleinsasser Title: How it Works: Inside a School-College Collaboration Journal: The Journal of Higher Education Pages: 386-388 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780835 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780835 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:386-388 Template-Type: ReDIF-Article 1.0 Author-Name: David W. Leslie Author-X-Name-First: David W. Author-X-Name-Last: Leslie Title: Eliminating Professors: A Guide to the Dismissal Process Journal: The Journal of Higher Education Pages: 389-390 Issue: 3 Volume: 71 Year: 2000 Month: 5 X-DOI: 10.1080/00221546.2000.11780836 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780836 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:3:p:389-390 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann Danowitz Sagaria Author-X-Name-First: Mary Ann Danowitz Author-X-Name-Last: Sagaria Title: An Exploratory Model of Filtering in Administrative Searches Journal: The Journal of Higher Education Pages: 677-710 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777177 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777177 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:677-710 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa R. Lattuca Author-X-Name-First: Lisa R. Author-X-Name-Last: Lattuca Title: Learning Interdisciplinarity Journal: The Journal of Higher Education Pages: 711-739 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777178 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777178 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:711-739 Template-Type: ReDIF-Article 1.0 Author-Name: Lisa Tsui Author-X-Name-First: Lisa Author-X-Name-Last: Tsui Title: Fostering Critical Thinking through Effective Pedagogy Journal: The Journal of Higher Education Pages: 740-763 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777179 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777179 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:740-763 Template-Type: ReDIF-Article 1.0 Author-Name: Jay R. Howard Author-X-Name-First: Jay R. Author-X-Name-Last: Howard Title: Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses? Journal: The Journal of Higher Education Pages: 764-780 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777180 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777180 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:764-780 Template-Type: ReDIF-Article 1.0 Author-Name: Mary F. Howard-Hamilton Author-X-Name-First: Mary F. Author-X-Name-Last: Howard-Hamilton Title: Promoting Diversity and Social Justice: Educating People from Privileged Groups Journal: The Journal of Higher Education Pages: 781-783 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777181 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777181 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:781-783 Template-Type: ReDIF-Article 1.0 Author-Name: Charles E. Walton Author-X-Name-First: Charles E. Author-X-Name-Last: Walton Title: Teaching without Tenure: Policies and Practices for a New Era Journal: The Journal of Higher Education Pages: 784-786 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777182 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777182 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:784-786 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 787-791 Issue: 6 Volume: 73 Year: 2002 Month: 11 X-DOI: 10.1080/00221546.2002.11777183 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777183 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:6:p:787-791 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: William J. Glenn Author-X-Name-First: William J. Author-X-Name-Last: Glenn Author-Name: Jaime Lester Author-X-Name-First: Jaime Author-X-Name-Last: Lester Author-Name: Jonathan Nakamoto Author-X-Name-First: Jonathan Author-X-Name-Last: Nakamoto Title: Examining Organizational Contextual Features That Affect Implementation of Equity Initiatives Journal: The Journal of Higher Education Pages: 125-159 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772089 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772089 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:125-159 Template-Type: ReDIF-Article 1.0 Author-Name: Courtney H. Thornton Author-X-Name-First: Courtney H. Author-X-Name-Last: Thornton Author-Name: Audrey J. Jaeger Author-X-Name-First: Audrey J. Author-X-Name-Last: Jaeger Title: The Role of Culture in Institutional and Individual Approaches to Civic Responsibility at Research Universities Journal: The Journal of Higher Education Pages: 160-182 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772090 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772090 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:160-182 Template-Type: ReDIF-Article 1.0 Author-Name: Dafina Lazarus Stewart Author-X-Name-First: Dafina Lazarus Author-X-Name-Last: Stewart Title: Being All of Me: Black Students Negotiating Multiple Identities Journal: The Journal of Higher Education Pages: 183-207 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772091 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772091 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:183-207 Template-Type: ReDIF-Article 1.0 Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Author-Name: Matt Gianneschi Author-X-Name-First: Matt Author-X-Name-Last: Gianneschi Title: Replacing State Appropriations with Alternative Revenue Sources: The Case of Voluntary Support Journal: The Journal of Higher Education Pages: 208-229 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772092 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772092 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:208-229 Template-Type: ReDIF-Article 1.0 Author-Name: Erica Eckert Author-X-Name-First: Erica Author-X-Name-Last: Eckert Title: Higher Ground: Ethics and Leadership in the Modern University Journal: The Journal of Higher Education Pages: 230-232 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772093 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772093 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:230-232 Template-Type: ReDIF-Article 1.0 Author-Name: Carole J. Bland Author-X-Name-First: Carole J. Author-X-Name-Last: Bland Title: The Changing Landscape of the Academic Profession: The Culture of Faculty at For-Profit Colleges and Universities Journal: The Journal of Higher Education Pages: 232-234 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772094 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772094 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:232-234 Template-Type: ReDIF-Article 1.0 Author-Name: Saran Donahoo Author-X-Name-First: Saran Author-X-Name-Last: Donahoo Title: Putting Students First: How Colleges Develop Students Purposefully Journal: The Journal of Higher Education Pages: 234-237 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772095 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772095 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:234-237 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: Student Success in College: Creating Conditions That Matter Journal: The Journal of Higher Education Pages: 237-240 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772096 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772096 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:237-240 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ward Author-X-Name-First: Kelly Author-X-Name-Last: Ward Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: Three Magic Letters: Getting to Ph.D. Journal: The Journal of Higher Education Pages: 240-242 Issue: 2 Volume: 79 Year: 2008 Month: 3 X-DOI: 10.1080/00221546.2008.11772097 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772097 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:2:p:240-242 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher S. Collins Author-X-Name-First: Christopher S. Author-X-Name-Last: Collins Author-Name: M. Kalehua Mueller Author-X-Name-First: M. Kalehua Author-X-Name-Last: Mueller Title: University Land-Grant Extension and Resistance to Inclusive Epistemologies Abstract: Public land-grant universities have historically engaged with the public through knowledge extension in the agricultural sciences, which later grew into other forms of outreach. Given the important mission of land-grant institutions to positively impact agricultural sciences, this inquiry focuses on the role of agricultural extension and the exchange of Indigenous knowledge through university programs. In a case study of a Native-serving institution with land-grant status, we explored the roles of Western and Indigenous science through interviews with university faculty and food producers. The responses demonstrate that perceptions of Native science in the Western knowledge environment are varied and can create a barrier between the University and the community. The barrier, in turn, can produce a gap that prevents the university from fully offering public benefits that are inclusive of Native peoples, perspectives, and science. Journal: The Journal of Higher Education Pages: 303-331 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777404 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777404 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:303-331 Template-Type: ReDIF-Article 1.0 Author-Name: Irenee R. Beattie Author-X-Name-First: Irenee R. Author-X-Name-Last: Beattie Author-Name: Megan Thiele Author-X-Name-First: Megan Author-X-Name-Last: Thiele Title: Connecting in Class? College Class Size and Inequality in Academic Social Capital Abstract: College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We conceptualized academic interactions as forms of social capital that are sensitive to institutional characteristics. We analyzed survey data from a random sample of 346 students enrolled at a public research university linked with institutional data on student class size. We employed logistic regression on six dependent variables capturing academic interactions with professors and peers and controlled for precollege characteristics. Compared to students enrolled in smaller classes, students enrolled in larger classes had significantly fewer interactions with professors about course material and with peers about course-related ideas. Social group also moderated some effects of class size. Class size negatively influenced first-generation (but not continuing generation) students' likelihood of talking to professors or TAs about ideas from class. For discussions about future careers, larger classes had profound negative effects on Black students (for interactions with professors) and Latino students (for interactions with peers), but no effect on other groups. We discuss implications for theory and practice. Journal: The Journal of Higher Education Pages: 332-362 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777405 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777405 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:332-362 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph C. Hermanowicz Author-X-Name-First: Joseph C. Author-X-Name-Last: Hermanowicz Title: Honor in the Academic Profession: How Professors Want to Be Remembered by Colleagues Abstract: Achievement in the professions is situated relationally. Work comes to constitute contribution only by the judgments of colleagues. This is paradigmatically the case in science and scholarship, where colleagues not only sanction others but also create their legacy. Normatively, it would stand to reason that colleagues would be held in high regard; the work of academia, and the careers of academics, depend on them. The present work, however, examines how professors value colleagues in actuality. Taking the field of physics, the article examines one aspect of the social significance of colleagues by asking how physicists might desire being remembered by them. Data came from interviews with 60 physicists at distinct career stages and employed at distinct university types. The results reveal a highly delimited number of ways physicists wish to be remembered. In addition, their responses vary by departmental tier, age, and productivity. The discussion exposes two sets of purportedly unequal and contradictory social codes used by academics to project a legacy: professional attributes that are code for “charisma” and personal attributes that are code for “morality.” Anticipation of the self in memoriam is argued to constitute a principal means by which people intersubjectively construct status. Journal: The Journal of Higher Education Pages: 363-389 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777406 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777406 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:363-389 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Sean Gehrke Author-X-Name-First: Sean Author-X-Name-Last: Gehrke Title: Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making Abstract: This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized OLS regression to test a model for decision-making related to faculty composition and the use of NTTF, which includes external pressures, values, and strategic organizational processes. Our findings reveal that higher education institutions are employing more NTTF than deans feel is best for meeting institutional needs. Pressures from the external environment are the most associated with this phenomenon, with ramifications for academic decision-making. Journal: The Journal of Higher Education Pages: 390-419 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777407 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:390-419 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Jeffrey S. Simonoff Author-X-Name-First: Jeffrey S. Author-X-Name-Last: Simonoff Author-Name: William J. Baumol Author-X-Name-First: William J. Author-X-Name-Last: Baumol Author-Name: Benjamin S. Selznick Author-X-Name-First: Benjamin S. Author-X-Name-Last: Selznick Author-Name: Stephen J. Vassallo Author-X-Name-First: Stephen J. Author-X-Name-Last: Vassallo Title: Cultivating Innovative Entrepreneurs for the Twenty-First Century: A Study of U.S. and German Students Abstract: The purpose of this exploratory study was to examine the cultivation of innovative entrepreneurial intentions among students in three distinctive educational settings: a U.S. undergraduate four-year environment, a U.S. M.B.A two-year environment, and a German five-year business and technology environment. Results suggested that innovative entrepreneurial intentions varied based on educational setting. Implications for theory, research, and practice are discussed. Journal: The Journal of Higher Education Pages: 420-455 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777408 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:420-455 Template-Type: ReDIF-Article 1.0 Author-Name: Ellen Hazelkorn Author-X-Name-First: Ellen Author-X-Name-Last: Hazelkorn Title: Building Global Education with a Local Perspective: An Introduction to Glocal Higher Education Journal: The Journal of Higher Education Pages: 456-459 Issue: 3 Volume: 87 Year: 2016 Month: 5 X-DOI: 10.1080/00221546.2016.11777409 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:3:p:456-459 Template-Type: ReDIF-Article 1.0 Author-Name: Harland G. Bloland Author-X-Name-First: Harland G. Author-X-Name-Last: Bloland Title: Whatever Happened to Postmodernism in Higher Education?: No Requiem in the New Millennium Journal: The Journal of Higher Education Pages: 121-150 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778908 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778908 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:121-150 Template-Type: ReDIF-Article 1.0 Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Author-Name: Mark Riddle Author-X-Name-First: Mark Author-X-Name-Last: Riddle Author-Name: Lori Turk-Bicakci Author-X-Name-First: Lori Author-X-Name-Last: Turk-Bicakci Author-Name: Charles S. Levy Author-X-Name-First: Charles S. Author-X-Name-Last: Levy Title: From the Liberal to the Practical Arts in American Colleges and Universities: Organizational Analysis and Curricular Change Journal: The Journal of Higher Education Pages: 151-180 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778909 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778909 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:151-180 Template-Type: ReDIF-Article 1.0 Author-Name: Macki Sissoko Author-X-Name-First: Macki Author-X-Name-Last: Sissoko Author-Name: Liang-Rong Shiau Author-X-Name-First: Liang-Rong Author-X-Name-Last: Shiau Title: Minority Enrollment Demand for Higher Education at Historically Black Colleges and Universities from 1976 to 1998: An Empirical Analysis Journal: The Journal of Higher Education Pages: 181-208 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778910 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:181-208 Template-Type: ReDIF-Article 1.0 Author-Name: Chun-Mei Zhao Author-X-Name-First: Chun-Mei Author-X-Name-Last: Zhao Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Author-Name: Robert M. Carini Author-X-Name-First: Robert M. Author-X-Name-Last: Carini Title: A Comparison of International Student and American Student Engagement in Effective Educational Practices Journal: The Journal of Higher Education Pages: 209-231 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778911 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:209-231 Template-Type: ReDIF-Article 1.0 Author-Name: John C. Weidman Author-X-Name-First: John C. Author-X-Name-Last: Weidman Title: Academic Disciplines: Holland's Theory and the Study of College Students and Faculty Journal: The Journal of Higher Education Pages: 232-234 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778912 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:232-234 Template-Type: ReDIF-Article 1.0 Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Author-Name: Nathan Durdella Author-X-Name-First: Nathan Author-X-Name-Last: Durdella Title: Power and Politics in University Governance: Organization and Change at the Universidad Nacional Autónoma De México Journal: The Journal of Higher Education Pages: 234-237 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778913 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:234-237 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Theall Author-X-Name-First: Michael Author-X-Name-Last: Theall Title: What the Best College Teachers Do Journal: The Journal of Higher Education Pages: 237-240 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778914 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:237-240 Template-Type: ReDIF-Article 1.0 Author-Name: Jerilee Grandy Author-X-Name-First: Jerilee Author-X-Name-Last: Grandy Title: Leaving Science: Occupational Exit from Scientific Careers Journal: The Journal of Higher Education Pages: 240-241 Issue: 2 Volume: 76 Year: 2005 Month: 3 X-DOI: 10.1080/00221546.2005.11778915 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11778915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:2:p:240-241 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-iii Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780751 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780751 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:i-iii Template-Type: ReDIF-Article 1.0 Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Rachel Truckenmiller Author-X-Name-First: Rachel Author-X-Name-Last: Truckenmiller Author-Name: Amaury Nora Author-X-Name-First: Amaury Author-X-Name-Last: Nora Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Author-Name: Marcia Edison Author-X-Name-First: Marcia Author-X-Name-Last: Edison Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Title: Cognitive Impacts of Intercollegiate Athletic Participation Journal: The Journal of Higher Education Pages: 1-26 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780752 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780752 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:1-26 Template-Type: ReDIF-Article 1.0 Author-Name: Caroline Sotello Viernes Turner Author-X-Name-First: Caroline Sotello Viernes Author-X-Name-Last: Turner Author-Name: Samuel L. Myers Author-X-Name-First: Samuel L. Author-X-Name-Last: Myers Author-Name: John W. Creswell Author-X-Name-First: John W. Author-X-Name-Last: Creswell Title: Exploring Underrepresentation Journal: The Journal of Higher Education Pages: 27-59 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780753 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780753 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:27-59 Template-Type: ReDIF-Article 1.0 Author-Name: Paul Michael Privateer Author-X-Name-First: Paul Michael Author-X-Name-Last: Privateer Title: Academic Technology and the Future of Higher Education Journal: The Journal of Higher Education Pages: 60-79 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780754 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780754 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:60-79 Template-Type: ReDIF-Article 1.0 Author-Name: Mimi Wolverton Author-X-Name-First: Mimi Author-X-Name-Last: Wolverton Author-Name: Marvin L. Wolverton Author-X-Name-First: Marvin L. Author-X-Name-Last: Wolverton Author-Name: Walter H. Gmelch Author-X-Name-First: Walter H. Author-X-Name-Last: Gmelch Title: The Impact of Role Conflict and Ambiguity on Academic Deans Journal: The Journal of Higher Education Pages: 80-106 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780755 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780755 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:80-106 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Jacoby Author-X-Name-First: Barbara Author-X-Name-Last: Jacoby Title: Education for Citizenship: Ideas and Innovations in Political Learning Journal: The Journal of Higher Education Pages: 107-110 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780756 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780756 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:107-110 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann Danowitz Sagaria Author-X-Name-First: Mary Ann Danowitz Author-X-Name-Last: Sagaria Title: Antifeminism in the Academy Journal: The Journal of Higher Education Pages: 110-112 Issue: 1 Volume: 70 Year: 1999 Month: 1 X-DOI: 10.1080/00221546.1999.11780757 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780757 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:1:p:110-112 Template-Type: ReDIF-Article 1.0 Author-Name: Claire Wladis Author-X-Name-First: Claire Author-X-Name-Last: Wladis Author-Name: Alyse C. Hachey Author-X-Name-First: Alyse C. Author-X-Name-Last: Hachey Author-Name: Katherine Conway Author-X-Name-First: Katherine Author-X-Name-Last: Conway Title: No Time for College? An Investigation of Time Poverty and Parenthood Abstract: Postsecondary outcomes are significantly worse for student parents even though they earn higher GPA’s on average. This study used institutional records and survey data from a large urban U.S. university to explore whether time poverty explains this trend. The results of regression and KHB decomposition analysis reveal that students with preschool-aged children have a significantly lower quantity and quality of time for college than comparable peers with older or no children, and that time spent on childcare is the primary reason for this difference. Both quantity and quality of time for education had a significant direct effect on college persistence and credit accumulation, even when controlling for other factors. Thus, greater availability of convenient and affordable childcare (e.g. increased on-campus childcare, revised financial aid formulas that include more accurate estimates of childcare costs) would likely lead to better college outcomes for students with young children. Journal: The Journal of Higher Education Pages: 807-831 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1442983 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1442983 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:807-831 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Sean Gehrke Author-X-Name-First: Sean Author-X-Name-Last: Gehrke Author-Name: Samantha Bernstein-Sierra Author-X-Name-First: Samantha Author-X-Name-Last: Bernstein-Sierra Title: Communities of Transformation: Creating Changes to Deeply Entrenched Issues Abstract: The purpose of this article is to describe a new variation of communities of practice: communities of transformation. We define communities of transformation as communities that create and foster innovative spaces that envision a new future. This article is based on research examining four undergraduate STEM faculty communities of practice designed to engage faculty in STEM reform work. It is informed by the communities of practice, professional learning communities, and transformational learning literatures and analyzes data gathered through document analysis, interviews, and observations. We highlight three elements critical to these communities and suggest implications for future research and practice. Journal: The Journal of Higher Education Pages: 832-864 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1441108 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1441108 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:832-864 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph C. Hermanowicz Author-X-Name-First: Joseph C. Author-X-Name-Last: Hermanowicz Author-Name: Kristen A. Clayton Author-X-Name-First: Kristen A. Author-X-Name-Last: Clayton Title: Contemporary Academic Publishing: Democratization and Differentiation in Careers Abstract: This study examined how publishing figures in the careers of academics as a means to study the social organization of higher education. Publishing is a means by which academics legitimate themselves. Yet previous work has demonstrated that most academics publish comparatively little. A classic literature in the sociology of science has used employing organization and career phase as chief devices by which to understand how academic fields are stratified. The study treated the field of sociology as a case by which to examine publication processes across cohorts of academics and stratified tiers of academic work. This article argues that a major transformation marks contemporary academic careers: Publication in science and scholarship is increasingly democratized. This article concludes with a discussion on three sets of macro conditions—massification, saturated labor markets, and neoliberalism—that may be understood for their democratizing effects on the career patterns of contemporary academics. Journal: The Journal of Higher Education Pages: 865-891 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1441109 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1441109 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:865-891 Template-Type: ReDIF-Article 1.0 Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Title: Nearby College Enrollment and Geographical Skills Mismatch: (Re)conceptualizing Student Out-Migration in the American Higher Education System Abstract: Student out-migration is a well-studied topic covering more than 40 years of research. This literature has typically equated student out-migration to out-of-state enrollment and has classified all college attendance taking place in students’ state of residence as in-state enrollment. This study argues that failing to capture students’ out-migration within their states of residence may overestimate the positive returns of “out-migrating” by underestimating the effect of attending college “in state.” Accordingly, the purpose of the study was 2-fold. First, it relied on geographical network analysis to offer a framework that disaggregated the sole measure of in-state enrollment into (a) nearby college enrollment and (b) within-state out-migration. Second, it tested the impact of these newly proposed conceptualizations of students’ out-migration decisions on educational and financial outcomes. With the use of the Education Longitudinal Study (2002:12) and other individual-, institution-, geographic-, and state-level indicators, findings indicated that the typical in-state versus out-of-state definition exaggerates the assumed benefits of “migrating.” Indeed, within-state out-migrants attained similar academic and salary-based results while incurring significantly lower undergraduate loan debt compared with students who out-migrated out of state. The study offers evidence of geographical skills mismatch associated with students’ worsened outcomes when enrolling in their 5 closest options and offers a framework to minimize such a mismatch. Journal: The Journal of Higher Education Pages: 892-934 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1442637 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1442637 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:892-934 Template-Type: ReDIF-Article 1.0 Author-Name: Chad N. Loes Author-X-Name-First: Chad N. Author-X-Name-Last: Loes Author-Name: K. C. Culver Author-X-Name-First: K. C. Author-X-Name-Last: Culver Author-Name: Teniell L. Trolian Author-X-Name-First: Teniell L. Author-X-Name-Last: Trolian Title: How Collaborative Learning Enhances Students’ Openness to Diversity Abstract: We investigated the influence of collaborative learning on students’ openness to diversity in the 1st year of college. Even in the presence of a host of potential confounders, we found that exposure to collaborative learning activities positively influenced students’ openness to diversity, regardless of their individual background characteristics. Further, this relation was mediated through students’ interactional diversity experiences. That is, exposure to collaborative learning led to a greater frequency of students interacting with others who were different from themselves, which in turn led to greater openness to diversity. Journal: The Journal of Higher Education Pages: 935-960 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1442638 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1442638 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:935-960 Template-Type: ReDIF-Article 1.0 Author-Name: Kevin R. McClure Author-X-Name-First: Kevin R. Author-X-Name-Last: McClure Author-Name: Marvin A. Titus Author-X-Name-First: Marvin A. Author-X-Name-Last: Titus Title: Spending Up the Ranks? The Relationship Between Striving for Prestige and Administrative Expenditures at U.S. Public Research Universities Abstract: Despite occupying a central position in contemporary U.S. higher education discourse, empirical research on administrative costs is limited. The purpose of this study was to extend existing research on administrative spending in higher education by empirically examining whether recently shifting to research university status in the Carnegie Classification influences administrative costs. Informing the analysis was a theoretical framework consisting of neo-institutional theory and the revenue theory of costs. The study examined 164 public research universities between 2004 and 2012 using a a pooled regression model with Driscoll-Kraay standard errors and a first-order autoregressive (AR1) lag. Results showed that shifting to research university status had a significant, positive influence on administrative spending at public research universities. Nevertheless, the influence of reclassification on administrative spending dissipated over time and to the point where the difference was no longer statistically significant. Importantly, results also showed that state appropriations and tuition revenue were positively associated with administrative spending, while enrollment was negatively associated with administrative spending. These results have important implications related to understanding and managing administrative spending among U.S. public research universities Journal: The Journal of Higher Education Pages: 961-987 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1449079 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1449079 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:961-987 Template-Type: ReDIF-Article 1.0 Author-Name: Julie Posselt Author-X-Name-First: Julie Author-X-Name-Last: Posselt Title: Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being Abstract: Faculty mentoring is a durable structure of doctoral education that facilitates intellectual growth, professional socialization, and progressive independence. We must more deeply understand, however, professors’ role in supporting doctoral students’ persistence and well-being, especially for students from groups who have been historically excluded and marginalized in their fields. This study strived for such understanding by evaluating findings of a phenomenology of faculty support in 4 high-diversity science, technology, engineering, and mathematics PhD programs at 2 research universities. I found that holistic faculty support has academic, psychosocial, and sociocultural dimensions, which faculty enact through specific behaviors. Students reported meaningful experiences with faculty that normalized struggle and failure by promoting a growth mind-set, validating student competence and potential, and opening discussion about racialized and gendered dynamics in academia. Collectively, these activities may prevent students from misconstruing the difficulty of graduate school with their ability to succeed. The article discusses how the findings may advance future higher education research and faculty professional development. Journal: The Journal of Higher Education Pages: 988-1013 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1449080 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1449080 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:988-1013 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: EOV ed board Journal: The Journal of Higher Education Pages: 1014-1014 Issue: 6 Volume: 89 Year: 2018 Month: 11 X-DOI: 10.1080/00221546.2018.1513262 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1513262 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:6:p:1014-1014 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Understanding the Decision to Enroll in Graduate School: Sex and Racial/Ethnic Group Differences Journal: The Journal of Higher Education Pages: 487-527 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772335 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772335 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:487-527 Template-Type: ReDIF-Article 1.0 Author-Name: Kenneth A. Feldman Author-X-Name-First: Kenneth A. Author-X-Name-Last: Feldman Author-Name: John C. Smart Author-X-Name-First: John C. Author-X-Name-Last: Smart Author-Name: Corinna A. Ethington Author-X-Name-First: Corinna A. Author-X-Name-Last: Ethington Title: What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits Journal: The Journal of Higher Education Pages: 528-555 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772336 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772336 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:528-555 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth G. Creamer Author-X-Name-First: Elizabeth G. Author-X-Name-Last: Creamer Title: Collaborators' Attitudes about Differences of Opinion Journal: The Journal of Higher Education Pages: 556-571 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772337 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772337 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:556-571 Template-Type: ReDIF-Article 1.0 Author-Name: Gordon B. Arnold Author-X-Name-First: Gordon B. Author-X-Name-Last: Arnold Title: Symbolic Politics and Institutional Boundaries in Curriculum Reform: The Case of National Sectarian University Journal: The Journal of Higher Education Pages: 572-593 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772338 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772338 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:572-593 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Steal This University Journal: The Journal of Higher Education Pages: 594-596 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772339 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772339 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:594-596 Template-Type: ReDIF-Article 1.0 Author-Name: Jake Julia Author-X-Name-First: Jake Author-X-Name-Last: Julia Title: Honoring the Trust: Quality and Cost Containment in Higher Education Journal: The Journal of Higher Education Pages: 596-598 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772340 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772340 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:596-598 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Silence at Boalt Hall: The Dismantling of Affirmative Action Journal: The Journal of Higher Education Pages: 599-601 Issue: 5 Volume: 75 Year: 2004 Month: 9 X-DOI: 10.1080/00221546.2004.11772341 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11772341 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:5:p:599-601 Template-Type: ReDIF-Article 1.0 Author-Name: Vicki L. Baker Author-X-Name-First: Vicki L. Author-X-Name-Last: Baker Author-Name: Meghan J. Pifer Author-X-Name-First: Meghan J. Author-X-Name-Last: Pifer Author-Name: Blair Flemion Author-X-Name-First: Blair Author-X-Name-Last: Flemion Title: Process Challenges and Learning-Based Interactions in Stage 2 of Doctoral Education: Implications from Two Applied Social Science Fields Abstract: This article reports on an exploratory study that examined the transition to independence in Stage 2 of the doctoral student experience in two applied social science fields. We rely on an interdisciplinary framework that integrates developmental networks and sociocultural perspectives of learning to better understand the connection between the challenges in Stage 2 of the doctoral education process and students' learning-based behavioral responses to such challenges during this critical transition. Results indicate the presence of three types of process challenges in Stage 2: structural, interpersonal, and individual. Results also point to a range of behavioral responses to such challenges and their relative effectiveness in advancing doctoral student learning towards becoming independent scholars. We conclude with directions for future research and practice. Journal: The Journal of Higher Education Pages: 449-476 Issue: 4 Volume: 84 Year: 2013 Month: 7 X-DOI: 10.1080/00221546.2013.11777298 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777298 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:4:p:449-476 Template-Type: ReDIF-Article 1.0 Author-Name: Stefani R. Relles Author-X-Name-First: Stefani R. Author-X-Name-Last: Relles Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: Understanding the Writing Habits of Tomorrow's Students: Technology and College Readiness Abstract: This article reports on a study analyzing the digital skills of 91 low-income students enrolled in writing remediation. Findings suggest that technological demands widen the equity dimensions of the college preparation gap by aggravating the academic challenges remedial writers already face. Suggestions to support the compound literacy needs of 21st-century students are made. Journal: The Journal of Higher Education Pages: 477-505 Issue: 4 Volume: 84 Year: 2013 Month: 7 X-DOI: 10.1080/00221546.2013.11777299 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777299 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:4:p:477-505 Template-Type: ReDIF-Article 1.0 Author-Name: David A. Tandberg Author-X-Name-First: David A. Author-X-Name-Last: Tandberg Title: The Conditioning Role of State Higher Education Governance Structures Abstract: This article reports on a study that examined whether the presence of a consolidated governing board for higher education conditions the impact various political factors have on state support for higher education. The existence of a consolidated governing board is shown to significantly alter the politics of the state higher education appropriations process. Journal: The Journal of Higher Education Pages: 506-543 Issue: 4 Volume: 84 Year: 2013 Month: 7 X-DOI: 10.1080/00221546.2013.11777300 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777300 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:4:p:506-543 Template-Type: ReDIF-Article 1.0 Author-Name: Brian Pusser Author-X-Name-First: Brian Author-X-Name-Last: Pusser Author-Name: Simon Marginson Author-X-Name-First: Simon Author-X-Name-Last: Marginson Title: University Rankings in Critical Perspective Abstract: This article addresses global postsecondary ranking systems by using critical-theoretical perspectives on power. This research suggests rankings are at once a useful lens for studying power in higher education and an important instrument for the exercise of power in service of dominant norms in global higher education. Journal: The Journal of Higher Education Pages: 544-568 Issue: 4 Volume: 84 Year: 2013 Month: 7 X-DOI: 10.1080/00221546.2013.11777301 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777301 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:4:p:544-568 Template-Type: ReDIF-Article 1.0 Author-Name: Maria R. Lowe Author-X-Name-First: Maria R. Author-X-Name-Last: Lowe Author-Name: Reginald A. Byron Author-X-Name-First: Reginald A. Author-X-Name-Last: Byron Author-Name: Griffin Ferry Author-X-Name-First: Griffin Author-X-Name-Last: Ferry Author-Name: Melissa Garcia Author-X-Name-First: Melissa Author-X-Name-Last: Garcia Title: Food for Thought: Frequent Interracial Dining Experiences as a Predictor of Students' Racial Climate Perceptions Abstract: This article describes a study that explored factors which influenced undergraduate students' perceptions of the racial climate at a predominantly white liberal arts university in the South. Mixed methods results suggest that race, aspects of the institutional climate, and frequent interracial dining experiences in the campus cafeteria differentially affected students' campus racial climate perceptions. Journal: The Journal of Higher Education Pages: 569-600 Issue: 4 Volume: 84 Year: 2013 Month: 7 X-DOI: 10.1080/00221546.2013.11777302 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777302 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:4:p:569-600 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Bread and Roses, and Quality Too? A New Faculty Majority Negotiating the New Academy Abstract: This study of 252 collective bargaining agreements examined language negotiated in “class cancellation fee” provisions addressing “just-in-time” employment of adjunct faculty. The analysis focused on the balance between managerial discretion and professional rights and on whether and how contract language addresses remuneration (bread) and respect (roses) as well as quality, which are at the heart of the contingent faculty labor movement’s mantra about faculty’s working conditions being students’ learning conditions. Comparing the language in 64 bargaining units that cover only adjunct faculty to language in 188 units that combine part- and full-time faculty, and considering the language negotiated in Service Employees International Union “metro campaign” contracts, I found that provisions are both markers of precarious employment and of adjunct faculty’s agency to countermobilize and improve the quality of their working conditions, particularly in part-time-only units and in the new metro campaigns, though not in terms of language explicitly invoking quality concerns. Journal: The Journal of Higher Education Pages: 645-671 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2016.1257310 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257310 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:645-671 Template-Type: ReDIF-Article 1.0 Author-Name: KerryAnn O’Meara Author-X-Name-First: KerryAnn Author-X-Name-Last: O’Meara Author-Name: Alexandra Kuvaeva Author-X-Name-First: Alexandra Author-X-Name-Last: Kuvaeva Author-Name: Gudrun Nyunt Author-X-Name-First: Gudrun Author-X-Name-Last: Nyunt Title: Constrained Choices: A View of Campus Service Inequality From Annual Faculty Reports Abstract: Time is a valuable resource in academic careers. Empirical evidence suggests women faculty spend more time in campus service than men. Yet some studies show no difference when relevant variables are included. The primary source of data for most workload studies is cross-sectional surveys that have several weaknesses. This study investigated campus service inequality and factors that predict it at 1 research university using a novel and more comprehensive source of data - annual faculty reports. The investigation was guided by Kanter’s work on the role of power and representation and Lewis and Simpson’s rereading of Kanter’s work to focus on gender, power, and representation. The authors examined 1,146 records of faculty campus service during 2 years. In both years, women faculty reported more total campus service than men while controlling for race, rank, science, technology, engineering, and mathematics (STEM), and the critical mass of women in a department. When considering levels of service, women reported higher numbers of service activities at the department and university levels. Women in male-dominated fields tended to have service workloads more like their peers and less like women in non-STEM fields. The article concludes with considerations regarding implications for organizing practices that maintain inequity between men and women in campus service. Journal: The Journal of Higher Education Pages: 672-700 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2016.1257312 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257312 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:672-700 Template-Type: ReDIF-Article 1.0 Author-Name: Denisa Gandara Author-X-Name-First: Denisa Author-X-Name-Last: Gandara Author-Name: Jennifer A. Rippner Author-X-Name-First: Jennifer A. Author-X-Name-Last: Rippner Author-Name: Erik C. Ness Author-X-Name-First: Erik C. Author-X-Name-Last: Ness Title: Exploring the ‘How’ in Policy Diffusion: National Intermediary Organizations’ Roles in Facilitating the Spread of Performance-Based Funding Policies in the States Abstract: Numerous studies have examined “whether” and “why” policies diffuse, or the reasons for the adoption in a given government of a policy that exists in another government. This study explored the “how” of policy diffusion by focusing on college completion policies, especially performance funding. In particular, we examined the roles that intermediaries play in state-level college completion policy diffusion. Data are from 3 states and include observations of policy events, documents, and interviews with 56 participants, including state policy actors and intermediary representatives. This analysis, grounded in conceptual models of policy diffusion, revealed that diffusion occurs at various stages of the policy process, not just adoption. The study also demonstrated the coercive roles that intermediaries can play in promoting policies and revealed how intermediaries facilitate, and sometimes limit, policy learning, which is one of the primary mechanisms by which policies diffuse. By focusing on an underexplored conceptual model of policy diffusion, the national interaction model, this analysis shed light on the role played by intermediaries in state-level college completion policymaking. Journal: The Journal of Higher Education Pages: 701-725 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2016.1272089 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272089 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:701-725 Template-Type: ReDIF-Article 1.0 Author-Name: Chad N. Loes Author-X-Name-First: Chad N. Author-X-Name-Last: Loes Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Title: Collaborative Learning and Critical Thinking: Testing the Link Abstract: In this study, we investigated whether exposure to collaborative-learning activities during the 1st year of college influences the development of critical-thinking skills. To explore this issue, we analyzed longitudinal data from 1,455 freshmen at 19 institutions throughout the United States. With statistical controls in place for a host of potential confounders, including a parallel pretest critical-thinking measure, we found that exposure to collaborative-learning activities was associated with gains in critical thinking at the end of the freshman year of college, but only for White students and those who were the least well prepared academically for college. Lastly, the results of a 3-way interaction suggested that exposure to collaborative learning among Whites who also have relatively low levels of tested precollege academic preparation is positively associated with gains in critical-thinking skills. Journal: The Journal of Higher Education Pages: 726-753 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2017.1291257 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1291257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:726-753 Template-Type: ReDIF-Article 1.0 Author-Name: Graham N. S. Miller Author-X-Name-First: Graham N. S. Author-X-Name-Last: Miller Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: Merchants of Optimism: Agenda-Setting Organizations and the Framing of Performance-Based Funding for Higher Education Abstract: This article explores the diffusion and adoption of performance-based funding policies using framing theory. Specifically, the authors examine the role of philanthropic foundations and policy organizations in generating and exporting performance-based funding in state contexts. Findings from an analysis of policy publications suggest that the organizations analyzed advance a specific policy narrative, while hindering alternative policy options. Analysis of policy adoption in specific state contexts supports this conclusion, indicating that states readily adopt the policy frame advanced by philanthropic foundations and policy organizations and consider few, if any, policy alternatives. Journal: The Journal of Higher Education Pages: 754-784 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2017.1313084 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1313084 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:754-784 Template-Type: ReDIF-Article 1.0 Author-Name: Amanda R. Tachine Author-X-Name-First: Amanda R. Author-X-Name-Last: Tachine Author-Name: Nolan L. Cabrera Author-X-Name-First: Nolan L. Author-X-Name-Last: Cabrera Author-Name: Eliza Yellow Bird Author-X-Name-First: Eliza Author-X-Name-Last: Yellow Bird Title: Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College Abstract: Native American students are an underrepresented population in higher education with discouraging low 1st-year persistence rates when compared with the general population. Using the peoplehood model, this analysis employed the Indigenous methodology sharing circles to explore Native American students’ sense of belonging (n = 24) and factors that influence it during their critical 1st year in college at Southwest University (pseudonym). Findings indicated that many Native students experienced racial microaggressions and structured disconnections from their home communities. Family and the Native student center on campus provided a “home away from home” environment. Although these were important in helping students create a localized sense of belonging, they only were necessary to the extent that the culture of the institution served to invalidate the Native students’ peoplehood. To support Native students’ sense of belonging, institutions must validate and incorporate Native culture and perspectives within the ingrained Eurocentric cultures of non-Native colleges and universities. Journal: The Journal of Higher Education Pages: 785-807 Issue: 5 Volume: 88 Year: 2017 Month: 9 X-DOI: 10.1080/00221546.2016.1257322 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1257322 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:5:p:785-807 Template-Type: ReDIF-Article 1.0 Author-Name: Nida Denson Author-X-Name-First: Nida Author-X-Name-Last: Denson Author-Name: Mitchell J. Chang Author-X-Name-First: Mitchell J. Author-X-Name-Last: Chang Title: Dynamic Relationships: Identifying Moderators That Maximize Benefits Associated with Diversity Abstract: This study examined factors that can moderate the relationship between cross-racial interaction and undergraduate students' development. While previous studies have shown that students benefit from interacting across racial differences, they have not examined whether those educational benefits are moderated by other factors. The moderators examined in this study included measures of the quality of cross-racial interactions, students' support of race-conscious admissions, and students' satisfaction with their college's respect for diverse beliefs. The results show that the benefits associated with those interactions on students' academic self-concept and social agency depend on the quality of their interactions and their perceptions of their campus climate. The findings suggest that while efforts to enhance access are vital, those initiatives should not be conflated with efforts to improve an institution's capacity to address the quality of the context in which students engage with diversity. Journal: The Journal of Higher Education Pages: 1-37 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777355 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:1-37 Template-Type: ReDIF-Article 1.0 Author-Name: Cassie L. Barnhardt Author-X-Name-First: Cassie L. Author-X-Name-Last: Barnhardt Title: Campus Educational Contexts and Civic Participation: Organizational Links to Collective Action Abstract: Proponents of civic engagement extol the virtues of the college experience for enhancing students' capacities for democratic participation, yet few studies have examined the organizational contexts of such actions. This article applies theory regarding social movements in organizations to highlight the relationship between campus curricular offerings and campus collective action. Journal: The Journal of Higher Education Pages: 38-70 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777356 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777356 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:38-70 Template-Type: ReDIF-Article 1.0 Author-Name: Kimberly A. Griffin Author-X-Name-First: Kimberly A. Author-X-Name-Last: Griffin Author-Name: Claire K. Gilbert Author-X-Name-First: Claire K. Author-X-Name-Last: Gilbert Title: Better Transitions for Troops: An Application of Schlossberg's Transition Framework to Analyses of Barriers and Institutional Support Structures for Student Veterans Abstract: Scholssberg's transition theory is used to frame qualitative analysis of narratives from veterans, administrators, and student affairs professionals, examining whether and how institutions can influence veterans' transitions to higher education. Findings suggest how institutional structures assist students in developing navigational strategies, as well institutional actions and policies that pose transitional challenges. Journal: The Journal of Higher Education Pages: 71-97 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777357 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777357 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:71-97 Template-Type: ReDIF-Article 1.0 Author-Name: Brian P. An Author-X-Name-First: Brian P. Author-X-Name-Last: An Title: The Role of Academic Motivation and Engagement on the Relationship between Dual Enrollment and Academic Performance Abstract: I examine whether academic motivation and engagement—-conditions that advocates consider mechanisms for the effect of dual enrollment—-account for the relationship between dual enrollment and academic performance. Few studies examine the claimed mechanisms that account for the impact of dual enrollment, which leaves the processes through which dual enrollment influences a student's college experience as a black box. Using data from the Wabash National Study of Liberal Arts Education, I find a positive direct effect of dual enrollment on first-year college GPA, which remains even after controlling for precollege variables. I further find students who participated in dual enrollment are more academically motivated and engaged than nonparticipants. Although dual enrolled students are more academically motivated and engaged in class than nonparticipants these indicators generally account for less than 20% of the effect of dual enrollment on academic performance. Finally, for some students (e.g., students who earned college credit through dual enrollment but not though examination), participation in dual enrollment exerts a stronger effect on first-year college GPA at midselective and very selective institutions than at highly selective institutions. Journal: The Journal of Higher Education Pages: 98-126 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777358 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777358 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:98-126 Template-Type: ReDIF-Article 1.0 Author-Name: Sylvia Hurtado Author-X-Name-First: Sylvia Author-X-Name-Last: Hurtado Author-Name: Adriana Ruiz Alvarado Author-X-Name-First: Adriana Ruiz Author-X-Name-Last: Alvarado Author-Name: Chelsea Guillermo-Wann Author-X-Name-First: Chelsea Author-X-Name-Last: Guillermo-Wann Title: Thinking about Race: The Salience of Racial Identity at Two- and Four-Year Colleges and the Climate for Diversity Abstract: Racial identity salience is an important component of identity development that is associated with a number of educational outcomes. Using the Diverse Learning Environments Survey, this study identifies precollege and college experiences that contribute to a heightened salience of racial identity, and its relationship to perceptions of campus climate. Journal: The Journal of Higher Education Pages: 127-155 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777359 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777359 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:127-155 Template-Type: ReDIF-Article 1.0 Author-Name: Bruce A. Kimball Author-X-Name-First: Bruce A. Author-X-Name-Last: Kimball Title: Book Review Essay Journal: The Journal of Higher Education Pages: 156-170 Issue: 1 Volume: 86 Year: 2015 Month: 1 X-DOI: 10.1080/00221546.2015.11777360 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777360 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:1:p:156-170 Template-Type: ReDIF-Article 1.0 Author-Name: Cindy S. Volk Author-X-Name-First: Cindy S. Author-X-Name-Last: Volk Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Author-Name: Scott L. Thomas Author-X-Name-First: Scott L. Author-X-Name-Last: Thomas Title: Models of Institutional Resource Allocation Journal: The Journal of Higher Education Pages: 387-413 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777106 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777106 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:387-413 Template-Type: ReDIF-Article 1.0 Author-Name: Dan Covell Author-X-Name-First: Dan Author-X-Name-Last: Covell Author-Name: Carol A. Barr Author-X-Name-First: Carol A. Author-X-Name-Last: Barr Title: The Ties That Bind Journal: The Journal of Higher Education Pages: 414-452 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777107 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777107 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:414-452 Template-Type: ReDIF-Article 1.0 Author-Name: Michael R. Mills Author-X-Name-First: Michael R. Author-X-Name-Last: Mills Author-Name: Adrienne E. Hyle Author-X-Name-First: Adrienne E. Author-X-Name-Last: Hyle Title: No Rookies on Rookies Journal: The Journal of Higher Education Pages: 453-477 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777108 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777108 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:453-477 Template-Type: ReDIF-Article 1.0 Author-Name: Janet G. Donald Author-X-Name-First: Janet G. Author-X-Name-Last: Donald Author-Name: D. Brian Denison Author-X-Name-First: D. Brian Author-X-Name-Last: Denison Title: Quality Assessment of University Students Journal: The Journal of Higher Education Pages: 478-502 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777109 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777109 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:478-502 Template-Type: ReDIF-Article 1.0 Author-Name: Leslie Adams Wimsatt Author-X-Name-First: Leslie Adams Author-X-Name-Last: Wimsatt Title: University Teaching: International Perspectives Journal: The Journal of Higher Education Pages: 503-506 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777110 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777110 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:503-506 Template-Type: ReDIF-Article 1.0 Author-Name: Scott R. Sweetland Author-X-Name-First: Scott R. Author-X-Name-Last: Sweetland Title: Condemning Students to Debt: College Loans and Public Policy Journal: The Journal of Higher Education Pages: 506-507 Issue: 4 Volume: 72 Year: 2001 Month: 7 X-DOI: 10.1080/00221546.2001.11777111 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777111 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:4:p:506-507 Template-Type: ReDIF-Article 1.0 Author-Name: William R. Doyle Author-X-Name-First: William R. Author-X-Name-Last: Doyle Title: The Politics of Public College Tuition and State Financial Aid Journal: The Journal of Higher Education Pages: 617-647 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777260 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777260 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:617-647 Template-Type: ReDIF-Article 1.0 Author-Name: Dana E. Christman Author-X-Name-First: Dana E. Author-X-Name-Last: Christman Author-Name: Rhonda L. McClellan Author-X-Name-First: Rhonda L. Author-X-Name-Last: McClellan Title: Discovering Middle Space: Distinctions of Sex and Gender in Resilient Leadership Journal: The Journal of Higher Education Pages: 648-670 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777261 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777261 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:648-670 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan S. Wells Author-X-Name-First: Ryan S. Author-X-Name-Last: Wells Author-Name: Cassie M. Lynch Author-X-Name-First: Cassie M. Author-X-Name-Last: Lynch Title: Delayed College Entry and the Socioeconomic Gap: Examining the Roles of Student Plans, Family Income, Parental Education, and Parental Occupation Journal: The Journal of Higher Education Pages: 671-697 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777262 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777262 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:671-697 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Author-Name: Yoolee Choe Kim Author-X-Name-First: Yoolee Choe Author-X-Name-Last: Kim Author-Name: Kristan Cilente Skendall Author-X-Name-First: Kristan Cilente Author-X-Name-Last: Skendall Title: (Re-) Framing Authenticity: Considering Multiple Social Identities Using Autoethnographic and Intersectional Approaches Journal: The Journal of Higher Education Pages: 698-724 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777263 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777263 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:698-724 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Title: Bottom-Up/Top-Down Leadership: Contradiction or Hidden Phenomenon Journal: The Journal of Higher Education Pages: 725-760 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777264 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777264 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:725-760 Template-Type: ReDIF-Article 1.0 Author-Name: Suzanne S. Hudd Author-X-Name-First: Suzanne S. Author-X-Name-Last: Hudd Title: Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education Journal: The Journal of Higher Education Pages: 761-763 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777265 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777265 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:761-763 Template-Type: ReDIF-Article 1.0 Author-Name: Rosalind S. Chou Author-X-Name-First: Rosalind S. Author-X-Name-Last: Chou Title: Asians in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education Journal: The Journal of Higher Education Pages: 764-765 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777266 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777266 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:764-765 Template-Type: ReDIF-Article 1.0 Author-Name: Julie A. Reuben Author-X-Name-First: Julie A. Author-X-Name-Last: Reuben Title: Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities Journal: The Journal of Higher Education Pages: 766-767 Issue: 5 Volume: 83 Year: 2012 Month: 9 X-DOI: 10.1080/00221546.2012.11777267 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777267 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:5:p:766-767 Template-Type: ReDIF-Article 1.0 Author-Name: Gina Ann Garcia Author-X-Name-First: Gina Ann Author-X-Name-Last: Garcia Author-Name: Jenesis J. Ramirez Author-X-Name-First: Jenesis J. Author-X-Name-Last: Ramirez Author-Name: Oscar E. Patrón Author-X-Name-First: Oscar E. Author-X-Name-Last: Patrón Author-Name: Nik L. Cristobal Author-X-Name-First: Nik L. Author-X-Name-Last: Cristobal Title: Constructing an HSI Organizational Identity at Three Hispanic-Serving Institutions in the Midwest: Ideal Versus Current Identity Abstract: As the number of Hispanic-Serving Institutions (HSIs; postsecondary institutions that enroll 25% or more Latinx students) in the United States increases annually, so does the need to theorize about what it means to have an HSI organizational identity. Using interview data from a multiple case study of three institutionally diverse HSIs in the Midwest, the purpose of this study was to apply the theoretical notions laid out in the Typology of HSI Organizational Identities about what it means for members to construct an organizational identity for serving Latinx students beyond the HSI federal designation. We utilized the typology to guide this study, seeking to better understand the misalignment between an ideal and currently constructed HSI identity. Findings confirm that the way members make sense of both an ideal HSI identity and a currently enacted identity are connected to outcomes and cultural indicators of what it means to serve Latinx students. Yet the ideal and the current identities do not always align, suggesting an HSI identity is transitional. Moreover, findings suggest that an HSI identity is likely connected to unique institutional missions and characteristics, which means it will vary across HSIs. Theoretical implications are discussed. Journal: The Journal of Higher Education Pages: 513-538 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1522198 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1522198 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:513-538 Template-Type: ReDIF-Article 1.0 Author-Name: Bjørn Stensaker Author-X-Name-First: Bjørn Author-X-Name-Last: Stensaker Author-Name: Jenny J. Lee Author-X-Name-First: Jenny J. Author-X-Name-Last: Lee Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Author-Name: Sowmya Ghosh Author-X-Name-First: Sowmya Author-X-Name-Last: Ghosh Author-Name: Santiago Castiello-Gutiérrez Author-X-Name-First: Santiago Author-X-Name-Last: Castiello-Gutiérrez Author-Name: Hillary Vance Author-X-Name-First: Hillary Author-X-Name-Last: Vance Author-Name: Alper Çalıkoğlu Author-X-Name-First: Alper Author-X-Name-Last: Çalıkoğlu Author-Name: Vannessa Kramer Author-X-Name-First: Vannessa Author-X-Name-Last: Kramer Author-Name: Shuiyun Liu Author-X-Name-First: Shuiyun Author-X-Name-Last: Liu Author-Name: Mahmoud Sayed Marei Author-X-Name-First: Mahmoud Sayed Author-X-Name-Last: Marei Author-Name: Leslie O’Toole Author-X-Name-First: Leslie Author-X-Name-Last: O’Toole Author-Name: Ivan Pavlyutkin Author-X-Name-First: Ivan Author-X-Name-Last: Pavlyutkin Author-Name: Cassandra Peel Author-X-Name-First: Cassandra Author-X-Name-Last: Peel Title: Stratified University Strategies: The Shaping of Institutional Legitimacy in a Global Perspective Abstract: Globalizing forces have both transformed the higher education sector and made it increasingly homogenous. Growing similarities among universities have been attributed to isomorphic pressures to ensure and/or enhance legitimacy by imitating higher education institutions that are perceived as successful internationally, particularly universities that are highly ranked globally (Cantwell & Kauppinen, 2014; DiMaggio and Powell, 1983). In this study, we compared the strategic plans of 78 high-ranked, low-ranked, and unranked universities in 33 countries in 9 regions of the world. In analyzing the plans of these 78 universities, the study explored patterns of similarity and difference in universities’ strategic positioning according to Suchman’s (1995) 3 types of legitimacy: cognitive, pragmatic, and moral. We found evidence of stratified university strategies in a global higher education landscape that varied by institutional status. In offering a corrective to neoinstitutional theory, we suggest that patterns of globalization are mediated by status-based differences in aspirational behavior (Riesman, 1958) and “old institutional” forces (Stinchcombe, 1997) that contribute to differently situated universities pursuing new paths in seeking to build external legitimacy. Journal: The Journal of Higher Education Pages: 539-562 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1513306 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1513306 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:539-562 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Benjamin S. Selznick Author-X-Name-First: Benjamin S. Author-X-Name-Last: Selznick Author-Name: Lini Zhang Author-X-Name-First: Lini Author-X-Name-Last: Zhang Author-Name: Amy C. Barnes Author-X-Name-First: Amy C. Author-X-Name-Last: Barnes Author-Name: B. Ashley Staples Author-X-Name-First: B. Ashley Author-X-Name-Last: Staples Title: Examining Curricular Approaches to Developing Undergraduates’ Innovation Capacities Abstract: The purpose of this study was to understand whether and the extent to which undergraduate students’ exposure to and participation in a set of innovation-specific curricular learning interventions promoted innovation capacities—a measurable set of self-perceptions and abilities students can develop to better engage in innovation. Through the use of a longitudinal design, we examined gains made by students enrolled in a “Leadership and Innovation” course, by students who participated in a theoretically designed, single-session innovation learning experience, and by students not exposed to any direct learning focused on innovation. The results of this study suggest that innovation capacity development was associated with exposure to theoretically designed innovation curricula. These results further emphasize the value of low-cost, short-duration efforts with respect to rapidly expanding curricula associated with developing students into innovators. We discuss these results and offer implications of our findings for future research and practice. Journal: The Journal of Higher Education Pages: 563-584 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1513307 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1513307 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:563-584 Template-Type: ReDIF-Article 1.0 Author-Name: Christine G. Mokher Author-X-Name-First: Christine G. Author-X-Name-Last: Mokher Author-Name: Daniel M. Leeds Author-X-Name-First: Daniel M. Author-X-Name-Last: Leeds Title: Can a College Readiness Intervention Impact Longer-Term College Success? Evidence from Florida’s Statewide Initiative Abstract: In 2011, under the Florida College and Career Readiness Initiative (FCCRI), Florida made college placement testing mandatory for 11th-grade students who had scored in the midrange of its standardized 10th-grade assessment. Those with placement test scores below college-ready were assigned in 12th grade to college readiness and success (CRS courses). We use regression discontinuity analysis at assessment cutoffs and data on all public school students in Florida to examine whether the FCCRI had impacts on longer-term outcomes of postsecondary persistence, transfer, and degree completion two and three years after seamless college enrollment. We find that the statewide policy had no substantive impacts on longer-term college success, which may be attributed to underlying issues with the theory of action and challenges to implementation. Journal: The Journal of Higher Education Pages: 585-619 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1525986 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1525986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:585-619 Template-Type: ReDIF-Article 1.0 Author-Name: Luwei Rose Luqiu Author-X-Name-First: Luwei Rose Author-X-Name-Last: Luqiu Author-Name: John D. McCarthy Author-X-Name-First: John D. Author-X-Name-Last: McCarthy Title: Confucius Institutes: The Successful Stealth “Soft Power” Penetration of American Universities Abstract: By 2016, Hanban, a propaganda arm of the Chinese government, had successfully established Confucius Institutes (CIs) at 15% of the largest institutions of higher education, including some of the most prestigious institutions, and in almost every state across the United States. The authors describe in detail the extent of penetration by Hanban and its strategies of cooptation and discuss the public reaction to these “soft power” beachheads. This study employs four sources of evidence to help demonstrate how and why the Chinese “soft power” initiative has been successful in the United States. First, the authors compare 655 of the largest 4-year colleges and universities to assess what kind of universities have been targeted by the Chinese government. Second, we conducted a survey of U.S. directors of CIs to explore their perceptions of their own CI’s public image and the relationship between their U.S. university and its Chinese partner university. Third, the authors analyze 2,733 news stories mentioning CIs gathered from U.S. newspapers during the period from 2004 to 2016 to learn how CIs projected their legitimacy as an integral part of universities across the United States. Finally, the authors analyze 107 CI websites at U.S. universities to help describe their general features and their activity in public outreach. With very positive local media coverage, CIs are active in curriculum and public outreach, and the majority of U.S. directors of CIs are confident about their public image and satisfied with their relationship with Chinese partner universities and Hanban. The authors conclude by speculating about why this Chinese “soft power” initiative has been so successful. Journal: The Journal of Higher Education Pages: 620-643 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1541433 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1541433 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:620-643 Template-Type: ReDIF-Article 1.0 Author-Name: Tamara Beauboeuf-Lafontant Author-X-Name-First: Tamara Author-X-Name-Last: Beauboeuf-Lafontant Author-Name: Karla A. Erickson Author-X-Name-First: Karla A. Author-X-Name-Last: Erickson Author-Name: Jan E. Thomas Author-X-Name-First: Jan E. Author-X-Name-Last: Thomas Title: Rethinking Post-Tenure Malaise: An Interactional, Pathways Approach to Understanding the Post-Tenure Period Abstract: The decades between tenure and retirement constitute the longest yet least understood period of a faculty member’s career. Previous research depicts the midcareer as fraught with reduced job and career satisfaction, lowered productivity, and even stagnation. However, we suggest a reframing of this period. Drawing on data from surveys and interviews of post-tenure faculty at three liberal arts institutions, we reconceptualize the post-tenure as a period of dynamic interplay between an individual’s agency and choices and an institution’s opportunities and practices of recognition and rewards. We present a post-tenure model of four “pathways” to reflect how faculty vitality is constituted through institutional connection (belonging and fit) and career satisfaction (growth and recognition). Journal: The Journal of Higher Education Pages: 644-664 Issue: 4 Volume: 90 Year: 2019 Month: 7 X-DOI: 10.1080/00221546.2018.1554397 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1554397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:4:p:644-664 Template-Type: ReDIF-Article 1.0 Author-Name: Vicki (Baker) Sweitzer Author-X-Name-First: Vicki (Baker) Author-X-Name-Last: Sweitzer Title: Towards a Theory of Doctoral Student Professional Identity Development: A Developmental Networks Approach Journal: The Journal of Higher Education Pages: 1-33 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772128 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772128 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:1-33 Template-Type: ReDIF-Article 1.0 Author-Name: R. Darrell Peterson Author-X-Name-First: R. Darrell Author-X-Name-Last: Peterson Author-Name: Florence A. Hamrick Author-X-Name-First: Florence A. Author-X-Name-Last: Hamrick Title: White, Male, and “Minority”: Racial Consciousness among White Male Undergraduates Attending a Historically Black University Journal: The Journal of Higher Education Pages: 34-58 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772129 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772129 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:34-58 Template-Type: ReDIF-Article 1.0 Author-Name: Cheryl Keen Author-X-Name-First: Cheryl Author-X-Name-Last: Keen Author-Name: Kelly Hall Author-X-Name-First: Kelly Author-X-Name-Last: Hall Title: Engaging with Difference Matters: Longitudinal Student Outcomes of Co-Curricular Service-Learning Programs Journal: The Journal of Higher Education Pages: 59-79 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772130 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772130 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:59-79 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Perry Author-X-Name-First: Gary Author-X-Name-Last: Perry Author-Name: Helen Moore Author-X-Name-First: Helen Author-X-Name-Last: Moore Author-Name: Crystal Edwards Author-X-Name-First: Crystal Author-X-Name-Last: Edwards Author-Name: Katherine Acosta Author-X-Name-First: Katherine Author-X-Name-Last: Acosta Author-Name: Connie Frey Author-X-Name-First: Connie Author-X-Name-Last: Frey Title: Maintaining Credibility and Authority as an Instructor of Color in Diversity-Education Classrooms: A Qualitative Inquiry Journal: The Journal of Higher Education Pages: 80-105 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772131 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772131 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:80-105 Template-Type: ReDIF-Article 1.0 Author-Name: Christian K. Anderson Author-X-Name-First: Christian K. Author-X-Name-Last: Anderson Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Campus Life Revealed: Tracking down the Rich Resources of American Collegiate Fiction Journal: The Journal of Higher Education Pages: 106-113 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772132 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772132 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:106-113 Template-Type: ReDIF-Article 1.0 Author-Name: Gary Rhoades Author-X-Name-First: Gary Author-X-Name-Last: Rhoades Title: Higher Education: Open for Business Journal: The Journal of Higher Education Pages: 114-116 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772133 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772133 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:114-116 Template-Type: ReDIF-Article 1.0 Author-Name: Caroline Chiang Author-X-Name-First: Caroline Author-X-Name-Last: Chiang Author-Name: Christopher Grillo Author-X-Name-First: Christopher Author-X-Name-Last: Grillo Title: The Price of Admission: How America's Ruling Class Buys its Way into Elite Colleges—and Who Gets Left outside the Gates Journal: The Journal of Higher Education Pages: 116-117 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772134 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772134 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:116-117 Template-Type: ReDIF-Article 1.0 Author-Name: David B. Bills Author-X-Name-First: David B. Author-X-Name-Last: Bills Title: After Admission: From College Access to College Success Journal: The Journal of Higher Education Pages: 117-119 Issue: 1 Volume: 80 Year: 2009 Month: 1 X-DOI: 10.1080/00221546.2009.11772135 File-URL: http://hdl.handle.net/10.1080/00221546.2009.11772135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:80:y:2009:i:1:p:117-119 Template-Type: ReDIF-Article 1.0 Author-Name: James L. Bess Author-X-Name-First: James L. Author-X-Name-Last: Bess Title: Contract Systems, Bureaucracies, and Faculty Motivation Journal: The Journal of Higher Education Pages: 1-22 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775123 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775123 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:1-22 Template-Type: ReDIF-Article 1.0 Author-Name: Walter E. Davis Author-X-Name-First: Walter E. Author-X-Name-Last: Davis Author-Name: Timothy J. L. Chandler Author-X-Name-First: Timothy J. L. Author-X-Name-Last: Chandler Title: Beyond Boyer's Scholarship Reconsidered Journal: The Journal of Higher Education Pages: 23-64 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775124 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775124 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:23-64 Template-Type: ReDIF-Article 1.0 Author-Name: John T. E. Richardson Author-X-Name-First: John T. E. Author-X-Name-Last: Richardson Author-Name: Estelle King Author-X-Name-First: Estelle Author-X-Name-Last: King Title: Adult Students in Higher Education Journal: The Journal of Higher Education Pages: 65-88 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775125 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775125 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:65-88 Template-Type: ReDIF-Article 1.0 Author-Name: Jacqueline Fleming Author-X-Name-First: Jacqueline Author-X-Name-Last: Fleming Author-Name: Carole Morning Author-X-Name-First: Carole Author-X-Name-Last: Morning Title: Correlates of the SAT in Minority Engineering Students Journal: The Journal of Higher Education Pages: 89-108 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775126 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775126 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:89-108 Template-Type: ReDIF-Article 1.0 Author-Name: Marc Outright Author-X-Name-First: Marc Author-X-Name-Last: Outright Title: Review Essay Journal: The Journal of Higher Education Pages: 109-113 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775127 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775127 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:109-113 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Working in the Middle: Strengthening Education and Training for the Mid-Skilled Labor Force Journal: The Journal of Higher Education Pages: 114-114 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775128 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775128 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:114-114 Template-Type: ReDIF-Article 1.0 Author-Name: Clifford Adelman Author-X-Name-First: Clifford Author-X-Name-Last: Adelman Title: Learning to Work: The Case for Reintegrating Job Training and Education Journal: The Journal of Higher Education Pages: 114-116 Issue: 1 Volume: 69 Year: 1998 Month: 1 X-DOI: 10.1080/00221546.1998.11775129 File-URL: http://hdl.handle.net/10.1080/00221546.1998.11775129 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:69:y:1998:i:1:p:114-116 Template-Type: ReDIF-Article 1.0 Author-Name: Edna Martinez Author-X-Name-First: Edna Author-X-Name-Last: Martinez Author-Name: Chinasa Elue Author-X-Name-First: Chinasa Author-X-Name-Last: Elue Title: From Community College to Graduate School: Exploring the Role of Academic Advisors in Promoting Graduate Education at Baccalaureate Degree-granting Community Colleges Abstract: An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. Given the representation of low-income students and Students of Color in community college, increased credential requirements for professions that once required only a bachelor’s degree, and the benefits of graduate education, such as differences in lifetime earnings, baccalaureate degree-granting community colleges must foster a culture that promotes the full range of post-baccalaureate options, including graduate education. Drawing from validation theory and the concept of warming up, the purpose of this study was to explore the role of academic advisors in promoting graduate education at baccalaureate degree-granting community colleges. Findings highlight promising academic advising policies and practices that can serve to extend educational pathways for students who choose to pursue their bachelor’s degree at the community college. In addition to specific recommendations, we also discuss directions for future research. Journal: The Journal of Higher Education Pages: 1003-1027 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1732176 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1732176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1003-1027 Template-Type: ReDIF-Article 1.0 Author-Name: Courtney L. Luedke Author-X-Name-First: Courtney L. Author-X-Name-Last: Luedke Title: Developing a College-Going Habitus: How First-Generation Latina/o/x Students Bi-directionally Exchange Familial Funds of Knowledge and Capital within Their Familias Abstract: This qualitative study analyzes interviews with 17 first-generation Latina/o/x students. This study bridges funds of knowledge and social reproduction theory to examine the bi-directional exchange of familial funds of knowledge and capital relevant to higher education in Latina/o/x families. Students’ familial funds of knowledge assisted them as they accessed and persisted through higher education. Students bridged fields between their home communities and higher education when they shared capital and transformed it into funds of knowledge to assist family members in accessing college. In doing so, students encouraged the pursuit of higher education, contributing to the college-bound habitus of their familias. Implications for practice center on cultural shifts that must occur at the institutional level to develop policies and practices around developing relationships and partnerships early on with Latina/o/x communities. Journal: The Journal of Higher Education Pages: 1028-1052 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1726702 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1726702 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1028-1052 Template-Type: ReDIF-Article 1.0 Author-Name: Justin C. Ortagus Author-X-Name-First: Justin C. Author-X-Name-Last: Ortagus Author-Name: Xiaodan Hu Author-X-Name-First: Xiaodan Author-X-Name-Last: Hu Title: A National Study of the Financial Implications of Community College Baccalaureate Adoption Abstract: Community college baccalaureate (CCB) degree programs have become increasingly popular in recent years, with over 100 community colleges in 24 states currently offering at least one bachelor’s degree program. Despite the growing prevalence of CCB degree programs, the financial implications of CCB adoption remain largely unknown. This study leverages a novel national dataset and employs a difference-in-differences regression approach to examine the relationship between CCB adoption and multiple indicators of institutional revenue and financial priorities. We find that CCB adoption is associated with decreases in community colleges’ reliance on public funds and increases in their reliance on tuition and fees. Journal: The Journal of Higher Education Pages: 1053-1086 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1738163 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1738163 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1053-1086 Template-Type: ReDIF-Article 1.0 Author-Name: Hsun-Yu Chan Author-X-Name-First: Hsun-Yu Author-X-Name-Last: Chan Author-Name: Xueli Wang Author-X-Name-First: Xueli Author-X-Name-Last: Wang Title: Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEM Abstract: In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1,668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated. Students’ math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent. Journal: The Journal of Higher Education Pages: 1087-1115 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1740533 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1740533 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1087-1115 Template-Type: ReDIF-Article 1.0 Author-Name: Martha Cecilia Bottia Author-X-Name-First: Martha Cecilia Author-X-Name-Last: Bottia Author-Name: Elizabeth Stearns Author-X-Name-First: Elizabeth Author-X-Name-Last: Stearns Author-Name: Roslyn Arlin Mickelson Author-X-Name-First: Roslyn Arlin Author-X-Name-Last: Mickelson Author-Name: Stephanie Moller Author-X-Name-First: Stephanie Author-X-Name-Last: Moller Author-Name: Cayce Jamil Author-X-Name-First: Cayce Author-X-Name-Last: Jamil Title: The Importance of Community Colleges in Students’ Choice to Major in STEM Abstract: This article investigates whether attending a community college is related to an increase in the number of students majoring and graduating with degrees in science, technology, engineering and mathematics (STEM) at four‐year colleges. We follow a longitudinal sample of students in North Carolina from middle school through college graduation, including some who attended a community college. Our multilevel models indicate that for our sample of students, who attended a four‐year institution and declared a major within 6 years of high school graduation, ever attending a community college and/or starting post‐secondary education at a community college have a significant positive relationship with their likelihood of declaring and graduating with a STEM major. Results hold true even after controlling for sample self‐selection through propensity score matching techniques. Our findings also show that the benefits of community college attendance on students’ likelihood of declaring and graduating with a STEM major are not restricted to only low‐SES students. Overall, this study supports the notion that two‐year colleges could work as means of helping push students from diverse socioeconomic backgrounds into STEM. Journal: The Journal of Higher Education Pages: 1116-1148 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1742032 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1742032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1116-1148 Template-Type: ReDIF-Article 1.0 Author-Name: Michael Brown Author-X-Name-First: Michael Author-X-Name-Last: Brown Author-Name: Carrie Klein Author-X-Name-First: Carrie Author-X-Name-Last: Klein Title: Whose Data? Which Rights? Whose Power? A Policy Discourse Analysis of Student Privacy Policy Documents Abstract: The proliferation of information technology tools in higher education has resulted in an explosion of data about students and their contexts. Yet, current policies governing these data are limited in their usefulness for informing students, instructors, and administrators of their rights and responsibilities related to data use because they are based on antiquated conceptions of data and data systems. To understand how data privacy policies conceptualize and represent data, privacy, student agency, and institutional power, we conducted a policy discourse analysis of 151 university policy statements related to student information privacy and the responsible use of student data from 78 public and private post-secondary institutions in the U.S. Three common discourses emerged: educational records are static artifacts, privacy solutions are predicated upon institutional responsibility and student agency, and legitimate educational interest in data are institutionally defined and broadly applied. We explore the assumptions, biases, silences, and consequences of these discourses and offer counter- discourses to begin a foundation for the development of privacy policies in a new data age. Journal: The Journal of Higher Education Pages: 1149-1178 Issue: 7 Volume: 91 Year: 2020 Month: 11 X-DOI: 10.1080/00221546.2020.1770045 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1770045 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:7:p:1149-1178 Template-Type: ReDIF-Article 1.0 Author-Name: Charlotte L. Briggs Author-X-Name-First: Charlotte L. Author-X-Name-Last: Briggs Author-Name: Joan S. Stark Author-X-Name-First: Joan S. Author-X-Name-Last: Stark Author-Name: Jean Rowland-Poplawski Author-X-Name-First: Jean Author-X-Name-Last: Rowland-Poplawski Title: How do We Know a “Continuous Planning” Academic Program When We See One? Journal: The Journal of Higher Education Pages: 361-385 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780853 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780853 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:361-385 Template-Type: ReDIF-Article 1.0 Author-Name: Catherine M. Millett Author-X-Name-First: Catherine M. Author-X-Name-Last: Millett Title: How Undergraduate Loan Debt Affects Application and Enrollment in Graduate or First Professional School Journal: The Journal of Higher Education Pages: 386-427 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780854 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:386-427 Template-Type: ReDIF-Article 1.0 Author-Name: Yolanda Suarez-Balcazar Author-X-Name-First: Yolanda Author-X-Name-Last: Suarez-Balcazar Author-Name: Lucia Orellana-Damacela Author-X-Name-First: Lucia Author-X-Name-Last: Orellana-Damacela Author-Name: Nelson Portillo Author-X-Name-First: Nelson Author-X-Name-Last: Portillo Author-Name: Jean M. Rowan Author-X-Name-First: Jean M. Author-X-Name-Last: Rowan Author-Name: Chelsea Andrews-Guillen Author-X-Name-First: Chelsea Author-X-Name-Last: Andrews-Guillen Title: Experiences of Differential Treatment among College Students of Color Journal: The Journal of Higher Education Pages: 428-444 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780855 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:428-444 Template-Type: ReDIF-Article 1.0 Author-Name: John F. Welsh Author-X-Name-First: John F. Author-X-Name-Last: Welsh Author-Name: Jeff Metcalf Author-X-Name-First: Jeff Author-X-Name-Last: Metcalf Title: Faculty and Administrative Support for Institutional Effectiveness Activities Journal: The Journal of Higher Education Pages: 445-468 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780856 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780856 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:445-468 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan D. Fife Author-X-Name-First: Jonathan D. Author-X-Name-Last: Fife Title: Management Fads in Higher Education: Where They Come From, What They Do, Why They Fail Journal: The Journal of Higher Education Pages: 469-472 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780857 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:469-472 Template-Type: ReDIF-Article 1.0 Author-Name: Alan E. Bayer Author-X-Name-First: Alan E. Author-X-Name-Last: Bayer Title: Crisis on Campus: Confronting Academic Misconduct Journal: The Journal of Higher Education Pages: 473-474 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780858 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780858 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:473-474 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Zemsky Author-X-Name-First: Robert Author-X-Name-Last: Zemsky Title: In Pursuit of Prestige: Strategy and Competition in U.S. Higher Education Journal: The Journal of Higher Education Pages: 474-476 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780859 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780859 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:474-476 Template-Type: ReDIF-Article 1.0 Author-Name: Edward P. St. John Author-X-Name-First: Edward P. St. Author-X-Name-Last: John Title: Repay as You Earn: The Flawed Government Program to Help Students have Public Service Careers Journal: The Journal of Higher Education Pages: 476-478 Issue: 4 Volume: 74 Year: 2003 Month: 7 X-DOI: 10.1080/00221546.2003.11780860 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11780860 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:4:p:476-478 Template-Type: ReDIF-Article 1.0 Author-Name: KerryAnn O'Meara Author-X-Name-First: KerryAnn Author-X-Name-Last: O'Meara Author-Name: Andrew Lounder Author-X-Name-First: Andrew Author-X-Name-Last: Lounder Author-Name: Corbin M. Campbell Author-X-Name-First: Corbin M. Author-X-Name-Last: Campbell Title: To Heaven or Hell: Sensemaking about Why Faculty Leave Abstract: This article analyzes sensemaking about faculty departure among administrators, faculty colleagues, and faculty leavers in one research university. A mixed methods database was analyzed to reveal four dominant explanations for faculty departure and two influences on sensemaking. Dominant explanations included better opportunities, the likelihood the faculty member would not get tenure, family and geographic reasons, and work environment and fit. Sensemaking was influenced by status expectations and proximity to the departure. Implications for future research on faculty careers, and for campuses interested in improving faculty retention, are drawn. Journal: The Journal of Higher Education Pages: 603-632 Issue: 5 Volume: 85 Year: 2014 Month: 9 X-DOI: 10.1080/00221546.2014.11777342 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777342 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:603-632 Template-Type: ReDIF-Article 1.0 Author-Name: Di Xu Author-X-Name-First: Di Author-X-Name-Last: Xu Author-Name: Shanna S. Jaggars Author-X-Name-First: Shanna S. Author-X-Name-Last: Jaggars Title: Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas Abstract: Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study suffered decrements in performance in online courses, those with the strongest declines were males, younger students, Black students, and students with lower grade point averages. Online performance gaps were also wider in some academic subject areas than others. After controlling for individual and peer effects, the social sciences and the applied professions (e.g., business, law, and nursing) showed the strongest online performance gaps. Journal: The Journal of Higher Education Pages: 633-659 Issue: 5 Volume: 85 Year: 2014 Month: 9 X-DOI: 10.1080/00221546.2014.11777343 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777343 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:633-659 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Julie J. Park Author-X-Name-First: Julie J. Author-X-Name-Last: Park Title: Interracial Contact on College Campuses: Comparing and Contrasting Predictors of Cross-Racial Interaction and Interracial Friendship Abstract: Research on diversity in higher education has evolved to consider the nature of interracial contact and campus climate as well as the factors that may foster meaningful interactions. While some studies have explored predictors of cross-racial interaction (CRI) and interracial friendship (IRF), it remains unclear whether and how the same precollege characteristics, institutional attributes, and collegiate experiences might predict both casual encounters and close friendships across race and ethnicity. This study used a four-year, longitudinal sample of 2,932 undergraduates—-with approximately equal numbers of Asian American/Pacific Islander, Black/African American, Hispanic/Latino, and White/Caucasian students—-at 28 institutions to compare and contrast predictors of CRI and IRF. Subgroup analyses also explored the extent to which these relationships vary as a function of students' race/ethnicity. The results of hierarchical linear modeling analyses predicting CRI diverge considerably from those predicting IRF; in fact, several independent variables that are positively related to CRI are also negatively related to IRF. Moreover, the results differ frequently by race/ethnicity, particularly for institutional characteristics and participation in student organizations. Implications for future research and institutional efforts to promote diverse learning environments are discussed. Journal: The Journal of Higher Education Pages: 660-690 Issue: 5 Volume: 85 Year: 2014 Month: 9 X-DOI: 10.1080/00221546.2014.11777344 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777344 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:660-690 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Melguizo Author-X-Name-First: Tatiana Author-X-Name-Last: Melguizo Author-Name: Holly Kosiewicz Author-X-Name-First: Holly Author-X-Name-Last: Kosiewicz Author-Name: George Prather Author-X-Name-First: George Author-X-Name-Last: Prather Author-Name: Johannes Bos Author-X-Name-First: Johannes Author-X-Name-Last: Bos Title: How are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality Abstract: Examining current assessment and placement policies (A&P) used to assign students to a developmental math sequence in the Los Angeles Community College District, this study finds that faculty and administrators lack the technical expertise and resources necessary to ensure that A&P policies facilitate student success. Journal: The Journal of Higher Education Pages: 691-722 Issue: 5 Volume: 85 Year: 2014 Month: 9 X-DOI: 10.1080/00221546.2014.11777345 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777345 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:691-722 Template-Type: ReDIF-Article 1.0 Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Title: Is the Community College a Less Expensive Path toward a Bachelor's Degree? Public 2- and 4-year Colleges' Impact on Loan Debt Abstract: Policy makers and state representatives have claimed that, compared to the traditional path to a four-year degree, a course of study that begins in the 2-year sector provides a more affordable option. If this is true, then all else equal, 2-year students who obtained a 4-year degree would be expected to have acquired less student loan debt. To test these claims, this study examines the effect of initial enrollment in public 2- and 4-year institutions on education loan debt conditional upon bachelor's degree completion. Two quasiexperimental techniques (Propensity Score Matching and Heckman Control Function) applied to official longitudinal loan data consistently revealed that similar 2- and 4-year students who obtained a bachelor's degree had similar levels of debt and repayment. Among non-degree-completers, initial 4-year entrants had higher loan debt than 2-year students. These findings suggest that the 2-year path culminating in a 4-year degree is not less expensive in terms of loan debt. As such, initiatives that lead traditional 4-year students to the “cheaper” 2-year sector may crowd-out students who truly need to begin in these schools. In light of these results, studies analyzing the impact of the private and for-profit sectors should be conducted following the approach presented in this study. Journal: The Journal of Higher Education Pages: 723-759 Issue: 5 Volume: 85 Year: 2014 Month: 9 X-DOI: 10.1080/00221546.2014.11777346 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777346 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:5:p:723-759 Template-Type: ReDIF-Article 1.0 Author-Name: W. Norton Grubb Author-X-Name-First: W. Norton Author-X-Name-Last: Grubb Author-Name: Marvin Lazerson Author-X-Name-First: Marvin Author-X-Name-Last: Lazerson Title: Vocationalism in Higher Education: The Triumph of the Education Gospel Journal: The Journal of Higher Education Pages: 1-25 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772273 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772273 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:1-25 Template-Type: ReDIF-Article 1.0 Author-Name: Joseph C. Hermanowicz Author-X-Name-First: Joseph C. Author-X-Name-Last: Hermanowicz Title: Classifying Universities and Their Departments: A Social World Perspective Journal: The Journal of Higher Education Pages: 26-55 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772274 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772274 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:26-55 Template-Type: ReDIF-Article 1.0 Author-Name: Patrick Dilley Author-X-Name-First: Patrick Author-X-Name-Last: Dilley Title: Which Way out? A Typology of Non-Heterosexual Male Collegiate Identities Journal: The Journal of Higher Education Pages: 56-88 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772275 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772275 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:56-88 Template-Type: ReDIF-Article 1.0 Author-Name: Scott Davies Author-X-Name-First: Scott Author-X-Name-Last: Davies Author-Name: Floyd M. Hammack Author-X-Name-First: Floyd M. Author-X-Name-Last: Hammack Title: The Channeling of Student Competition in Higher Education: Comparing Canada and the U.S. Journal: The Journal of Higher Education Pages: 89-106 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772276 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772276 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:89-106 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Reclaiming the Game: College Sports and Educational Values Journal: The Journal of Higher Education Pages: 107-110 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772277 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772277 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:107-110 Template-Type: ReDIF-Article 1.0 Author-Name: Ronald G. Ehrenberg Author-X-Name-First: Ronald G. Author-X-Name-Last: Ehrenberg Title: New Strategies for Educational Fund Raising Journal: The Journal of Higher Education Pages: 110-111 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772278 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772278 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:110-111 Template-Type: ReDIF-Article 1.0 Author-Name: Trudy W. Banta Author-X-Name-First: Trudy W. Author-X-Name-Last: Banta Title: Quality and Accountability in Higher Education: Improving Policy, Enhancing Performance Journal: The Journal of Higher Education Pages: 112-114 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772279 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772279 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:112-114 Template-Type: ReDIF-Article 1.0 Author-Name: Frances Maher Author-X-Name-First: Frances Author-X-Name-Last: Maher Title: Gendered Futures in Higher Education: Critical Perspectives for Change Journal: The Journal of Higher Education Pages: 114-116 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772280 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772280 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:114-116 Template-Type: ReDIF-Article 1.0 Author-Name: Elisa S. Abes Author-X-Name-First: Elisa S. Author-X-Name-Last: Abes Title: Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education Journal: The Journal of Higher Education Pages: 117-119 Issue: 1 Volume: 76 Year: 2005 Month: 1 X-DOI: 10.1080/00221546.2005.11772281 File-URL: http://hdl.handle.net/10.1080/00221546.2005.11772281 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:76:y:2005:i:1:p:117-119 Template-Type: ReDIF-Article 1.0 Author-Name: Alyssa N. Bryant Author-X-Name-First: Alyssa N. Author-X-Name-Last: Bryant Author-Name: Helen S. Astin Author-X-Name-First: Helen S. Author-X-Name-Last: Astin Title: The Correlates of Spiritual Struggle during the College Years Journal: The Journal of Higher Education Pages: 1-27 Issue: 1 Volume: 79 Year: 2008 Month: 1 X-DOI: 10.1080/00221546.2008.11772084 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772084 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:1:p:1-27 Template-Type: ReDIF-Article 1.0 Author-Name: Terrell L. Strayhorn Author-X-Name-First: Terrell L. Author-X-Name-Last: Strayhorn Title: Influences on Labor Market Outcomes of African American College Graduates: A National Study Journal: The Journal of Higher Education Pages: 28-57 Issue: 1 Volume: 79 Year: 2008 Month: 1 X-DOI: 10.1080/00221546.2008.11772085 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772085 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:1:p:28-57 Template-Type: ReDIF-Article 1.0 Author-Name: Raphael M. Guillory Author-X-Name-First: Raphael M. Author-X-Name-Last: Guillory Author-Name: Mimi Wolverton Author-X-Name-First: Mimi Author-X-Name-Last: Wolverton Title: It's about Family: Native American Student Persistence in Higher Education Journal: The Journal of Higher Education Pages: 58-87 Issue: 1 Volume: 79 Year: 2008 Month: 1 X-DOI: 10.1080/00221546.2008.11772086 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772086 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:1:p:58-87 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Seashore Louis Author-X-Name-First: Karen Seashore Author-X-Name-Last: Louis Author-Name: Janet M. Holdsworth Author-X-Name-First: Janet M. Author-X-Name-Last: Holdsworth Author-Name: Melissa S. Anderson Author-X-Name-First: Melissa S. Author-X-Name-Last: Anderson Author-Name: Eric G. Campbell Author-X-Name-First: Eric G. Author-X-Name-Last: Campbell Title: Everyday Ethics in Research: Translating Authorship Guidelines into Practice in the Bench Sciences Journal: The Journal of Higher Education Pages: 88-112 Issue: 1 Volume: 79 Year: 2008 Month: 1 X-DOI: 10.1080/00221546.2008.11772087 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772087 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:1:p:88-112 Template-Type: ReDIF-Article 1.0 Author-Name: John R. Thelin Author-X-Name-First: John R. Author-X-Name-Last: Thelin Title: Access and Excess: Selective College Admissions in Historical Perspective Journal: The Journal of Higher Education Pages: 113-123 Issue: 1 Volume: 79 Year: 2008 Month: 1 X-DOI: 10.1080/00221546.2008.11772088 File-URL: http://hdl.handle.net/10.1080/00221546.2008.11772088 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:79:y:2008:i:1:p:113-123 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen L. DesJardins Author-X-Name-First: Stephen L. Author-X-Name-Last: DesJardins Author-Name: Dennis A. Ahlburg Author-X-Name-First: Dennis A. Author-X-Name-Last: Ahlburg Author-Name: Brian P. McCall Author-X-Name-First: Brian P. Author-X-Name-Last: McCall Title: A Temporal Investigation of Factors Related to Timely Degree Completion Journal: The Journal of Higher Education Pages: 555-581 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777168 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777168 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:555-581 Template-Type: ReDIF-Article 1.0 Author-Name: Anthony Lising Antonio Author-X-Name-First: Anthony Lising Author-X-Name-Last: Antonio Title: Faculty of Color Reconsidered Journal: The Journal of Higher Education Pages: 582-602 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777169 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777169 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:582-602 Template-Type: ReDIF-Article 1.0 Author-Name: Herbert W. Marsh Author-X-Name-First: Herbert W. Author-X-Name-Last: Marsh Author-Name: John Hattie Author-X-Name-First: John Author-X-Name-Last: Hattie Title: The Relation between Research Productivity and Teaching Effectiveness Journal: The Journal of Higher Education Pages: 603-641 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777170 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777170 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:603-641 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: Review Essays Journal: The Journal of Higher Education Pages: 642-651 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777171 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777171 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:642-651 Template-Type: ReDIF-Article 1.0 Author-Name: Laura W. Perna Author-X-Name-First: Laura W. Author-X-Name-Last: Perna Title: Review Essays Journal: The Journal of Higher Education Pages: 652-659 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777172 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777172 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:652-659 Template-Type: ReDIF-Article 1.0 Author-Name: Marcia B. Baxter Magolda Author-X-Name-First: Marcia B. Baxter Author-X-Name-Last: Magolda Title: Review Essays Journal: The Journal of Higher Education Pages: 660-666 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777173 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777173 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:660-666 Template-Type: ReDIF-Article 1.0 Author-Name: Ronald W. Daniel Author-X-Name-First: Ronald W. Author-X-Name-Last: Daniel Title: Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education Journal: The Journal of Higher Education Pages: 667-669 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777174 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777174 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:667-669 Template-Type: ReDIF-Article 1.0 Author-Name: James L. Ratclief Author-X-Name-First: James L. Author-X-Name-Last: Ratclief Title: Community Colleges: Policy in the Future Context Journal: The Journal of Higher Education Pages: 669-673 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777175 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:669-673 Template-Type: ReDIF-Article 1.0 Author-Name: Judith Glazer-Raymo Author-X-Name-First: Judith Author-X-Name-Last: Glazer-Raymo Title: Sexual Harassment as an Ethical Issue in Academic Life Journal: The Journal of Higher Education Pages: 673-676 Issue: 5 Volume: 73 Year: 2002 Month: 9 X-DOI: 10.1080/00221546.2002.11777176 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:5:p:673-676 Template-Type: ReDIF-Article 1.0 Author-Name: Heather Thiry Author-X-Name-First: Heather Author-X-Name-Last: Thiry Author-Name: Sandra L. Laursen Author-X-Name-First: Sandra L. Author-X-Name-Last: Laursen Author-Name: Anne-Barrie Hunter Author-X-Name-First: Anne-Barrie Author-X-Name-Last: Hunter Title: What Experiences Help Students Become Scientists? A Comparative Study of Research and other Sources of Personal and Professional Gains for STEM Undergraduates Journal: The Journal of Higher Education Pages: 357-388 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777209 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777209 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:357-388 Template-Type: ReDIF-Article 1.0 Author-Name: Liang Zhang Author-X-Name-First: Liang Author-X-Name-Last: Zhang Title: Does Merit-Based Aid Affect Degree Production in STEM Fields? Evidence from Georgia and Florida Journal: The Journal of Higher Education Pages: 389-415 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777210 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777210 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:389-415 Template-Type: ReDIF-Article 1.0 Author-Name: Mark E. Engberg Author-X-Name-First: Mark E. Author-X-Name-Last: Engberg Author-Name: Sylvia Hurtado Author-X-Name-First: Sylvia Author-X-Name-Last: Hurtado Title: Developing Pluralistic Skills and Dispositions in College: Examining Racial/Ethnic Group Differences Journal: The Journal of Higher Education Pages: 416-443 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777211 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777211 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:416-443 Template-Type: ReDIF-Article 1.0 Author-Name: Kristie A. Ford Author-X-Name-First: Kristie A. Author-X-Name-Last: Ford Title: Race, Gender, and Bodily (Mis)Recognitions: Women of Color Faculty Experiences with White Students in the College Classroom Journal: The Journal of Higher Education Pages: 444-478 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777212 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777212 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:444-478 Template-Type: ReDIF-Article 1.0 Author-Name: Nathaniel J. Bray Author-X-Name-First: Nathaniel J. Author-X-Name-Last: Bray Author-Name: Claire H. Major Author-X-Name-First: Claire H. Author-X-Name-Last: Major Title: Status of Journals in the Field of Higher Education Journal: The Journal of Higher Education Pages: 479-503 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777213 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777213 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:479-503 Template-Type: ReDIF-Article 1.0 Author-Name: Eugene P. Trani Author-X-Name-First: Eugene P. Author-X-Name-Last: Trani Title: National Innovation and the Academic Research Enterprise: Public Policy in Global Perspective Journal: The Journal of Higher Education Pages: 504-506 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777214 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777214 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:504-506 Template-Type: ReDIF-Article 1.0 Author-Name: David D. Dill Author-X-Name-First: David D. Author-X-Name-Last: Dill Title: American Universities in a Global Market Journal: The Journal of Higher Education Pages: 506-510 Issue: 4 Volume: 82 Year: 2011 Month: 7 X-DOI: 10.1080/00221546.2011.11777215 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777215 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:4:p:506-510 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca Brower Author-X-Name-First: Rebecca Author-X-Name-Last: Brower Author-Name: Tamara Bertrand Jones Author-X-Name-First: Tamara Author-X-Name-Last: Bertrand Jones Author-Name: David Tandberg Author-X-Name-First: David Author-X-Name-Last: Tandberg Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Author-Name: Toby Park Author-X-Name-First: Toby Author-X-Name-Last: Park Title: Comprehensive Developmental Education Reform in Florida: A Policy Implementation Typology Abstract: This study identified the policy perspectives of “street-level bureaucrats” in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed developmental education in the 28 state colleges (formerly community colleges) in the Florida College System (FCS). Study participants included 518 administrators, faculty, academic advisors, support staff, and students at 10 institutions in the FCS. The study employed Kluge’s (2000) 4-step methodology for deriving an empirically grounded qualitative typology. The 4 implementation patterns in the typology include oppositional, circumventing, satisficing, and facilitative implementation. Our study highlights implications for developmental education reform efforts nationwide and identifies the dynamics that predispose street-level bureaucrats to adopt either oppositional or facilitative implementation behaviors. Journal: The Journal of Higher Education Pages: 809-834 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2016.1272091 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272091 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:809-834 Template-Type: ReDIF-Article 1.0 Author-Name: Bradley E. Cox Author-X-Name-First: Bradley E. Author-X-Name-Last: Cox Author-Name: Robert D. Reason Author-X-Name-First: Robert D. Author-X-Name-Last: Reason Author-Name: Barbara F. Tobolowsky Author-X-Name-First: Barbara F. Author-X-Name-Last: Tobolowsky Author-Name: Rebecca L. Brower Author-X-Name-First: Rebecca L. Author-X-Name-Last: Brower Author-Name: Shawna Patterson Author-X-Name-First: Shawna Author-X-Name-Last: Patterson Author-Name: Sarah Luczyk Author-X-Name-First: Sarah Author-X-Name-Last: Luczyk Author-Name: Kari Roberts Author-X-Name-First: Kari Author-X-Name-Last: Roberts Title: Lip Service or Actionable Insights? Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education Abstract: Despite an increasing focus on issues of accountability, assessment, and data-driven decision making (DDDM) within the postsecondary context, assumptions regarding their value remain largely untested. The current study uses empirical data from 114 senior administrators and 8,847 students at 57 institutions in five states to examine the extent to which institutional assessment and data-driven decision making shape the experiences of first-year students. Nearly all these schools regularly collect some form of assessment data, and more than half report using assessment data to inform decision making. However, the institutional adoption of policies related to the collection of assessment data or the application of data-driven decision making appears to have no relationship with student experiences or outcomes in the first year of college. Thus, findings from the current study are consistent with the small, but growing, body of literature questioning the effectiveness of accountability and assessment policies in higher education. Journal: The Journal of Higher Education Pages: 835-862 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2016.1272320 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272320 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:835-862 Template-Type: ReDIF-Article 1.0 Author-Name: William R. Doyle Author-X-Name-First: William R. Author-X-Name-Last: Doyle Author-Name: Benjamin T. Skinner Author-X-Name-First: Benjamin T. Author-X-Name-Last: Skinner Title: Does Postsecondary Education Result in Civic Benefits? Abstract: Public support for higher education depends in part on the idea that additional postsecondary education results in civic benefits including voting, volunteering, and donating to non-profit causes. We expanded on the literature on civic benefits of higher education by utilizing a rich set of location-based instruments to identify the relationship between additional postsecondary education and civic behaviors. Using data from the National Longitudinal Survey of Youth 1997, we estimated the impact of postsecondary education on civic behaviors for a group of young people aged 29 to 33 years by 2013. These new estimates indicated that an additional year of higher education increased the probability of voting by 7.7% in the 2010 election. We also found statistically significant though substantively small impacts of postsecondary education on volunteerism and donations to nonprofits, with effect sizes of .1 for voluntarism and .13 for donations. Journal: The Journal of Higher Education Pages: 863-893 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2017.1291258 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1291258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:863-893 Template-Type: ReDIF-Article 1.0 Author-Name: Stella M. Flores Author-X-Name-First: Stella M. Author-X-Name-Last: Flores Author-Name: Toby J. Park Author-X-Name-First: Toby J. Author-X-Name-Last: Park Author-Name: Dominique J. Baker Author-X-Name-First: Dominique J. Author-X-Name-Last: Baker Title: The Racial College Completion Gap: Evidence From Texas Abstract: This analysis focuses on the college completion gap between underrepresented minority students and White students, or the Hispanic -White and Black -White racial college completion gaps, given the unprecedented demographic growth of these populations in the United States as well as the nation's public K -12 schools and postsecondary institutions. Using a variance decomposition method, we find that precollege characteristics (a combination of individual and high school context factors) contribute upward of 61% of the total variance for both Hispanic and Black students as compared with their White student counterparts. That is, more than half of the completion gap is explained by precollege characteristics. Postsecondary factors explained approximately 35% of the total variance. Additional analyses accounting for attending Hispanic-Serving Institution or an Historically Black College or University are also provided. The data suggest that college completion and accountability analyses should be approached from beyond a postsecondary perspective. Journal: The Journal of Higher Education Pages: 894-921 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2017.1291259 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1291259 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:894-921 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth Niehaus Author-X-Name-First: Elizabeth Author-X-Name-Last: Niehaus Author-Name: Courtney Holder Author-X-Name-First: Courtney Author-X-Name-Last: Holder Author-Name: Mark Rivera Author-X-Name-First: Mark Author-X-Name-Last: Rivera Author-Name: Crystal E. Garcia Author-X-Name-First: Crystal E. Author-X-Name-Last: Garcia Author-Name: Taylor C. Woodman Author-X-Name-First: Taylor C. Author-X-Name-Last: Woodman Author-Name: Julie Dierberger Author-X-Name-First: Julie Author-X-Name-Last: Dierberger Title: Exploring Integrative Learning in Service-Based Alternative Breaks Abstract: The purpose of this study was to explore how students integrate learning from one particular experience, participating in a service learning-based alternative break (AB), with other postsecondary experiences and to identify the conditions that may facilitate integrative learning. Using qualitative case studies combined with narrative analysis, we analyzed data from interviews with 38 AB participants. Consistent with Barber's (2012) theory of integrative learning, we found evidence that students were engaging in the processes of connecting, applying, and synthesizing learning from their ABs. We identified the importance of interacting with diverse others in facilitating integrative learning, but also noted barriers to integration such as difficulty connecting information across disparate contexts. Through exploring integrative learning in one particular context, the findings from this study can inform our understanding of how students are engaging in integration and improve our understanding of how educators can best support integration in higher education. Journal: The Journal of Higher Education Pages: 922-946 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2017.1313086 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1313086 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:922-946 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Kelchen Author-X-Name-First: Robert Author-X-Name-Last: Kelchen Author-Name: Sara Goldrick-Rab Author-X-Name-First: Sara Author-X-Name-Last: Goldrick-Rab Author-Name: Braden Hosch Author-X-Name-First: Braden Author-X-Name-Last: Hosch Title: The Costs of College Attendance: Examining Variation and Consistency in Institutional Living Cost Allowances Abstract: Discussions of college costs often focus on tuition and fees, but living cost allowances for room, board, and other expenses account for more than half of the total cost of attending college. The allowances, developed by colleges and universities, also affect student eligibility for federal financial aid and the accuracy of accountability systems. This study examined institutional variation in living cost allowances and assessed the consistency of allowances by comparing them to living cost estimates specific to the college’s region. Results across multiple specifications indicated that nearly half of all colleges provide living-cost allowances at least 20% above or below estimated county-level living expenses. Journal: The Journal of Higher Education Pages: 947-971 Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2016.1272092 File-URL: http://hdl.handle.net/10.1080/00221546.2016.1272092 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:947-971 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: EOV Ed board Journal: The Journal of Higher Education Pages: ebi-ebi Issue: 6 Volume: 88 Year: 2017 Month: 11 X-DOI: 10.1080/00221546.2017.1369724 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1369724 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:88:y:2017:i:6:p:ebi-ebi Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 240-244 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773578 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773578 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:240-244 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer A. Lindholm Author-X-Name-First: Jennifer A. Author-X-Name-Last: Lindholm Title: Pathways to the Professoriate: The Role of Self, Others, and Environment in Shaping Academic Career Aspirations Journal: The Journal of Higher Education Pages: 603-635 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773579 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773579 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:603-635 Template-Type: ReDIF-Article 1.0 Author-Name: Polly S. Owen Author-X-Name-First: Polly S. Author-X-Name-Last: Owen Author-Name: Ada Demb Author-X-Name-First: Ada Author-X-Name-Last: Demb Title: Change Dynamics and Leadership in Technology Implementation Journal: The Journal of Higher Education Pages: 636-666 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773580 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773580 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:636-666 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel W. Rossides Author-X-Name-First: Daniel W. Author-X-Name-Last: Rossides Title: Knee-Jerk Formalism: Reforming American Education Journal: The Journal of Higher Education Pages: 667-703 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773581 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:667-703 Template-Type: ReDIF-Article 1.0 Author-Name: Ronyelle B. Ricard Author-X-Name-First: Ronyelle B. Author-X-Name-Last: Ricard Author-Name: M. Christopher Brown Author-X-Name-First: M. Christopher Author-X-Name-Last: Brown Title: Stand and Prosper: Private Black Colleges and Their Students Journal: The Journal of Higher Education Pages: 704-707 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773582 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:704-707 Template-Type: ReDIF-Article 1.0 Author-Name: Tim Merrill Author-X-Name-First: Tim Author-X-Name-Last: Merrill Title: The University in a Corporate Culture Journal: The Journal of Higher Education Pages: 707-709 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773583 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:707-709 Template-Type: ReDIF-Article 1.0 Author-Name: Harland G. Bloland Author-X-Name-First: Harland G. Author-X-Name-Last: Bloland Title: Beyond All Reason: Living with Ideology in the University Journal: The Journal of Higher Education Pages: 709-712 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773584 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773584 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:709-712 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: Women in Higher Education: An Encyclopedia Journal: The Journal of Higher Education Pages: 712-715 Issue: 6 Volume: 75 Year: 2004 Month: 11 X-DOI: 10.1080/00221546.2004.11773585 File-URL: http://hdl.handle.net/10.1080/00221546.2004.11773585 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:75:y:2004:i:6:p:712-715 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica L. Cundiff Author-X-Name-First: Jessica L. Author-X-Name-Last: Cundiff Author-Name: Cinnamon L. Danube Author-X-Name-First: Cinnamon L. Author-X-Name-Last: Danube Author-Name: Matthew J. Zawadzki Author-X-Name-First: Matthew J. Author-X-Name-Last: Zawadzki Author-Name: Stephanie A. Shields Author-X-Name-First: Stephanie A. Author-X-Name-Last: Shields Title: Testing an Intervention for Recognizing and Reporting Subtle Gender Bias in Promotion and Tenure Decisions Abstract: Women make up the majority of doctoral degree earners yet remain underrepresented in tenure-track positions within the academy. Gender disparities result in part from the accumulation of subtle, typically unintentional biases that pervade workplace structures, practices, and patterns of interactions that inadvertently favor men. However, the subtle nature of gender bias makes it difficult to detect and thus diminishes the likelihood of action to address it. We experimentally evaluated the effectiveness of a brief intervention, the Workshop Activity for Gender Equity Simulation in the Academy (WAGES-Academic), which was designed to increase recognition of subtle gender bias in the academic workplace. Participants (N = 177) completed either the WAGES intervention or one of two control conditions and later evaluated promotion and tenure materials of a woman faculty member who received either a blatant sexist, subtle sexist, or nonsexist review. Consistent with hypotheses, WAGES participants (vs. controls) detected more subtle gender bias (ps < .02) and were subsequently more likely to report concerns about bias (ps < .04). Results suggest that low-cost interventions that educate individuals about subtle bias in a nonthreatening way may increase detection and reporting of gender bias in higher education institutions. Journal: The Journal of Higher Education Pages: 611-636 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1437665 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1437665 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:611-636 Template-Type: ReDIF-Article 1.0 Author-Name: Ozan Jaquette Author-X-Name-First: Ozan Author-X-Name-Last: Jaquette Author-Name: Dennis A. Kramer Author-X-Name-First: Dennis A. Author-X-Name-Last: Kramer Author-Name: Bradley R. Curs Author-X-Name-First: Bradley R. Author-X-Name-Last: Curs Title: Growing the Pie? The Effect of Responsibility Center Management on Tuition Revenue Abstract: Responsibility center management (RCM) budgeting systems devolve budget responsibility while creating funding formulas that provide incentives for academic units to generate revenues and decrease costs. A growing number of public universities have adopted RCM. The desire to grow tuition revenue has often been cited as a rationale for adoption. Previous research has not assessed the effect of RCM on institution-level tuition revenue. Traditional regression methods that calculate “average treatment effects” are inappropriate because RCM policies differ across universities. This study employed a synthetic control method (SCM) approach. The SCM approximates the counterfactual for an RCM adopter by creating a synthetic control institution composed of a weighted average of nonadopters. The SCM estimates the effect of RCM separately for each adopter rather than estimating the average effect across multiple adopters. We used SCM to analyze the effect of RCM adoption on tuition revenue at 4 public research universities that adopted RCM during 2008 to 2010. We found a positive relationship between RCM and tuition revenue at Iowa State University, Kent State University, and the University of Cincinnati. The magnitude of this relationship was moderately large relative to placebo adopters. We found no relationship between RCM and tuition revenue at the University of Florida. Journal: The Journal of Higher Education Pages: 637-676 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1434276 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434276 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:637-676 Template-Type: ReDIF-Article 1.0 Author-Name: Leslie D. Gonzales Author-X-Name-First: Leslie D. Author-X-Name-Last: Gonzales Title: Subverting and Minding Boundaries: The Intellectual Work of Women Abstract: Using various methods and analytical angles, researchers consistently show that members of non-dominant groups, including women, experience academia as a hostile and marginalizing space. Such work is important, and yet, it is equally important that researchers approach the study of women’s academic careers by elevating their intellectual labor. In this study, I take up two questions: (1) What are the origins of women's intellectual work and (2) How do women go about doing their intellectual work? My findings suggest that women tend to locate the origins of their work in the everyday rather than in formal educational sites, such as disciplinary contexts or classrooms. In terms of the doing of their intellectual work, I found that most women utilize subversive tactics, as they challenge disciplinary and professional boundaries that have historically governed the recognition and legitimation of knowledge within academe. However, drawing from critical race feminism, I also find some notable distinctions between Women of Color and White women, and suggest that future researchers attend more carefully to how power and privilege yields particular conditions and consequences among women. This paper offers important insights for peer reviewers (e.g., hiring, promotion, disciplinary award committees, and publication reviewers) as to the grounding(s) and distinctive contribution(s) of women's intellectual work. Journal: The Journal of Higher Education Pages: 677-701 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1434278 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434278 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:677-701 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Kelchen Author-X-Name-First: Robert Author-X-Name-Last: Kelchen Title: Do Performance-Based Funding Policies Affect Underrepresented Student Enrollment? Abstract: More states are using performance-based funding (PBF) systems in an effort to incentivize public colleges to operate more effectively. Responding to concerns about equity, states are also adopting provisions that encourage colleges to serve more students who at risk of not completing college. In this paper, I examine whether PBF policies in general—and more specifically policies that have provisions designed to incentivize colleges to enroll underrepresented students—are associated with the number of lower-income, underrepresented minority, and adult students enrolled at four-year public colleges. Using a generalized difference-in-difference framework, I find little evidence that PBF systems as a whole meaningfully affect underrepresented student enrollment. However, the presence of bonuses for serving at-risk students appears to help mitigate any efforts to enroll a more advantaged student body that may be present in other PBF systems. Journal: The Journal of Higher Education Pages: 702-727 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1434282 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434282 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:702-727 Template-Type: ReDIF-Article 1.0 Author-Name: Josipa Roksa Author-X-Name-First: Josipa Author-X-Name-Last: Roksa Author-Name: David F. Feldon Author-X-Name-First: David F. Author-X-Name-Last: Feldon Author-Name: Michelle Maher Author-X-Name-First: Michelle Author-X-Name-Last: Maher Title: First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers Abstract: Although first-generation students represent a substantial proportion of doctoral students, few studies have examined their experiences and outcomes. We contribute to this nascent area of inquiry by comparing experiences and outcomes of first-generation and continuing-generation students during the first 3 years of doctoral education. Contrary to expectations, the results based on a national sample of PhD students in biology revealed remarkable similarity in experiences and outcomes between first-generation and continuing-generation students. One notable exception to this overall pattern of similarity was research productivity in the second year. By examining the relationships between students’ experiences and outcomes over time, the findings illuminate the unique ways in which socialization experiences are related to specific outcomes and the extent to which those relationships change across years. Thus, this study offers initial insights into the nuanced ways in which students’ socialization experiences contribute to various outcomes of doctoral education. Journal: The Journal of Higher Education Pages: 728-752 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1435134 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1435134 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:728-752 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah Randall Johnson Author-X-Name-First: Sarah Randall Author-X-Name-Last: Johnson Author-Name: Frances King Stage Author-X-Name-First: Frances King Author-X-Name-Last: Stage Title: Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates? Abstract: This study examined the relationship between 10 high-impact practices and graduation rates at four-year public colleges and universities in the United States. The Association of American Colleges and Universities defined high-impact practices as especially effective for student learning, engagement, and career preparation in the 21st century. While advocacy for these practices and their inclusion in undergraduate curricula is growing, little research has examined their relationship to institutional outcomes. Based on data from 101 participating institutions, this study used both primary and secondary data to investigate whether offering high-impact practices as required for all students, required for some students, or optional was related to an institution’s four or six-year graduation rate. The findings suggest that high-impact practices are in widespread use across different institutional types but have limited relationships with graduation rates. This study contributes to the body of literature on college completion. Findings suggest that offering high-impact practices may not lead to increased graduation rates at public institutions. Journal: The Journal of Higher Education Pages: 753-781 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1441107 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1441107 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:753-781 Template-Type: ReDIF-Article 1.0 Author-Name: Michael N. Bastedo Author-X-Name-First: Michael N. Author-X-Name-Last: Bastedo Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Kristen M. Glasener Author-X-Name-First: Kristen M. Author-X-Name-Last: Glasener Author-Name: Jandi L. Kelly Author-X-Name-First: Jandi L. Author-X-Name-Last: Kelly Title: What are We Talking About When We Talk About Holistic Review? Selective College Admissions and its Effects on Low-SES Students Abstract: This mixed-methods study used open-response survey data, focus groups, and an experimental simulation to explore how 311 admissions officers defined and used concepts of holistic review in selective college admissions. We found that 3 distinct definitions of holistic review predominate in the field: whole file, whole person, and whole context. We explored these concepts qualitatively and used the coded data to predict decision making in an experimental simulation. We found that admissions officers with a “whole context” view of holistic review were disproportionately likely to admit a low socioeconomic-status applicant in our simulation. Inconsistent definitions of a core admissions concept make it more difficult for the public to comprehend the “black box” of college admissions, and a more consistently contextualized view of holistic review may also have real-world implications for the representation of low-income students at selective colleges. Journal: The Journal of Higher Education Pages: 782-805 Issue: 5 Volume: 89 Year: 2018 Month: 9 X-DOI: 10.1080/00221546.2018.1442633 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1442633 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:5:p:782-805 Template-Type: ReDIF-Article 1.0 Author-Name: Burton R. Clark Author-X-Name-First: Burton R. Author-X-Name-Last: Clark Title: The Modern Integration of Research Activities with Teaching and Learning Journal: The Journal of Higher Education Pages: 241-255 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778982 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:241-255 Template-Type: ReDIF-Article 1.0 Author-Name: John C. Smart Author-X-Name-First: John C. Author-X-Name-Last: Smart Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Author-Name: William G. Tierney Author-X-Name-First: William G. Author-X-Name-Last: Tierney Title: The Roles of Institutional Cultures and Decision Approaches in Promoting Organizational Effectiveness in Two-Year Colleges Journal: The Journal of Higher Education Pages: 256-281 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778983 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778983 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:256-281 Template-Type: ReDIF-Article 1.0 Author-Name: Terrence Mech Author-X-Name-First: Terrence Author-X-Name-Last: Mech Title: The Managerial Roles of Chief Academic Officers Journal: The Journal of Higher Education Pages: 282-298 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778984 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778984 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:282-298 Template-Type: ReDIF-Article 1.0 Author-Name: Marcia L. Bellas Author-X-Name-First: Marcia L. Author-X-Name-Last: Bellas Title: Disciplinary Differences in Faculty Salaries Journal: The Journal of Higher Education Pages: 299-321 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778985 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778985 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:299-321 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas A. Flint Author-X-Name-First: Thomas A. Author-X-Name-Last: Flint Title: Predicting Student Loan Defaults Journal: The Journal of Higher Education Pages: 322-354 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778986 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:322-354 Template-Type: ReDIF-Article 1.0 Author-Name: Michael B. Paulsen Author-X-Name-First: Michael B. Author-X-Name-Last: Paulsen Title: Teaching on Solid Ground: Using Scholarship to Improve Practice Journal: The Journal of Higher Education Pages: 355-358 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778987 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:355-358 Template-Type: ReDIF-Article 1.0 Author-Name: Stacey L. Hogan Author-X-Name-First: Stacey L. Author-X-Name-Last: Hogan Title: Planning Responsibly for Adult Education: A Guide to Negotiating Power and Interests Journal: The Journal of Higher Education Pages: 359-361 Issue: 3 Volume: 68 Year: 1997 Month: 5 X-DOI: 10.1080/00221546.1997.11778988 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11778988 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:3:p:359-361 Template-Type: ReDIF-Article 1.0 Author-Name: Claudia E. Nunn Author-X-Name-First: Claudia E. Author-X-Name-Last: Nunn Title: Discussion in the College Classroom: Triangulating Observational and Survey Results Journal: The Journal of Higher Education Pages: 243-266 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780260 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780260 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:243-266 Template-Type: ReDIF-Article 1.0 Author-Name: Herman Aguinis Author-X-Name-First: Herman Author-X-Name-Last: Aguinis Author-Name: Mitchell S. Nesler Author-X-Name-First: Mitchell S. Author-X-Name-Last: Nesler Author-Name: Brian M. Quigley Author-X-Name-First: Brian M. Author-X-Name-Last: Quigley Author-Name: Suk-Jae Lee Author-X-Name-First: Suk-Jae Author-X-Name-Last: Lee Author-Name: James T. Tedeschi Author-X-Name-First: James T. Author-X-Name-Last: Tedeschi Title: Power Bases of Faculty Supervisors and Educational Outcomes for Graduate Students Journal: The Journal of Higher Education Pages: 267-297 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780261 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780261 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:267-297 Template-Type: ReDIF-Article 1.0 Author-Name: Gordon Shepherd Author-X-Name-First: Gordon Author-X-Name-Last: Shepherd Author-Name: Gary Shepherd Author-X-Name-First: Gary Author-X-Name-Last: Shepherd Title: War Attitudes and Ideological Orientations of Honors Directors in American Higher Education Journal: The Journal of Higher Education Pages: 298-321 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780262 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780262 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:298-321 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen Bell Author-X-Name-First: Stephen Author-X-Name-Last: Bell Title: University-Industry Interaction in the Ontario Centres of Excellence Journal: The Journal of Higher Education Pages: 322-348 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780263 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780263 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:322-348 Template-Type: ReDIF-Article 1.0 Author-Name: Wonseon Kyung Author-X-Name-First: Wonseon Author-X-Name-Last: Kyung Title: In-Migration of College Students to the State of New York Journal: The Journal of Higher Education Pages: 349-358 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780264 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780264 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:349-358 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara K. Townsend Author-X-Name-First: Barbara K. Author-X-Name-Last: Townsend Title: The Contradictory College: The Conflicting Origins, Impacts, and Futures of the Community College Journal: The Journal of Higher Education Pages: 359-364 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780265 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780265 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:359-364 Template-Type: ReDIF-Article 1.0 Author-Name: Michael A. Olivas Author-X-Name-First: Michael A. Author-X-Name-Last: Olivas Title: The Law of Higher Education: A Comprehensive Guide to Legal Implications of Administrative Decision Making Journal: The Journal of Higher Education Pages: 365-366 Issue: 3 Volume: 67 Year: 1996 Month: 5 X-DOI: 10.1080/00221546.1996.11780266 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780266 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:3:p:365-366 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: Norms and the Work of Colleges and Universities: Introduction to the Special Issue—Norms in Academia Journal: The Journal of Higher Education Pages: 243-250 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779052 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779052 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:243-250 Template-Type: ReDIF-Article 1.0 Author-Name: J. Christopher Fleming Author-X-Name-First: J. Christopher Author-X-Name-Last: Fleming Title: Faculty Expectations for College Presidents Journal: The Journal of Higher Education Pages: 251-283 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779053 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779053 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:251-283 Template-Type: ReDIF-Article 1.0 Author-Name: Nathaniel J. Bray Author-X-Name-First: Nathaniel J. Author-X-Name-Last: Bray Title: The Deanship and Its Faculty Interpreters: Do Mertonian Norms of Science Translate into Norms for Administration? Journal: The Journal of Higher Education Pages: 284-316 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779054 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779054 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:284-316 Template-Type: ReDIF-Article 1.0 Author-Name: Robert L. Hodum Author-X-Name-First: Robert L. Author-X-Name-Last: Hodum Author-Name: Glenn W. James Author-X-Name-First: Glenn W. Author-X-Name-Last: James Title: An Observation of Normative Structure for College Admission and Recruitment Officers Journal: The Journal of Higher Education Pages: 317-338 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779055 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779055 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:317-338 Template-Type: ReDIF-Article 1.0 Author-Name: Timothy C. Caboni Author-X-Name-First: Timothy C. Author-X-Name-Last: Caboni Title: The Normative Structure of College and University Fundraising Behaviors Journal: The Journal of Higher Education Pages: 339-365 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779056 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779056 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:339-365 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa S. Anderson Author-X-Name-First: Melissa S. Author-X-Name-Last: Anderson Author-Name: Emily A. Ronning Author-X-Name-First: Emily A. Author-X-Name-Last: Ronning Author-Name: Raymond De Vries Author-X-Name-First: Raymond De Author-X-Name-Last: Vries Author-Name: Brian C. Martinson Author-X-Name-First: Brian C. Author-X-Name-Last: Martinson Title: Extending the Mertonian Norms: Scientists' Subscription to Norms of Research Journal: The Journal of Higher Education Pages: 366-393 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779057 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779057 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:366-393 Template-Type: ReDIF-Article 1.0 Author-Name: Patricia A. Helland Author-X-Name-First: Patricia A. Author-X-Name-Last: Helland Title: Espousal of Undergraduate Teaching Normative Patterns of First-Year Teaching Assistants Journal: The Journal of Higher Education Pages: 394-415 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779058 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779058 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:394-415 Template-Type: ReDIF-Article 1.0 Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Title: The Criticality of Norms to the Functional Imperatives of the Social Action System of College and University Work Journal: The Journal of Higher Education Pages: 416-429 Issue: 3 Volume: 81 Year: 2010 Month: 5 X-DOI: 10.1080/00221546.2010.11779059 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779059 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:3:p:416-429 Template-Type: ReDIF-Article 1.0 Author-Name: Daniel J. Julius Author-X-Name-First: Daniel J. Author-X-Name-Last: Julius Author-Name: J. Victor Baldridge Author-X-Name-First: J. Victor Author-X-Name-Last: Baldridge Author-Name: Jeffrey Pfeffer Author-X-Name-First: Jeffrey Author-X-Name-Last: Pfeffer Title: A Memo from Machiavelli Journal: The Journal of Higher Education Pages: 113-133 Issue: 2 Volume: 70 Year: 1999 Month: 3 X-DOI: 10.1080/00221546.1999.11780758 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780758 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:2:p:113-133 Template-Type: ReDIF-Article 1.0 Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Author-Name: Amaury Nora Author-X-Name-First: Amaury Author-X-Name-Last: Nora Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Author-Name: Ernest Pascarella Author-X-Name-First: Ernest Author-X-Name-Last: Pascarella Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Title: Campus Racial Climate and the Adjustment of Students to College Journal: The Journal of Higher Education Pages: 134-160 Issue: 2 Volume: 70 Year: 1999 Month: 3 X-DOI: 10.1080/00221546.1999.11780759 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780759 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:2:p:134-160 Template-Type: ReDIF-Article 1.0 Author-Name: Jerry A. Jacobs Author-X-Name-First: Jerry A. Author-X-Name-Last: Jacobs Title: Gender and the Stratification of Colleges Journal: The Journal of Higher Education Pages: 161-187 Issue: 2 Volume: 70 Year: 1999 Month: 3 X-DOI: 10.1080/00221546.1999.11780760 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780760 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:2:p:161-187 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan Knight Author-X-Name-First: Jonathan Author-X-Name-Last: Knight Author-Name: Carol J. Auster Author-X-Name-First: Carol J. Author-X-Name-Last: Auster Title: Faculty Conduct Journal: The Journal of Higher Education Pages: 188-210 Issue: 2 Volume: 70 Year: 1999 Month: 3 X-DOI: 10.1080/00221546.1999.11780761 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780761 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:2:p:188-210 Template-Type: ReDIF-Article 1.0 Author-Name: Donald L. McCabe Author-X-Name-First: Donald L. Author-X-Name-Last: McCabe Author-Name: Linda Klebe Trevino Author-X-Name-First: Linda Klebe Author-X-Name-Last: Trevino Author-Name: Kenneth D. Butterfield Author-X-Name-First: Kenneth D. Author-X-Name-Last: Butterfield Title: Academic Integrity in Honor Code and Non-Honor Code Environments Journal: The Journal of Higher Education Pages: 211-234 Issue: 2 Volume: 70 Year: 1999 Month: 3 X-DOI: 10.1080/00221546.1999.11780762 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780762 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:2:p:211-234 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Erratum Journal: The Journal of Higher Education Pages: v-viii Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777268 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777268 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:v-viii Template-Type: ReDIF-Article 1.0 Author-Name: Luciana Dar Author-X-Name-First: Luciana Author-X-Name-Last: Dar Title: The Political Dynamics of Higher Education Policy Journal: The Journal of Higher Education Pages: 769-794 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777269 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:769-794 Template-Type: ReDIF-Article 1.0 Author-Name: Gregory C. Wolniak Author-X-Name-First: Gregory C. Author-X-Name-Last: Wolniak Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Mark E. Engberg Author-X-Name-First: Mark E. Author-X-Name-Last: Engberg Title: Learning's Weak Link to Persistence Journal: The Journal of Higher Education Pages: 795-823 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777270 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777270 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:795-823 Template-Type: ReDIF-Article 1.0 Author-Name: Stephanie Ewert Author-X-Name-First: Stephanie Author-X-Name-Last: Ewert Title: Fewer Diplomas for Men: The Influence of College Experiences on the Gender Gap in College Graduation Journal: The Journal of Higher Education Pages: 824-850 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777271 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777271 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:824-850 Template-Type: ReDIF-Article 1.0 Author-Name: Xueli Wang Author-X-Name-First: Xueli Author-X-Name-Last: Wang Title: Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges Journal: The Journal of Higher Education Pages: 851-875 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777272 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777272 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:851-875 Template-Type: ReDIF-Article 1.0 Author-Name: Shiri Noy Author-X-Name-First: Shiri Author-X-Name-Last: Noy Author-Name: Rashawn Ray Author-X-Name-First: Rashawn Author-X-Name-Last: Ray Title: Graduate Students' Perceptions of Their Advisors: Is There Systematic Disadvantage in Mentorship? Journal: The Journal of Higher Education Pages: 876-914 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777273 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777273 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:876-914 Template-Type: ReDIF-Article 1.0 Author-Name: Dafina Lazarus Stewart Author-X-Name-First: Dafina Lazarus Author-X-Name-Last: Stewart Title: Neither Jew nor Gentile: Exploring Issues of Racial Diversity on Protestant College Campuses Journal: The Journal of Higher Education Pages: 915-917 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777274 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777274 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:915-917 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 918-925 Issue: 6 Volume: 83 Year: 2012 Month: 11 X-DOI: 10.1080/00221546.2012.11777275 File-URL: http://hdl.handle.net/10.1080/00221546.2012.11777275 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:83:y:2012:i:6:p:918-925 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan S. Wells Author-X-Name-First: Ryan S. Author-X-Name-Last: Wells Author-Name: Ethan A. Kolek Author-X-Name-First: Ethan A. Author-X-Name-Last: Kolek Author-Name: Elizabeth A. Williams Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Williams Author-Name: Daniel B. Saunders Author-X-Name-First: Daniel B. Author-X-Name-Last: Saunders Title: “How We Know What We Know”: A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996—2000 v. 2006—2010 Abstract: This study replicates and extends a 2004 content analysis of three major higher education journals. The original study examined the methodological characteristics of all published research in these journals from 1996 to 2000, recommending that higher education programs adjust their graduate training to better match the heavily quantitative and statistically sophisticated journal content. We examine the same journals' content from 2006 to 2010—-one decade later—-through the lens of knowledge production in higher education, and explore the ways that dominant modes of research may legitimize and/or delegitimize various forms of inquiry. Our findings reveal a field that continues to be dominated by quantitative methods and which is increasingly using more advanced statistical techniques. We discuss the tensions of a field more aligned with federal and state priorities and therefore better positioned to influence policy, but with a concomitantly contracted scope of and approach to inquiry. We also discuss implications for the training of graduate students, professionals, and policymakers as well as implications for publishing and researching other aspects of knowledge production in higher education. Journal: The Journal of Higher Education Pages: 171-198 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777361 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777361 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:171-198 Template-Type: ReDIF-Article 1.0 Author-Name: Robert Kelchen Author-X-Name-First: Robert Author-X-Name-Last: Kelchen Author-Name: Sara Goldrick-Rab Author-X-Name-First: Sara Author-X-Name-Last: Goldrick-Rab Title: Accelerating College Knowledge: A Fiscal Analysis of a Targeted Early Commitment Pell Grant Program Abstract: The persistently low college attainment rates of youth from poor families are partly attributable to their uncertainty about college affordability. The current federal financial aid system does not provide specific information about college costs until just before college enrollment and the information is only available to students completing a complex application. Evidence suggests this late timing reduces their motivation and ability to adequately prepare for college. This paper evaluates the fiscal consequences of instead making an early commitment of the full Pell Grant to eighth graders from needy families, using a simplified eligibility process. Analyses conducted using the Panel Study of Income Dynamics suggest the predicted costs are low relative to the benefits estimated using prior research findings. A simulation of the estimated fiscal effects indicates that Pell program costs would grow by approximately $1.5 billion annually and the benefits would exceed the costs by approximately $600 million. Journal: The Journal of Higher Education Pages: 199-232 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777362 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777362 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:199-232 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew S. Belasco Author-X-Name-First: Andrew S. Author-X-Name-Last: Belasco Author-Name: Michael J. Trivette Author-X-Name-First: Michael J. Author-X-Name-Last: Trivette Title: Aiming Low: Estimating the Scope and Predictors of Postsecondary Undermatch Abstract: Postsecondary undermatch occurs when students fail to enroll at a college or university that possesses a level of selectivity their academic credentials would permit them to attend. Given the demonstrated link between selective college attendance and postsecondary and professional attainment, recent studies have attempted to examine which factors may prevent students from enrolling at appropriately competitive institutions. Using data provided by NCES's Educational Longitudinal survey (ELS:2002/2006), this study aims to quantitatively assess whether results yielded from these studies generalize to a national level, and whether other contextual variables play a significant role. Descriptive results show that postsecondary undermatch is indeed a pervasive phenomenon, but not as widespread as previous studies have claimed; while multilevel analysis suggests that background, environment, and college-related attitudes have significant influence on the likelihood of undermatch. Journal: The Journal of Higher Education Pages: 233-263 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777363 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777363 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:233-263 Template-Type: ReDIF-Article 1.0 Author-Name: Liliana M. Garces Author-X-Name-First: Liliana M. Author-X-Name-Last: Garces Author-Name: David Mickey-Pabello Author-X-Name-First: David Author-X-Name-Last: Mickey-Pabello Title: Racial Diversity in the Medical Profession: The Impact of Affirmative Action Bans on Underrepresented Student of Color Matriculation in Medical Schools Abstract: This study examines the impact of affirmative action bans in six states (California, Washington, Florida, Texas, Michigan, and Nebraska) on the matriculation rates of historically underrepresented students of color in public medical schools in these states. Findings show that affirmative action bans have led to about a 17% decline (from 18.5% to 15.3%) in the first-time matriculation of medical school students who are underrepresented students of color. This decline is similar to drops in the enrollment of students of color that have taken place across other educational sectors, including the nation's most selective public undergraduate institutions, law schools, and various graduate fields of study, after bans on affirmative action were enacted in some of these states. The findings suggest that statewide laws banning the consideration of race in postsecondary admissions pose serious obstacles for the medical profession to address the health care crisis facing the nation. Journal: The Journal of Higher Education Pages: 264-294 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777364 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777364 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:264-294 Template-Type: ReDIF-Article 1.0 Author-Name: Sayil Camacho Author-X-Name-First: Sayil Author-X-Name-Last: Camacho Author-Name: Robert A. Rhoads Author-X-Name-First: Robert A. Author-X-Name-Last: Rhoads Title: Breaking the Silence: The Unionization of Postdoctoral Workers at the University of California Abstract: This article examines the postdoctoral unionization movement at the University of California (UC) using case study methodology. More specifically, we examine postdoctoral union organizers involved in the United Automobile Workers of America (UAW) Local 5810, focusing on their efforts to unionize postdoctoral employees at the UC. The study is situated within the broader context of neoliberal influences and the corporatization of the contemporary U.S. research university. The case of the UC postdoc union movement is seen as particularly important given that approximately 1/10th of all U.S. university postdoctoral workers are employed at the UC and the quest to meet UC's postdoctoral research needs is increasingly global in nature. Accordingly, we rely on two primary sources of data: the collection and analysis of key documents and semistructured interviews with postdoctoral union organizers. The findings focus on three key issues: 1) conditions of workplace vulnerability; 2) challenges of organizing a postdoctoral union and negotiating a contract; and 3) outcomes of the unionization process. Journal: The Journal of Higher Education Pages: 295-325 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777365 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777365 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:295-325 Template-Type: ReDIF-Article 1.0 Author-Name: Carol Colbeck Author-X-Name-First: Carol Author-X-Name-Last: Colbeck Title: Do Babies Matter? Gender and Family in the Ivory Tower Journal: The Journal of Higher Education Pages: 326-329 Issue: 2 Volume: 86 Year: 2015 Month: 3 X-DOI: 10.1080/00221546.2015.11777366 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777366 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:326-329 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen L. DesJardins Author-X-Name-First: Stephen L. Author-X-Name-Last: DesJardins Author-Name: Dennis A. Ahlburg Author-X-Name-First: Dennis A. Author-X-Name-Last: Ahlburg Author-Name: Brian P. McCall Author-X-Name-First: Brian P. Author-X-Name-Last: McCall Title: An Integrated Model of Application, Admission, Enrollment, and Financial Aid Journal: The Journal of Higher Education Pages: 381-429 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778932 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778932 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:381-429 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell J. Chang Author-X-Name-First: Mitchell J. Author-X-Name-Last: Chang Author-Name: Nida Denson Author-X-Name-First: Nida Author-X-Name-Last: Denson Author-Name: Victor Sáenz Author-X-Name-First: Victor Author-X-Name-Last: Sáenz Author-Name: Kimberly Misa Author-X-Name-First: Kimberly Author-X-Name-Last: Misa Title: The Educational Benefits of Sustaining Cross-Racial Interaction among Undergraduates Journal: The Journal of Higher Education Pages: 430-455 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778933 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778933 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:430-455 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Author-Name: Matthew Hartley Author-X-Name-First: Matthew Author-X-Name-Last: Hartley Title: Mission Statements: A Thematic Analysis of Rhetoric across Institutional Type Journal: The Journal of Higher Education Pages: 456-471 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778934 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778934 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:456-471 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca A. London Author-X-Name-First: Rebecca A. Author-X-Name-Last: London Title: The Role of Postsecondary Education in Welfare Recipients' Paths to Self-Sufficiency Journal: The Journal of Higher Education Pages: 472-496 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778935 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778935 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:472-496 Template-Type: ReDIF-Article 1.0 Author-Name: Kimberly A. Goyette Author-X-Name-First: Kimberly A. Author-X-Name-Last: Goyette Author-Name: Ann L. Mullen Author-X-Name-First: Ann L. Author-X-Name-Last: Mullen Title: Who Studies the Arts and Sciences? Social Background and the Choice and Consequences of Undergraduate Field of Study Journal: The Journal of Higher Education Pages: 497-538 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778936 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778936 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:497-538 Template-Type: ReDIF-Article 1.0 Author-Name: George B. Vaughan Author-X-Name-First: George B. Author-X-Name-Last: Vaughan Title: Presidential Transition in Higher Education: Managing Leadership Change Journal: The Journal of Higher Education Pages: 539-544 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778937 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778937 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:539-544 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Beth Knight Author-X-Name-First: Mary Beth Author-X-Name-Last: Knight Title: Higher Education for the Public Good: Emerging Voices from a National Movement Journal: The Journal of Higher Education Pages: 544-547 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778938 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778938 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:544-547 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara Jacoby Author-X-Name-First: Barbara Author-X-Name-Last: Jacoby Title: Public Work and the Academy: An Academic Administrator's Guide to Civic Engagement and Service-Learning Journal: The Journal of Higher Education Pages: 548-550 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778939 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778939 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:548-550 Template-Type: ReDIF-Article 1.0 Author-Name: Nancy S. Shapiro Author-X-Name-First: Nancy S. Author-X-Name-Last: Shapiro Title: Learning Communities: Reforming Undergraduate Education Journal: The Journal of Higher Education Pages: 550-553 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778940 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778940 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:550-553 Template-Type: ReDIF-Article 1.0 Author-Name: Don Hossler Author-X-Name-First: Don Author-X-Name-Last: Hossler Title: Preparing for College: Nine Elements of Effective Outreach Journal: The Journal of Higher Education Pages: 553-557 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778941 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778941 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:553-557 Template-Type: ReDIF-Article 1.0 Author-Name: James H. Banning Author-X-Name-First: James H. Author-X-Name-Last: Banning Title: Promoting Reasonable Expectations: Aligning Student and Institutional Views of the College Experience Journal: The Journal of Higher Education Pages: 557-559 Issue: 3 Volume: 77 Year: 2006 Month: 5 X-DOI: 10.1080/00221546.2006.11778942 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778942 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:3:p:557-559 Template-Type: ReDIF-Article 1.0 Author-Name: Darnell Cole Author-X-Name-First: Darnell Author-X-Name-Last: Cole Title: Do Interracial Interactions Matter? An Examination of Student-Faculty Contact and Intellectual Self-Concept Journal: The Journal of Higher Education Pages: 249-281 Issue: 3 Volume: 78 Year: 2007 Month: 5 X-DOI: 10.1080/00221546.2007.11772316 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772316 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:3:p:249-281 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Neumann Author-X-Name-First: Anna Author-X-Name-Last: Neumann Author-Name: Aimee LaPointe Terosky Author-X-Name-First: Aimee LaPointe Author-X-Name-Last: Terosky Title: To Give and to Receive: Recently Tenured Professors' Experiences of Service in Major Research Universities Journal: The Journal of Higher Education Pages: 282-310 Issue: 3 Volume: 78 Year: 2007 Month: 5 X-DOI: 10.1080/00221546.2007.11772317 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772317 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:3:p:282-310 Template-Type: ReDIF-Article 1.0 Author-Name: Karen Seashore Louis Author-X-Name-First: Karen Seashore Author-X-Name-Last: Louis Author-Name: Janet M. Holdsworth Author-X-Name-First: Janet M. Author-X-Name-Last: Holdsworth Author-Name: Melissa S. Anderson Author-X-Name-First: Melissa S. Author-X-Name-Last: Anderson Author-Name: Eric G. Campbell Author-X-Name-First: Eric G. Author-X-Name-Last: Campbell Title: Becoming a Scientist: The Effects of Work-Group Size and Organizational Climate Journal: The Journal of Higher Education Pages: 311-336 Issue: 3 Volume: 78 Year: 2007 Month: 5 X-DOI: 10.1080/00221546.2007.11772318 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772318 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:3:p:311-336 Template-Type: ReDIF-Article 1.0 Author-Name: Christina M. Vogt Author-X-Name-First: Christina M. Author-X-Name-Last: Vogt Author-Name: Dennis Hocevar Author-X-Name-First: Dennis Author-X-Name-Last: Hocevar Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Title: A Social Cognitive Construct Validation: Determining Women's and Men's Success in Engineering Programs Journal: The Journal of Higher Education Pages: 337-364 Issue: 3 Volume: 78 Year: 2007 Month: 5 X-DOI: 10.1080/00221546.2007.11772319 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772319 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:3:p:337-364 Template-Type: ReDIF-Article 1.0 Author-Name: Cristina González Author-X-Name-First: Cristina Author-X-Name-Last: González Title: Earning My Degree: Memoirs of an American University President Journal: The Journal of Higher Education Pages: 365-368 Issue: 3 Volume: 78 Year: 2007 Month: 5 X-DOI: 10.1080/00221546.2007.11772320 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11772320 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:3:p:365-368 Template-Type: ReDIF-Article 1.0 Author-Name: Damani K. White-Lewis Author-X-Name-First: Damani K. Author-X-Name-Last: White-Lewis Title: The Facade of Fit in Faculty Search Processes Abstract: Various concerns regarding the vitality and racial/ethnic composition of the academic profession have prompted new study of faculty search committees and hiring paradigms, most notably examining the term “fit” in candidate appraisals. Yet no study utilizes a candidate evaluation framework to investigate whether or not faculty members truly assess for fit, or if these assessments stifle diversification processes, especially in light of pervasive institutional efforts to reform faculty hiring. This study uses a critical person-environment fit framework and multiple case study methods to investigate how faculty search committee members individually evaluate and collectively select prospective early-career faculty. Results indicate that fit, as system of assumptions, practices, and tactics designed to evaluate and select candidates based on organizational needs, was minimal in faculty searches. Instead, faculty relied heavily on idiosyncratic preferences to evaluate research, teaching, and service credentials, which also contained criterion that directly and indirectly averted diversity. Findings reveal how the review and selection of candidates is as much, if not more, about individual committee preferences than organizational demands or congruence. Journal: The Journal of Higher Education Pages: 833-857 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2020.1775058 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1775058 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:833-857 Template-Type: ReDIF-Article 1.0 Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Author-Name: Brendan Cantwell Author-X-Name-First: Brendan Author-X-Name-Last: Cantwell Author-Name: Kimberly Watts Author-X-Name-First: Kimberly Author-X-Name-Last: Watts Author-Name: Olivia Wood Author-X-Name-First: Olivia Author-X-Name-Last: Wood Title: Partisanship, White Racial Resentment, and State Support for Higher Education Abstract: Dominant explanations of state higher education policy tend to emphasize economic models that foreground the business cycle or political approaches that cast ideology as fairly fixed. We instead foreground changing social context to conceptualize state appropriations as predicted not only by these classic explanations, but also by the interplay of racial representation and political party control. Drawing on the racial backlash hypothesis and quantitative analyses, we show that party control of state government and racial representation in higher education jointly explain state appropriations. Unified Republican governments spent more than Democratic or divided governments when White students were overrepresented. Republicans spent less otherwise. These results suggest that partisan attitudes toward racial representation in higher education may shape state government support for colleges and universities. Journal: The Journal of Higher Education Pages: 858-887 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2019.1706016 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1706016 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:858-887 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth Bell Author-X-Name-First: Elizabeth Author-X-Name-Last: Bell Title: The Politics of Designing Tuition-Free College: How Socially Constructed Target Populations Influence Policy Support Abstract: As tuition-free college policies spread rapidly across the states, an increasingly important policy debate has emerged regarding the optimal policy design of tuition-free college. However, existing scholarly evidence has focused almost exclusively on student outcomes, leaving the political decision-making processes among the public and policymakers unexamined. In this article, I leverage a nationally representative survey experiment and policy design theory to explore the power of social constructions of target populations in shaping a cornerstone of politically feasible tuition-free college—public opinion. In line with theoretical expectations, the analysis reveals that including a minimum high school GPA requirement increased support for tuition-free college, while targeting benefits to low-income families reduced perceptions of fairness, relative to a universal policy design. The findings also reveal that the effect of policy design on public perceptions of tuition-free college is moderated by region and age. Together, these findings reveal how a nationally representative sample of the public view the key policy design debates on tuition-free college and demonstrate the importance of social constructions of target populations for the study of higher education policy processes. Journal: The Journal of Higher Education Pages: 888-926 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2019.1706015 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1706015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:888-926 Template-Type: ReDIF-Article 1.0 Author-Name: Whitney E. Wall Bortz Author-X-Name-First: Whitney E. Author-X-Name-Last: Wall Bortz Author-Name: David B. Knight Author-X-Name-First: David B. Author-X-Name-Last: Knight Author-Name: Chelsea H. Lyles Author-X-Name-First: Chelsea H. Author-X-Name-Last: Lyles Author-Name: Timothy Kinoshita Author-X-Name-First: Timothy Author-X-Name-Last: Kinoshita Author-Name: Nathan H. Choe Author-X-Name-First: Nathan H. Author-X-Name-Last: Choe Author-Name: Maya Denton Author-X-Name-First: Maya Author-X-Name-Last: Denton Author-Name: Maura Borrego Author-X-Name-First: Maura Author-X-Name-Last: Borrego Title: A Competitive System: Graduate Student Recruitment in STEM and Why Money May Not be the Answer Abstract: Doctoral student recruitment is a dynamic, complex, and under-researched phenomenon. There is steep competition between programs for recruiting students with large amounts of resources at stake, especially within the STEM fields, and programs do not operate in isolation within such environments. In this paper, we explore how graduate programs position themselves relative to other programs as they recruit STEM doctoral students. Drawing from 47 interviews with graduate program leaders, 49 interviews with graduate students, and 63 questionnaire responses from graduate program staff and administrators, this research analyzes common recruitment practices of STEM doctoral programs alongside student perspectives about their decision processes. We reveal how competitive forces may lead programs to adopt non-evidence-based recruitment strategies that may not align with either program leaders’ stated values or students’ priorities. Although program leaders expressed the importance of students prioritizing academic factors in their decisions, our data revealed that programs commonly utilize financial resources as their main recruitment mechanism in practice. By demonstrating this incongruence, our paper aims to illuminate a potential blind spot so programs might choose to change seemingly institutionalized processes that may be out of alignment with their own stated values and those of the students they are seeking to recruit. Journal: The Journal of Higher Education Pages: 927-952 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2019.1706017 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1706017 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:927-952 Template-Type: ReDIF-Article 1.0 Author-Name: Carmen M. McCallum Author-X-Name-First: Carmen M. Author-X-Name-Last: McCallum Title: Othermothering: Exploring African American Graduate Students’ Decision to Pursue the Doctorate Abstract: The faculty-student relationship is one of the most influential relationships in a college student’s life. This is especially true for African American students. However, African American students often have trouble forming quality relationships with faculty, especially at predominantly White institutions. This study sought to better understand the characteristics of faculty-student relationships that influence African American students’ decision to pursue doctoral study. Using Othermothering as a conceptual framework, 41 semi-structured interviews were conducted with PhD students who reached candidacy. Influential relationships had Othermothering characteristics. A total of four themes epitomize those characteristics: (1) caring, (2) keeping it real, (3) high expectations, and (4) identity connections. Journal: The Journal of Higher Education Pages: 953-976 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2020.1731262 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1731262 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:953-976 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Author-Name: Laura S. Dahl Author-X-Name-First: Laura S. Author-X-Name-Last: Dahl Title: Owning Faith: First-Year College-Going and the Development of Students’ Self-Authored Worldview Commitments Abstract: The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-year students’ capacities to script their own religious, spiritual, and worldview narratives through exposure to and thoughtful reflection on encounters with diverse others. We longitudinally administered a theoretically-derived and empirically-validated measure of interfaith learning and development to 7,194 first-year students enrolled in one of 122 institutions. In addition, we weighted data to reflect national demographic presentations for first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development gains were related to institutional interfaith commitments, including the provision of opportunities for students to participate in at least two formal interfaith co-curricular experiences during the first year in college. Journal: The Journal of Higher Education Pages: 977-1002 Issue: 6 Volume: 91 Year: 2020 Month: 09 X-DOI: 10.1080/00221546.2020.1732175 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1732175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:91:y:2020:i:6:p:977-1002 Template-Type: ReDIF-Article 1.0 Author-Name: Julie Park Author-X-Name-First: Julie Author-X-Name-Last: Park Author-Name: Nicholas Bowman Author-X-Name-First: Nicholas Author-X-Name-Last: Bowman Author-Name: Nida Denson Author-X-Name-First: Nida Author-X-Name-Last: Denson Author-Name: Kevin Eagan Author-X-Name-First: Kevin Author-X-Name-Last: Eagan Title: Race and Class beyond Enrollment: The Link between Socioeconomic Diversity and Cross-Racial Interaction Abstract: Colleges increasingly emphasize the importance of socioeconomic diversity, but little work examines the link between such diversity and outcomes important to the campus climate. Using a national dataset, we test the link between two measures of socioeconomic diversity and cross-racial interaction, an outcome paramount to triggering the benefits of diversity. Findings indicate that there was no direct effect associated with this form of socioeconomic diversity. However, cross-racial interaction was lowest at institutions with lower structural income diversity and lower structural racial diversity. Comparison of predictors between income groups also identify that middle and upper-income Black students have significantly higher rates of cross-racial interaction. Implications for policymakers and educators are discussed. Journal: The Journal of Higher Education Pages: 665-689 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2018.1547032 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1547032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:665-689 Template-Type: ReDIF-Article 1.0 Author-Name: Harvey S. Rosen Author-X-Name-First: Harvey S. Author-X-Name-Last: Rosen Author-Name: Alexander J. W. Sappington Author-X-Name-First: Alexander J. W. Author-X-Name-Last: Sappington Title: The Impact of Endowment Shocks on Payouts Abstract: Universities’ endowment management practices have come under scrutiny by politicians and commentators who note that universities are tax-exempt, and do not want taxpayers subsidizing institutions only to have them accumulate wealth without advancing the public good. Defenders of university endowment policies argue that, to the contrary, managers do not hoard endowment wealth for its own sake, but rather use endowments to smooth university spending over time. A critical question in this context is how the amounts that universities pay out from their endowments respond to shocks to the values of their endowments. Specifically, if universities reduce payouts in response to negative shocks more than they increase payouts in response to positive shocks, then their behavior is consistent with the notion that endowment managers care more about maintaining the value of their endowments than smoothing expenditures. We investigate this issue using panel data on the payout behavior of over 700 universities during the period 1987 to 2009, and find that payouts are affected symmetrically by positive and negative shocks. While we make no attempt to argue that current payout policies are optimal for universities or for society, our findings do indicate that fears that universities are abusing their tax-exempt status by hoarding their endowments may be misplaced. Journal: The Journal of Higher Education Pages: 690-716 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2019.1621115 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1621115 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:690-716 Template-Type: ReDIF-Article 1.0 Author-Name: Denisa Gándara Author-X-Name-First: Denisa Author-X-Name-Last: Gándara Author-Name: Erik C. Ness Author-X-Name-First: Erik C. Author-X-Name-Last: Ness Title: Ideological Think Tanks and the Politics of College Affordability in the States Abstract: Americans are increasingly divided in their views on higher education, often in alignment with their political affiliations. This study examines how perspectives on one of the most pressing issues in higher education, college affordability, differ across political ideologies. For our analysis, we exploit an original dataset of text appearing on conservative and progressive think tanks’ official websites. Using these text data, we examine how progressive and conservative think tanks frame the issue of college affordability and how their views are similar and distinct across these ideological coalitions. Our findings reveal differences across coalitions with respect to who is responsible for the lack of college affordability (e.g., governments or higher education institutions) and regarding some proposed policy solutions. The greatest areas of convergence are on stated reasons why college affordability is a problem (i.e., the economic imperative) and on two proposed solutions: increasing financial aid and promoting community college enrollment. In light of emerging evidence of contrasting views on higher education across the ideological spectrum, this study illuminates not only differences but also areas of convergence on the issue of college affordability across coalitions. Thus, findings suggest possible avenues for ideologically neutral approaches to addressing the lack of college affordability. Journal: The Journal of Higher Education Pages: 717-743 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2019.1574696 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1574696 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:717-743 Template-Type: ReDIF-Article 1.0 Author-Name: KerryAnn O’Meara Author-X-Name-First: KerryAnn Author-X-Name-Last: O’Meara Author-Name: Courtney Jo Lennartz Author-X-Name-First: Courtney Jo Author-X-Name-Last: Lennartz Author-Name: Alexandra Kuvaeva Author-X-Name-First: Alexandra Author-X-Name-Last: Kuvaeva Author-Name: Audrey Jaeger Author-X-Name-First: Audrey Author-X-Name-Last: Jaeger Author-Name: Joya Misra Author-X-Name-First: Joya Author-X-Name-Last: Misra Title: Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity Abstract: For decades, national surveys have shown faculty report high levels of dissatisfaction with the distribution of labor in their departments, especially women and underrepresented minority faculty. Research suggests this dissatisfaction is warranted, as these groups are often engaged in more service, mentoring, and institutional housekeeping than their peers. Despite the ample work revealing workload inequities and their consequences, few studies have examined the backdrop of conditions and practices within which workload is perceived as more or less fair, especially within departments. Drawing on survey data from 30 academic departments in Maryland, North Carolina, and Massachusetts, we empirically test three propositions about the conditions under which faculty experience their department workloads as equitable. We found departments where faculty reported equitable work conditions and practices (e.g., transparency, clarity, rotations of time-intensive roles) were significantly more likely than departments where faculty did not report these conditions and practices to report satisfaction with workload distribution, and satisfaction with teaching and service activities. Department work practices and conditions had a small or insignificant effect on faculty intent to leave. Interestingly, faculty confidence in the ability to enact these practices and conditions, which we termed action readiness, was not predictive of faculty satisfaction with workload distribution or teaching and service activities. We outline implications for academic leaders seeking to make academic workloads more transparent and equitable, and for future research. Journal: The Journal of Higher Education Pages: 744-772 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2019.1584025 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1584025 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:744-772 Template-Type: ReDIF-Article 1.0 Author-Name: Shufeng Ma Author-X-Name-First: Shufeng Author-X-Name-Last: Ma Author-Name: Geoffrey L. Herman Author-X-Name-First: Geoffrey L. Author-X-Name-Last: Herman Author-Name: Matthew West Author-X-Name-First: Matthew Author-X-Name-Last: West Author-Name: Jonathan Tomkin Author-X-Name-First: Jonathan Author-X-Name-Last: Tomkin Author-Name: Jose Mestre Author-X-Name-First: Jose Author-X-Name-Last: Mestre Title: Studying STEM Faculty Communities of Practice through Social Network Analysis Abstract: Stakeholders are increasingly calling for improving instruction in STEM by building environments that enable faculty to sustainably change their teaching practices. This study reports one institutional change effort that effectively facilitated faculty’s adoption of evidence-based instructional practices (EBIP), which is to organize faculty into teaching-focused communities of practice (CoPs). We examined the social interactions of faculty within CoPs and investigated whether faculty in CoPs that were actively adopting EBIP (adopting CoPs) had more frequent conversations and collaborations around teaching with their colleagues than faculty in CoPs that did not adopt EBIP (non-adopting CoPs). A sociometric survey was administered to document 89 faculty members’ social interactions within 22 CoPs. The social networks of the CoPs were compared using the social network measures of density, connectedness, centrality, breadth, and reciprocity. We found that adopting CoPs had higher density and connectedness than non-adopting CoPs while being less centralized. This result suggests that adopting CoPs used distributed leadership and included all members in communications regarding teaching, while non-adopting CoPs heavily relied on a lone hero to implement change, frequently excluding other members. These findings suggest that organizing faculty into CoPs that support regular interaction on teaching-related activities may be an effective strategy for improving STEM instruction. Journal: The Journal of Higher Education Pages: 773-799 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2018.1557100 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1557100 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:773-799 Template-Type: ReDIF-Article 1.0 Author-Name: Brent J. Evans Author-X-Name-First: Brent J. Author-X-Name-Last: Evans Author-Name: Angela Boatman Author-X-Name-First: Angela Author-X-Name-Last: Boatman Title: Understanding How Information Affects Loan Aversion: A Randomized Control Trial of Providing Federal Loan Information to High School Seniors Abstract: Although the literature offers evidence of students’ aversion to borrowing for postsecondary education, it offers no insight into whether such attitudes are mutable. Through a blocked, cluster-randomized controlled trial in six diverse high schools in Louisville, Kentucky, we test whether providing student loan and repayment information affects the borrowing attitudes and perceptions of high school seniors. The information treatment involves watching a short video during class that explains federal student loans and the advantages of income-based repayment, compared with control students receiving general information about reading financial aid award letters. Students’ attitudes toward loans are then captured on a survey. Results indicate that information about loans reduces loan aversion, both on our general measure of borrowing attitudes and on our specific measure of borrowing for education—the latter by 5 percentage points, corresponding to a 30% reduction relative to control baseline. We also consider two plausible mechanisms of the treatment effect and provide evidence to suggest that the information intervention improves college enrollment. These results indicate that providing information on income-based repayment options to high school students before they make the college enrollment decision could improve college access to populations who are averse to borrowing. Journal: The Journal of Higher Education Pages: 800-832 Issue: 5 Volume: 90 Year: 2019 Month: 9 X-DOI: 10.1080/00221546.2019.1574542 File-URL: http://hdl.handle.net/10.1080/00221546.2019.1574542 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:90:y:2019:i:5:p:800-832 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Consulting Editors Journal: The Journal of Higher Education Pages: i-iv Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780812 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780812 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:i-iv Template-Type: ReDIF-Article 1.0 Author-Name: Robert Birnbaum Author-X-Name-First: Robert Author-X-Name-Last: Birnbaum Title: The Life Cycle of Academic Management Fads Journal: The Journal of Higher Education Pages: 1-16 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780813 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780813 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:1-16 Template-Type: ReDIF-Article 1.0 Author-Name: John A. Centra Author-X-Name-First: John A. Author-X-Name-Last: Centra Author-Name: Noreen B. Gaubatz Author-X-Name-First: Noreen B. Author-X-Name-Last: Gaubatz Title: Is There Gender Bias in Student Evaluations of Teaching? Journal: The Journal of Higher Education Pages: 17-33 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780814 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780814 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:17-33 Template-Type: ReDIF-Article 1.0 Author-Name: Linda K. Johnsrud Author-X-Name-First: Linda K. Author-X-Name-Last: Johnsrud Author-Name: Ronald H. Heck Author-X-Name-First: Ronald H. Author-X-Name-Last: Heck Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Title: Morale Matters Journal: The Journal of Higher Education Pages: 34-59 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780815 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780815 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:34-59 Template-Type: ReDIF-Article 1.0 Author-Name: Carol L. Colbeck Author-X-Name-First: Carol L. Author-X-Name-Last: Colbeck Author-Name: Susan E. Campbell Author-X-Name-First: Susan E. Author-X-Name-Last: Campbell Author-Name: Stefani A. Bjorklund Author-X-Name-First: Stefani A. Author-X-Name-Last: Bjorklund Title: Grouping in the Dark Journal: The Journal of Higher Education Pages: 60-83 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780816 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780816 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:60-83 Template-Type: ReDIF-Article 1.0 Author-Name: Howard R. Pollio Author-X-Name-First: Howard R. Author-X-Name-Last: Pollio Author-Name: Hall P. Beck Author-X-Name-First: Hall P. Author-X-Name-Last: Beck Title: When the Tail Wags the Dog Journal: The Journal of Higher Education Pages: 84-102 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780817 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780817 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:84-102 Template-Type: ReDIF-Article 1.0 Author-Name: Shelley M. Park Author-X-Name-First: Shelley M. Author-X-Name-Last: Park Title: Universitas: The Social Restructuring of American Undergraduate Education Journal: The Journal of Higher Education Pages: 103-106 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780818 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780818 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:103-106 Template-Type: ReDIF-Article 1.0 Author-Name: Roger G. Baldwin Author-X-Name-First: Roger G. Author-X-Name-Last: Baldwin Title: Scaling the Ivory Tower: Merit & Its Limits in Academic Careers Journal: The Journal of Higher Education Pages: 106-108 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780819 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780819 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:106-108 Template-Type: ReDIF-Article 1.0 Author-Name: Susan J. Scollay Author-X-Name-First: Susan J. Author-X-Name-Last: Scollay Title: Confronting Sexual Harassment: What Schools and Colleges Can Do Journal: The Journal of Higher Education Pages: 108-112 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780820 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780820 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:108-112 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: The Political University: Policy, Politics, and Presidential Leadership in the American Research University Journal: The Journal of Higher Education Pages: 112-114 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780821 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780821 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:112-114 Template-Type: ReDIF-Article 1.0 Author-Name: Jonathan D. Fife Author-X-Name-First: Jonathan D. Author-X-Name-Last: Fife Title: What Business Wants from Higher Education Journal: The Journal of Higher Education Pages: 114-116 Issue: 1 Volume: 71 Year: 2000 Month: 1 X-DOI: 10.1080/00221546.2000.11780822 File-URL: http://hdl.handle.net/10.1080/00221546.2000.11780822 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:71:y:2000:i:1:p:114-116 Template-Type: ReDIF-Article 1.0 Author-Name: Joy Gaston Gayles Author-X-Name-First: Joy Gaston Author-X-Name-Last: Gayles Author-Name: Frim Ampaw Author-X-Name-First: Frim Author-X-Name-Last: Ampaw Title: The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter? Abstract: Degree attainment at the undergraduate level for women in science, technology, engineering, and mathematics (STEM) continues to be an issue of national concern, particularly when trying to explain disparaging gender differences in persistence. Thus, the purpose of this study was to examine factors that influence degree attainment for students in STEM majors at four-year colleges and universities. We were particularly interested in differential effects across gender and educational experiences, such as interacting with faculty and social involvement with peers, on degree attainment. Results support that the effects of the college experience on degree attainment in STEM are conditional on gender. Recommendations for policy and practice are offered. Journal: The Journal of Higher Education Pages: 439-468 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777336 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777336 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:439-468 Template-Type: ReDIF-Article 1.0 Author-Name: Luciana Dar Author-X-Name-First: Luciana Author-X-Name-Last: Dar Author-Name: Dong-Wook Lee Author-X-Name-First: Dong-Wook Author-X-Name-Last: Lee Title: Partisanship, Political Polarization, and State Higher Education Budget Outcomes Abstract: In this article, we explore how partisanship affects state higher education policy priorities and expenditures. We assume that party coalitions are heterogeneous and policy preferences/priorities differ via mediating factors. We find that Democratic Party strength positively affects state funding for higher education but that the effect diminishes as political polarization or unemployment increases. Journal: The Journal of Higher Education Pages: 469-498 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777337 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777337 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:469-498 Template-Type: ReDIF-Article 1.0 Author-Name: Kem Saichaie Author-X-Name-First: Kem Author-X-Name-Last: Saichaie Author-Name: Christopher C. Morphew Author-X-Name-First: Christopher C. Author-X-Name-Last: Morphew Title: What College and University Websites Reveal about the Purposes of Higher Education Abstract: College and university websites play an important role in the college search process. This study examines the textual and visual elements on the websites of 12 colleges and universities. Findings suggest that websites communicate a message consistent with private purposes of education and inconsistent with those linked to public purposes. Journal: The Journal of Higher Education Pages: 499-530 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777338 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777338 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:499-530 Template-Type: ReDIF-Article 1.0 Author-Name: Tricia A. Seifert Author-X-Name-First: Tricia A. Author-X-Name-Last: Seifert Author-Name: Benjamin Gillig Author-X-Name-First: Benjamin Author-X-Name-Last: Gillig Author-Name: Jana M. Hanson Author-X-Name-First: Jana M. Author-X-Name-Last: Hanson Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Charles F. Blaich Author-X-Name-First: Charles F. Author-X-Name-Last: Blaich Title: The Conditional Nature of High Impact/Good Practices on Student Learning Outcomes Abstract: Using a multi-institutional sample of undergraduate students, this study found that the relationships between engaging in high impact/good practices and liberal arts outcomes differ based on students' precollege and background characteristics. Findings suggest that high impact/good practices are not a panacea and require a greater degree of critical evaluation by higher education scholars. Journal: The Journal of Higher Education Pages: 531-564 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777339 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777339 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:531-564 Template-Type: ReDIF-Article 1.0 Author-Name: Rong Chen Author-X-Name-First: Rong Author-X-Name-Last: Chen Author-Name: Mark Wiederspan Author-X-Name-First: Mark Author-X-Name-Last: Wiederspan Title: Understanding the Determinants of Debt Burden among College Graduates Abstract: This article examines debt burden among college graduates and contributes to previous research by incorporating institutional and state characteristics. Utilizing a combination of national datasets and zero-one inflated beta regression, we find several major themes. First, family income and college experiences are strongly associated with the probability of zero debt burden as well as the level of debt burden. Second, graduates from private institutions have a higher level of debt burden than graduates from a public institution. Lastly, state funding of merit-based aid programs play a role in reducing students' debt burden, but the effect disappears when accounting for the “Georgia effect.” Conclusions and suggestions are made about the roles institutions and government can play in reducing debt burden among college graduates. Journal: The Journal of Higher Education Pages: 565-598 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777340 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777340 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:565-598 Template-Type: ReDIF-Article 1.0 Author-Name: Rita Bornstein Author-X-Name-First: Rita Author-X-Name-Last: Bornstein Title: Presidencies Derailed: Why University Leaders Fail and How to Prevent it Journal: The Journal of Higher Education Pages: 599-602 Issue: 4 Volume: 85 Year: 2014 Month: 7 X-DOI: 10.1080/00221546.2014.11777341 File-URL: http://hdl.handle.net/10.1080/00221546.2014.11777341 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:85:y:2014:i:4:p:599-602 Template-Type: ReDIF-Article 1.0 Author-Name: Michael K. McLendon Author-X-Name-First: Michael K. Author-X-Name-Last: McLendon Title: Setting the Governmental Agenda for State Decentralization of Higher Education Journal: The Journal of Higher Education Pages: 479-515 Issue: 5 Volume: 74 Year: 2003 Month: 9 X-DOI: 10.1080/00221546.2003.11778887 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11778887 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:5:p:479-515 Template-Type: ReDIF-Article 1.0 Author-Name: Susan R. Jones Author-X-Name-First: Susan R. Author-X-Name-Last: Jones Author-Name: Kathleen E. Hill Author-X-Name-First: Kathleen E. Author-X-Name-Last: Hill Title: Understanding Patterns of Commitment Journal: The Journal of Higher Education Pages: 516-539 Issue: 5 Volume: 74 Year: 2003 Month: 9 X-DOI: 10.1080/00221546.2003.11778888 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11778888 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:5:p:516-539 Template-Type: ReDIF-Article 1.0 Author-Name: William D. Mangold Author-X-Name-First: William D. Author-X-Name-Last: Mangold Author-Name: Luann Bean Author-X-Name-First: Luann Author-X-Name-Last: Bean Author-Name: Douglas Adams Author-X-Name-First: Douglas Author-X-Name-Last: Adams Title: The Impact of Intercollegiate Athletics on Graduation Rates among Major NCAA Division I Universities Journal: The Journal of Higher Education Pages: 540-562 Issue: 5 Volume: 74 Year: 2003 Month: 9 X-DOI: 10.1080/00221546.2003.11778889 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11778889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:5:p:540-562 Template-Type: ReDIF-Article 1.0 Author-Name: Ana M. Martínez Alemán Author-X-Name-First: Ana M. Martínez Author-X-Name-Last: Alemán Author-Name: Katya Salkever Author-X-Name-First: Katya Author-X-Name-Last: Salkever Title: Mission, Multiculturalism, and the Liberal Arts College: A Qualitative Investigation Journal: The Journal of Higher Education Pages: 563-596 Issue: 5 Volume: 74 Year: 2003 Month: 9 X-DOI: 10.1080/00221546.2003.11778890 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11778890 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:5:p:563-596 Template-Type: ReDIF-Article 1.0 Author-Name: Susan B. Twombly Author-X-Name-First: Susan B. Author-X-Name-Last: Twombly Title: Academic Pathfinders: Knowledge Creation and Feminist Scholarship Journal: The Journal of Higher Education Pages: 597-599 Issue: 5 Volume: 74 Year: 2003 Month: 9 X-DOI: 10.1080/00221546.2003.11778891 File-URL: http://hdl.handle.net/10.1080/00221546.2003.11778891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:74:y:2003:i:5:p:597-599 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca D. Cox Author-X-Name-First: Rebecca D. Author-X-Name-Last: Cox Title: Complicating Conditions: Obstacles and Interruptions to Low-Income Students' College “Choices” Abstract: Although a major focus of current research and policymaking efforts involves understanding and minimizing the barriers to postsecondary access, conventional reform strategies do not appear to be effecting substantial change in the college-going opportunities for students from low-income and underrepresented racial/ethnic groups. This article presents the results of a qualitative, longitudinal study of the high school-to-college transition for a sample of 16 low-income, Black and Latino students at two inner-city high schools in the Northeastern United States. Drawing on interviews with students over a three-year period—from their junior year of high school through one year after high school graduation—this analysis highlights the interruptions to students' postsecondary plans. In this sample, students' actual postsecondary paths, which included delayed college enrollment and two-year college matriculation, diverged substantially from the initial plans participants developed during high school. Ultimately, the findings illustrate how these students' life circumstances engender decisions that preclude the kinds of choices assumed in the college choice model. Journal: The Journal of Higher Education Pages: 1-26 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777392 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777392 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:1-26 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ochs Rosinger Author-X-Name-First: Kelly Ochs Author-X-Name-Last: Rosinger Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Author-Name: Lindsay Coco Author-X-Name-First: Lindsay Author-X-Name-Last: Coco Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Title: Organizational Segmentation and the Prestige Economy: Deprofessionalization in High- and Low-Resource Departments Abstract: Research often considers vertical stratification between U.S. higher education institutions. Yet differences also exist within higher education institutions, which we term “organizational segmentation.” We understand organizational segmentation as a consequence of the external “prestige economy,” which favors research revenues from high-resource science and engineering fields relative to instructional revenues collected by low-resource humanities departments. We use qualitative data from 83 interviews with faculty in high- and low-resource departments to examine how organizational segmentation, academic work, and professionalization are shaped by external and internal resource pressures. We find that deprofessionalization has occurred in different ways for faculty in high- and low-resource academic units. Faculty in high-resource units, like Brint's (1994) “expert”professionals, depend on external research resources and shape their careers accordingly, whereas faculty in low-resource units rely upon teaching revenues distributed by campus administrators. Journal: The Journal of Higher Education Pages: 27-54 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777393 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777393 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:27-54 Template-Type: ReDIF-Article 1.0 Author-Name: Anne-Marie Núñez Author-X-Name-First: Anne-Marie Author-X-Name-Last: Núñez Author-Name: Gloria Crisp Author-X-Name-First: Gloria Author-X-Name-Last: Crisp Author-Name: Diane Elizondo Author-X-Name-First: Diane Author-X-Name-Last: Elizondo Title: Mapping Hispanic-Serving Institutions: A Typology of Institutional Diversity Abstract: Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on their unique institutional qualities, we constructed a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among HSIs. Using cluster analysis to examine a population of U.S. mainland and Puerto Rican 2-year and 4-year HSIs in the Integrated Postsecondary Education Data System (IPEDS), we identified six types of HSIs. This typology helps to place HSIs within the broader landscape of U.S. higher education institutions, provides a foundation for understanding institutional diversity among HSIs, and offers insights about classifying other MSIs and broad access institutions. In an era of increasing accountability, it also provides a tool to identify peer institutions for HSIs, to inform decisions about the extent to which practices at certain HSIs might be applicable to other institutions, and to compare the performance across institutions in more contextually appropriate ways. Journal: The Journal of Higher Education Pages: 55-83 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777394 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777394 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:55-83 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew M. Chingos Author-X-Name-First: Matthew M. Author-X-Name-Last: Chingos Title: Instructional Quality and Student Learning in Higher Education: Evidence from Developmental Algebra Courses Abstract: Little is known about the importance of instructional quality in American higher education because few recent studies have had access to direct measures of student learning that are comparable across sections of the same course. Using data from two developmental algebra courses at a large community college, I found that student learning varies systematically across instructors and was correlated with observed instructor characteristics including education, full-time status, and experience. Instructors appeared to have effects on student learning beyond their impact on course completion rates. A variety of robustness checks suggested that these results do not appear to be driven by nonrandom matching of students and instructors based on unobserved characteristics or censoring of the dependent variable due to students who dropped the course before the final exam. Journal: The Journal of Higher Education Pages: 84-114 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777395 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777395 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:84-114 Template-Type: ReDIF-Article 1.0 Author-Name: Liang Zhang Author-X-Name-First: Liang Author-X-Name-Last: Zhang Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Author-Name: Liang Sun Author-X-Name-First: Liang Author-X-Name-Last: Sun Author-Name: Shi Pu Author-X-Name-First: Shi Author-X-Name-Last: Pu Title: The Effect of Florida's Bright Futures Program on College Choice: A Regression Discontinuity Approach Abstract: This study evaluates the effect of Florida's Bright Future Program on student college choices. We used regression discontinuity design to estimate the effect of two award levels, which had different SAT/ACT thresholds, on the probability of students choosing in-state public colleges and four-year public colleges. The most consistent and robustfinding was the positive, significant increases in the probability of attending Florida's public colleges and in the probability of choosing four-year public colleges for those students who barely met the program eligibility criteria when compared with those who barely missed those criteria. That is, the evidence presented in this analysis points to the fact that the Bright Future programs significantly altered students' college choices, both in terms of attending in-state public colleges and four-year public colleges. Although this finding held at different award levels and for students who took the SAT and/or ACT tests, the magnitude of the program effect varied along these factors. Journal: The Journal of Higher Education Pages: 115-146 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777396 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777396 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:115-146 Template-Type: ReDIF-Article 1.0 Author-Name: Ana M. Martínez-Alemán Author-X-Name-First: Ana M. Author-X-Name-Last: Martínez-Alemán Title: Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education Journal: The Journal of Higher Education Pages: 147-149 Issue: 1 Volume: 87 Year: 2016 Month: 1 X-DOI: 10.1080/00221546.2016.11777397 File-URL: http://hdl.handle.net/10.1080/00221546.2016.11777397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:87:y:2016:i:1:p:147-149 Template-Type: ReDIF-Article 1.0 Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Title: Scholarship Awards, Student Engagement, and Leadership Capacity of High-Achieving Low-Income Students of Color Journal: The Journal of Higher Education Pages: 511-534 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777216 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777216 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:511-534 Template-Type: ReDIF-Article 1.0 Author-Name: Emory Morrison Author-X-Name-First: Emory Author-X-Name-Last: Morrison Author-Name: Elizabeth Rudd Author-X-Name-First: Elizabeth Author-X-Name-Last: Rudd Author-Name: William Zumeta Author-X-Name-First: William Author-X-Name-Last: Zumeta Author-Name: Maresi Nerad Author-X-Name-First: Maresi Author-X-Name-Last: Nerad Title: What Matters for Excellence in PhD Programs? Latent Constructs of Doctoral Program Quality Used by Early Career Social Scientists Journal: The Journal of Higher Education Pages: 535-563 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777217 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777217 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:535-563 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell J. Chang Author-X-Name-First: Mitchell J. Author-X-Name-Last: Chang Author-Name: M. Kevin Eagan Author-X-Name-First: M. Kevin Author-X-Name-Last: Eagan Author-Name: Monica H. Lin Author-X-Name-First: Monica H. Author-X-Name-Last: Lin Author-Name: Sylvia Hurtado Author-X-Name-First: Sylvia Author-X-Name-Last: Hurtado Title: Considering the Impact of Racial Stigmas and Science Identity: Persistence among Biomedical and Behavioral Science Aspirants Journal: The Journal of Higher Education Pages: 564-596 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777218 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777218 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:564-596 Template-Type: ReDIF-Article 1.0 Author-Name: Scott C. Seider Author-X-Name-First: Scott C. Author-X-Name-Last: Seider Author-Name: Samantha A. Rabinowicz Author-X-Name-First: Samantha A. Author-X-Name-Last: Rabinowicz Author-Name: Susan C. Gillmor Author-X-Name-First: Susan C. Author-X-Name-Last: Gillmor Title: The Impact of Philosophy and Theology Service-Learning Experiences upon the Public Service Motivation of Participating College Students Journal: The Journal of Higher Education Pages: 597-628 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777219 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777219 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:597-628 Template-Type: ReDIF-Article 1.0 Author-Name: Rong Chen Author-X-Name-First: Rong Author-X-Name-Last: Chen Author-Name: Edward P. St. John Author-X-Name-First: Edward P. St. Author-X-Name-Last: John Title: State Financial Policies and College Student Persistence: A National Study Journal: The Journal of Higher Education Pages: 629-660 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777220 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777220 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:629-660 Template-Type: ReDIF-Article 1.0 Author-Name: Stephen L. Mangum Author-X-Name-First: Stephen L. Author-X-Name-Last: Mangum Author-Name: Karen H. Wruck Author-X-Name-First: Karen H. Author-X-Name-Last: Wruck Title: Rethinking the MBA: Business Education at a Crossroads Journal: The Journal of Higher Education Pages: 661-664 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777221 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777221 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:661-664 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Suspitsyna Author-X-Name-First: Tatiana Author-X-Name-Last: Suspitsyna Title: American Higher Education, Leadership, and Policy: Critical Issues and the Public Good Journal: The Journal of Higher Education Pages: 664-665 Issue: 5 Volume: 82 Year: 2011 Month: 9 X-DOI: 10.1080/00221546.2011.11777222 File-URL: http://hdl.handle.net/10.1080/00221546.2011.11777222 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:82:y:2011:i:5:p:664-665 Template-Type: ReDIF-Article 1.0 Author-Name: Adrianna Kezar Author-X-Name-First: Adrianna Author-X-Name-Last: Kezar Author-Name: Peter D. Eckel Author-X-Name-First: Peter D. Author-X-Name-Last: Eckel Title: The Effect of Institutional Culture on Change Strategies in Higher Education Journal: The Journal of Higher Education Pages: 435-460 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777159 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777159 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:435-460 Template-Type: ReDIF-Article 1.0 Author-Name: John G. Bruhn Author-X-Name-First: John G. Author-X-Name-Last: Bruhn Author-Name: Gary Zajac Author-X-Name-First: Gary Author-X-Name-Last: Zajac Author-Name: Ali A. Al-Kazemi Author-X-Name-First: Ali A. Author-X-Name-Last: Al-Kazemi Author-Name: Loren D. Prescott Author-X-Name-First: Loren D. Author-X-Name-Last: Prescott Title: Moral Positions and Academic Conduct Journal: The Journal of Higher Education Pages: 461-493 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777160 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777160 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:461-493 Template-Type: ReDIF-Article 1.0 Author-Name: Lowell L. Hargens Author-X-Name-First: Lowell L. Author-X-Name-Last: Hargens Author-Name: J. Scott Long Author-X-Name-First: J. Scott Author-X-Name-Last: Long Title: Demographic Inertia and Women's Representation among Faculty in Higher Education Journal: The Journal of Higher Education Pages: 494-517 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777161 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777161 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:494-517 Template-Type: ReDIF-Article 1.0 Author-Name: Linda K. Johnsrud Author-X-Name-First: Linda K. Author-X-Name-Last: Johnsrud Author-Name: Vicki J. Rosser Author-X-Name-First: Vicki J. Author-X-Name-Last: Rosser Title: Faculty Members' Morale and Their Intention to Leave Journal: The Journal of Higher Education Pages: 518-542 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777162 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777162 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:518-542 Template-Type: ReDIF-Article 1.0 Author-Name: Peter M. Magolda Author-X-Name-First: Peter M. Author-X-Name-Last: Magolda Title: Rituals, Ceremonies, and Cultural Meaning in Higher Education Journal: The Journal of Higher Education Pages: 543-545 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777163 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777163 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:543-545 Template-Type: ReDIF-Article 1.0 Author-Name: Barbara J. Millis Author-X-Name-First: Barbara J. Author-X-Name-Last: Millis Title: Making the Most of College: Students Speak Their Minds Journal: The Journal of Higher Education Pages: 545-547 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777164 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777164 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:545-547 Template-Type: ReDIF-Article 1.0 Author-Name: Edward Flanagan Author-X-Name-First: Edward Author-X-Name-Last: Flanagan Title: Higher Ed, Inc.: The Rise of the For-Profit University Journal: The Journal of Higher Education Pages: 547-550 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777165 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777165 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:547-550 Template-Type: ReDIF-Article 1.0 Author-Name: Youlanda M Gibbons Author-X-Name-First: Youlanda M Author-X-Name-Last: Gibbons Title: What Business Wants from Higher Education Journal: The Journal of Higher Education Pages: 550-551 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777166 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777166 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:550-551 Template-Type: ReDIF-Article 1.0 Author-Name: Juan C. Gonzalez Author-X-Name-First: Juan C. Author-X-Name-Last: Gonzalez Title: Assessment Practice in Student Affairs: An Applications Manual Journal: The Journal of Higher Education Pages: 552-554 Issue: 4 Volume: 73 Year: 2002 Month: 7 X-DOI: 10.1080/00221546.2002.11777167 File-URL: http://hdl.handle.net/10.1080/00221546.2002.11777167 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:73:y:2002:i:4:p:552-554 Template-Type: ReDIF-Article 1.0 Author-Name: Holly E. Tatum Author-X-Name-First: Holly E. Author-X-Name-Last: Tatum Author-Name: Beth M. Schwartz Author-X-Name-First: Beth M. Author-X-Name-Last: Schwartz Author-Name: Peggy A. Schimmoeller Author-X-Name-First: Peggy A. Author-X-Name-Last: Schimmoeller Author-Name: Nicole Perry Author-X-Name-First: Nicole Author-X-Name-Last: Perry Title: Classroom Participation and Student-Faculty Interactions: Does Gender Matter? Abstract: We conducted an observational study to examine the effect of student and professor gender on college classroom participation and faculty-student interactions. A main effect for professor gender emerged, with more voluntary responses in female-taught classes. As the percentage of males present increased, overall voluntary responses and professor praise decreased. Journal: The Journal of Higher Education Pages: 745-768 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777309 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777309 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:745-768 Template-Type: ReDIF-Article 1.0 Author-Name: Christine A. Victorino Author-X-Name-First: Christine A. Author-X-Name-Last: Victorino Author-Name: Karen Nylund-Gibson Author-X-Name-First: Karen Author-X-Name-Last: Nylund-Gibson Author-Name: Sharon Conley Author-X-Name-First: Sharon Author-X-Name-Last: Conley Title: Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities Abstract: This article reports on a study that investigated the relationship between three dimensions of campus racial climate and faculty satisfaction with a large, nationally representative faculty sample (N = 29,169), using a multilevel structural equation model. Results indicate that campus racial climate has a large and highly significant effect upon faculty satisfaction at the individual level. Journal: The Journal of Higher Education Pages: 769-805 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777310 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777310 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:769-805 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas W. Hillman Author-X-Name-First: Nicholas W. Author-X-Name-Last: Hillman Title: Economic Diversity in Elite Higher Education: Do No-Loan Programs Impact Pell Enrollments? Abstract: Several wealthy colleges and universities have recently begun removing all loans from low-income students' financial aid packages. This article reports on a study that found that the introduction of “no-loan” policies has positively impacted low-income enrollments, suggesting that this aid strategy may be an effective, though limited, way of increasing economic diversity on campus. Journal: The Journal of Higher Education Pages: 806-833 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777311 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777311 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:806-833 Template-Type: ReDIF-Article 1.0 Author-Name: Chad N. Loes Author-X-Name-First: Chad N. Author-X-Name-Last: Loes Author-Name: Mark H. Salisbury Author-X-Name-First: Mark H. Author-X-Name-Last: Salisbury Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Title: Diversity Experiences and Attitudes toward Literacy: Is There a Link? Abstract: This article reports on a study that explored whether diversity experiences influence students' attitudes toward literary activities during the first year of college. Interactional diversity and attending a diversity workshop had a positive net influence on the outcome measure. Exposure to curricular diversity, however, had only a chance effect on the dependent variable. Journal: The Journal of Higher Education Pages: 834-865 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777312 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777312 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:834-865 Template-Type: ReDIF-Article 1.0 Author-Name: James P. Barber Author-X-Name-First: James P. Author-X-Name-Last: Barber Author-Name: Patricia M. King Author-X-Name-First: Patricia M. Author-X-Name-Last: King Author-Name: Marcia B. Baxter Magolda Author-X-Name-First: Marcia B. Author-X-Name-Last: Baxter Magolda Title: Long Strides on the Journey toward Self-Authorship: Substantial Developmental Shifts in College Students' Meaning Making Abstract: This article reports on a study that examined the subset of qualitative cases in the Wabash National Study of Liberal Arts Education where students experienced substantial self-authorship shifts over the first three college years (N = 30 students, 90 narratives). Engagement in experiences and roles demanding more sophisticated, internal meaning making promoted substantial developmental shifts. Journal: The Journal of Higher Education Pages: 866-896 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777313 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777313 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:866-896 Template-Type: ReDIF-Article 1.0 Author-Name: Frances K. Stage Author-X-Name-First: Frances K. Author-X-Name-Last: Stage Author-Name: Phyllis H. Schulz Author-X-Name-First: Phyllis H. Author-X-Name-Last: Schulz Title: STEM the Tide: Reforming Science, Technology, Engineering, and Math Education in America Journal: The Journal of Higher Education Pages: 897-899 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777314 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777314 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:897-899 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Neumann Author-X-Name-First: Anna Author-X-Name-Last: Neumann Title: Back to School: Why Everyone Deserves a Second Chance at Education, an Argument for Democratizing Knowledge in America Journal: The Journal of Higher Education Pages: 899-901 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777315 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777315 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:899-901 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 902-910 Issue: 6 Volume: 84 Year: 2013 Month: 11 X-DOI: 10.1080/00221546.2013.11777316 File-URL: http://hdl.handle.net/10.1080/00221546.2013.11777316 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:84:y:2013:i:6:p:902-910 Template-Type: ReDIF-Article 1.0 Author-Name: Felecia Commodore Author-X-Name-First: Felecia Author-X-Name-Last: Commodore Title: The Tie That Binds: Trusteeship, Values, and the Decision-Making Process at AME-Affiliated HBCUs Abstract: This study aimed to discover how trust is established during the decision-making processes of boards of trustees at private historically Black colleges and universities (HBCUs). This study also aimed to address if and how board composition and individual board members’ value systems play a role in the decision-making process and work of the board. Using a multisite case-study approach, currently serving board members of 3 African Methodist Episcopal church-affiliated HBCUs were interviewed regarding the way in which they engaged with the presidential selection process at their institution. Major findings from this study were that personality and character traits of presidential candidates may have a heavier influence on the perception of candidates’ suitability than their resume or past performance. Furthermore, there was a direct reflection of board members’ values in the personality and network traits found desirable and nondesirable in presidential candidates. These shared values create a sense of trust between board members and candidates, which in turn affects which candidates do and do not have a viable chance of attaining the presidency. These findings have implications on board member selection and training at HBCUs, and they provide insight into the role of culture in governance practices. Journal: The Journal of Higher Education Pages: 397-421 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2017.1396949 File-URL: http://hdl.handle.net/10.1080/00221546.2017.1396949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:397-421 Template-Type: ReDIF-Article 1.0 Author-Name: Barrett J. Taylor Author-X-Name-First: Barrett J. Author-X-Name-Last: Taylor Author-Name: Sondra N. Barringer Author-X-Name-First: Sondra N. Author-X-Name-Last: Barringer Author-Name: Jarrett B. Warshaw Author-X-Name-First: Jarrett B. Author-X-Name-Last: Warshaw Title: Affiliated Nonprofit Organizations: Strategic Action and Research Universities Abstract: This paper examines the growing number of affiliations between research universities and the “affiliated nonprofit organizations” (ANPOs) that exist to support them. We posit that universities’ increasing ties to ANPOs represent strategic responses to unfavorable environmental conditions. In other words, it is likely that the practice of affiliating with many ANPOs reflects an institution’s position within the field of research universities. Panel regression results indicate that the practice of affiliating with large numbers of ANPOs is associated with particular indicators of field position (e.g., tuition revenues for public universities and research spending for private universities). These results indicate that universities that were relative incumbents were more likely to affiliate with ANPOs than were either low-status or the highest-status institutions. The paper concludes with implications for research on institutional stratification, university management, and the nature and role of ANPOs in US universities. Journal: The Journal of Higher Education Pages: 422-452 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1434275 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434275 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:422-452 Template-Type: ReDIF-Article 1.0 Author-Name: Woo-jeong Shim Author-X-Name-First: Woo-jeong Author-X-Name-Last: Shim Author-Name: Rosemary Jane Perez Author-X-Name-First: Rosemary Jane Author-X-Name-Last: Perez Title: A Multi-Level Examination of First-year Students’ Openness to Diversity and Challenge Abstract: Two of the central missions of higher education are to foster the capacity to interact across differences and to cultivate a citizenry that has an appreciation for the diversity of ideas, perspectives, and cultures that exist within an increasingly complex and global society. Analyzing data from the Wabash National Study of Liberal Arts Education with hierarchical linear modeling, this study examined the effects of individual and institutional characteristics on first-year students’ growth in openness to diversity and challenge (ODC). Consistent with previous studies, our results suggest that curricular and cocurricular diversity-relevant experiences were significantly associated with increases in students’ Time 2 ODC. Institutional factors such as diversity density with respect to race/ethnicity and institutional type were found to moderate increases in Time 2 ODC, implying that the benefits of diversity-related experiences may be enhanced with the influence of a specific organizational context. These results can guide educators and administrators to foster educational environments and to utilize educational practices effective for promoting students’ ODC. Moreover, our results reinforce the need for policies that promote and support the creation of structurally diverse campuses if students are to fully reap the educational benefits of their diversity-related experiences. Journal: The Journal of Higher Education Pages: 453-477 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1434277 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434277 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:453-477 Template-Type: ReDIF-Article 1.0 Author-Name: Di Xu Author-X-Name-First: Di Author-X-Name-Last: Xu Author-Name: Shanna Smith Jaggars Author-X-Name-First: Shanna Smith Author-X-Name-Last: Jaggars Author-Name: Jeffrey Fletcher Author-X-Name-First: Jeffrey Author-X-Name-Last: Fletcher Author-Name: John E. Fink Author-X-Name-First: John E. Author-X-Name-Last: Fink Title: Are Community College Transfer Students “a Good Bet” for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students Abstract: Using detailed administrative data from Virginia, this paper examines whether community college “vertical transfer” students who resemble “native four-year” students in their accumulated college-level credits and performance at their point of entry into the four-year sector perform equally well in terms of both academic and labor market outcomes. We compare matching strategies typically used in existing literature to one where we match vertical transfer and native four-year students based on prior credits earned, accumulative GPA, and the destination four-year institution, and find substantial differences in estimates based on different matching strategies. We also examine potential mechanisms underlying vertical transfer students’ relative performance at the four-year institution and in the labor market. The results show that vertical transfer students’ probability of baccalaureate attainment is comparable to that of similar native students attending the same four-year institution. However, when considering their earnings eight years after initial college enrollment, vertical transfer students experience a significant and nontrivial earnings penalty. Subsequent analyses examining possible mechanisms suggest the earning decrement is partly due to a delayed entry into the labor market as a result of credit loss at the point of transfer. Journal: The Journal of Higher Education Pages: 478-502 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1434280 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434280 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:478-502 Template-Type: ReDIF-Article 1.0 Author-Name: David R. Johnson Author-X-Name-First: David R. Author-X-Name-Last: Johnson Title: The Boundary Work of Commercialists in Academe: Implications for Postdoctoral Training Abstract: Using two conceptual frameworks—boundary work and field theory—I examined how academic scientists’ strategies for demarcating science from the market have implications for professional socialization. I focused on how field theory’s emphasis on group differentiation, power, and rules within fields can inform analysis of boundary work. The study was organized around two questions: How do academic scientists demarcate the fields of science and the market? What role do noncommerical scientists, graduate students, and postdoctoral scientists play in commercially oriented scientists’ boundary work? Drawing from in-depth interviews with 61 commercialist and traditionalist scientists at commercially intensive research universities, I identified three “rules” that operate as boundaries between science and the market. Commercialist adherence to these rules translated into a particular practice of third party impression management in which commercialists used postdoctoral scientists to segment science from the market. The liminality of postdoctoral scientists, which originates in their status as trainees between formal education and permanent positions, doubled as commercialist advisors situated them in the space between the fields of science and the market. The findings suggest that contemporary ways of protecting the integrity of the professoriate may operate at the expense of the long-term health of the profession by undermining professional socialization. Journal: The Journal of Higher Education Pages: 503-526 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1434281 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1434281 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:503-526 Template-Type: ReDIF-Article 1.0 Author-Name: Michelle Castellanos Author-X-Name-First: Michelle Author-X-Name-Last: Castellanos Title: Examining Latinas’ STEM Career Decision-Making Process: A Psychosociocultural Approach Abstract: The current multi-institutional study took place within the context of highly selective California institutions of higher education. The author built on social-cognitive career theory and the psychosociocultural framework to test a holistic structural equation model for Latina career decision making in science, technology, engineering, and mathematics (STEM). The hypothesized model fit the data well. Fourteen statistically significant paths were observed, indicating that campus climate, academic involvement, and faculty support and encouragement played an important role in Latinas’ STEM career decision-making process. Latina students with higher socioeconomic status, faculty support, and academic involvement were more likely to have STEM career goals. Those who perceived their classroom climates as hostile and who had higher self-sacrifice values were less likely to pursue STEM career goals. Several implications for student affairs administrators, institutional policymakers, and counseling services are provided and offer important considerations when working with Latina undergraduates who wish to pursue STEM fields. Implications for research and theory are also discussed. Journal: The Journal of Higher Education Pages: 527-552 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1435133 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1435133 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:527-552 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew T. Hora Author-X-Name-First: Matthew T. Author-X-Name-Last: Hora Author-Name: Bailey B. Smolarek Author-X-Name-First: Bailey B. Author-X-Name-Last: Smolarek Title: Examining Faculty Reflective Practice: A Call for Critical Awareness and Institutional Support Abstract: This interview-based study explores the nature of reflective practice among postsecondary faculty by examining the types of teaching-related data faculty use during their reflection, their reflective practice process, and the contextual factors that influence that process. Our findings indicate faculty drew on both numeric and non-numeric data forms to engage in reflective practice which complicates the current imagination of “data” within the Data-Driven Decision Making (DDDM) movement. Our findings also showed three distinct types of faculty reflection - instrumental, structural-critical, and social-critical - which demonstrate the varied functions and forms reflection can take. Finally, we demonstrate that although faculty consistently engaged in reflective practice, the outcomes of this reflection were severely limited by both individual bias and institutional constraints. Thus, while we recognize the current budgetary struggles many universities are facing, we argue that in order to better serve postsecondary students, particularly those from historically underrepresented groups, more institutional support is needed. Specifically, we argue postsecondary institutions play a significant role in facilitating critical examination by providing faculty the necessary space, time, and guidance to engage in critical reflection as well as the appropriate institutional mechanisms to voice concerns and enact change. Journal: The Journal of Higher Education Pages: 553-581 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1437663 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1437663 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:553-581 Template-Type: ReDIF-Article 1.0 Author-Name: Allison M. Mitchall Author-X-Name-First: Allison M. Author-X-Name-Last: Mitchall Author-Name: Audrey J. Jaeger Author-X-Name-First: Audrey J. Author-X-Name-Last: Jaeger Title: Parental Influences on Low-Income, First-Generation Students’ Motivation on the Path to College Abstract: Reports abound about the challenges that first-generation, low-income students face on the path to higher education. Yet despite these barriers, millions of low-income, first-generation students persevere. What or who influences their motivation to “stay the course” to higher education? Using self-determination theory as a framework, this cross-case study highlighted the motivational experiences of seven low-income, first-generation students and their parents on the path to college. Specifically, the study explored how parents augmented—or at times, undermined—students’ self-determination toward college, as evidenced by students’ feelings of relatedness, competency, and autonomy. Results showed that students’ self-determination was enhanced when parents were involved in college planning, served as positive examples, set high academic standards early, and fostered students’ sense of career volition. Motivation was undermined when families limited students’ choices, did not set clear expectations for college going, provided little feedback, or emphasized family obligations. The findings have the potential to facilitate deeper understanding of the impact of parents as motivational partners in the college access process. Journal: The Journal of Higher Education Pages: 582-609 Issue: 4 Volume: 89 Year: 2018 Month: 7 X-DOI: 10.1080/00221546.2018.1437664 File-URL: http://hdl.handle.net/10.1080/00221546.2018.1437664 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:89:y:2018:i:4:p:582-609 Template-Type: ReDIF-Article 1.0 Author-Name: George R. Lueddeke Author-X-Name-First: George R. Author-X-Name-Last: Lueddeke Title: Toward a Constructivist Framework for Guiding Change and Innovation in Higher Education Journal: The Journal of Higher Education Pages: 235-260 Issue: 3 Volume: 70 Year: 1999 Month: 5 X-DOI: 10.1080/00221546.1999.11780763 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780763 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:3:p:235-260 Template-Type: ReDIF-Article 1.0 Author-Name: Elizabeth G. Creamer Author-X-Name-First: Elizabeth G. Author-X-Name-Last: Creamer Title: Knowledge Production, Publication Productivity, and Intimate Academic Partnerships Journal: The Journal of Higher Education Pages: 261-277 Issue: 3 Volume: 70 Year: 1999 Month: 5 X-DOI: 10.1080/00221546.1999.11780764 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780764 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:3:p:261-277 Template-Type: ReDIF-Article 1.0 Author-Name: Donald L. Basch Author-X-Name-First: Donald L. Author-X-Name-Last: Basch Title: Changes in the Endowment Spending of Private Colleges in the Early 1990s Journal: The Journal of Higher Education Pages: 278-308 Issue: 3 Volume: 70 Year: 1999 Month: 5 X-DOI: 10.1080/00221546.1999.11780765 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780765 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:3:p:278-308 Template-Type: ReDIF-Article 1.0 Author-Name: Teresa Isabelle Daza Campbell Author-X-Name-First: Teresa Isabelle Daza Author-X-Name-Last: Campbell Author-Name: Sheila Slaughter Author-X-Name-First: Sheila Author-X-Name-Last: Slaughter Title: Faculty and Administrators' Attitudes toward Potential Conflicts of Interest, Commitment, and Equity in University-Industry Relationships Journal: The Journal of Higher Education Pages: 309-352 Issue: 3 Volume: 70 Year: 1999 Month: 5 X-DOI: 10.1080/00221546.1999.11780766 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780766 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:3:p:309-352 Template-Type: ReDIF-Article 1.0 Author-Name: George Keller Author-X-Name-First: George Author-X-Name-Last: Keller Title: Universities and Their Leadership Journal: The Journal of Higher Education Pages: 353-356 Issue: 3 Volume: 70 Year: 1999 Month: 5 X-DOI: 10.1080/00221546.1999.11780767 File-URL: http://hdl.handle.net/10.1080/00221546.1999.11780767 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:70:y:1999:i:3:p:353-356 Template-Type: ReDIF-Article 1.0 Author-Name: Darnell Cole Author-X-Name-First: Darnell Author-X-Name-Last: Cole Author-Name: Shafiqa Ahmadi Author-X-Name-First: Shafiqa Author-X-Name-Last: Ahmadi Title: Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences Journal: The Journal of Higher Education Pages: 121-139 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779045 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779045 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:121-139 Template-Type: ReDIF-Article 1.0 Author-Name: Jeni Hart Author-X-Name-First: Jeni Author-X-Name-Last: Hart Author-Name: Amy Scott Metcalfe Author-X-Name-First: Amy Scott Author-X-Name-Last: Metcalfe Title: Whose Web of Knowledge™ is it Anyway?: Citing Feminist Research in the Field of Higher Education Journal: The Journal of Higher Education Pages: 140-163 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779046 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779046 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:140-163 Template-Type: ReDIF-Article 1.0 Author-Name: Mir M. Ali Author-X-Name-First: Mir M. Author-X-Name-Last: Ali Author-Name: Partha Bhattacharyya Author-X-Name-First: Partha Author-X-Name-Last: Bhattacharyya Author-Name: Anthony J. Olejniczak Author-X-Name-First: Anthony J. Author-X-Name-Last: Olejniczak Title: The Effects of Scholarly Productivity and Institutional Characteristics on the Distribution of Federal Research Grants Journal: The Journal of Higher Education Pages: 164-178 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779047 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779047 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:164-178 Template-Type: ReDIF-Article 1.0 Author-Name: Rong Chen Author-X-Name-First: Rong Author-X-Name-Last: Chen Author-Name: Stephen L. DesJardins Author-X-Name-First: Stephen L. Author-X-Name-Last: DesJardins Title: Investigating the Impact of Financial Aid on Student Dropout Risks: Racial and Ethnic Differences Journal: The Journal of Higher Education Pages: 179-208 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779048 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779048 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:179-208 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Riley Bahr Author-X-Name-First: Peter Riley Author-X-Name-Last: Bahr Title: Preparing the Underprepared: An Analysis of Racial Disparities in Postsecondary Mathematics Remediation Journal: The Journal of Higher Education Pages: 209-237 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779049 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779049 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:209-237 Template-Type: ReDIF-Article 1.0 Author-Name: Roger G. Baldwin Author-X-Name-First: Roger G. Author-X-Name-Last: Baldwin Title: Lives in Science: How Institutions Affect Academic Careers Journal: The Journal of Higher Education Pages: 238-240 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779050 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779050 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:238-240 Template-Type: ReDIF-Article 1.0 Author-Name: Rob Turrisi Author-X-Name-First: Rob Author-X-Name-Last: Turrisi Author-Name: Kimberly Mallett Author-X-Name-First: Kimberly Author-X-Name-Last: Mallett Title: College Drinking: Reframing a Social Problem Journal: The Journal of Higher Education Pages: 240-242 Issue: 2 Volume: 81 Year: 2010 Month: 3 X-DOI: 10.1080/00221546.2010.11779051 File-URL: http://hdl.handle.net/10.1080/00221546.2010.11779051 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:81:y:2010:i:2:p:240-242 Template-Type: ReDIF-Article 1.0 Author-Name: Ana M. Martinez Aleman Author-X-Name-First: Ana M. Martinez Author-X-Name-Last: Aleman Title: Understanding and Investigating Female Friendship's Educative Value Journal: The Journal of Higher Education Pages: 119-159 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780879 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:119-159 Template-Type: ReDIF-Article 1.0 Author-Name: Don Hossler Author-X-Name-First: Don Author-X-Name-Last: Hossler Author-Name: Jon P. Lund Author-X-Name-First: Jon P. Author-X-Name-Last: Lund Author-Name: Jackie Ramin Author-X-Name-First: Jackie Author-X-Name-Last: Ramin Author-Name: Sarah Westfall Author-X-Name-First: Sarah Author-X-Name-Last: Westfall Author-Name: Steve Irish Author-X-Name-First: Steve Author-X-Name-Last: Irish Title: State Funding for Higher Education Journal: The Journal of Higher Education Pages: 160-190 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780880 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:160-190 Template-Type: ReDIF-Article 1.0 Author-Name: Jamie-Lynn Magnusson Author-X-Name-First: Jamie-Lynn Author-X-Name-Last: Magnusson Title: Higher Education Research and Psychological Inquiry Journal: The Journal of Higher Education Pages: 191-211 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780881 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:191-211 Template-Type: ReDIF-Article 1.0 Author-Name: Thomas Li-Ping Tang Author-X-Name-First: Thomas Li-Ping Author-X-Name-Last: Tang Author-Name: Mitchell Chamberlain Author-X-Name-First: Mitchell Author-X-Name-Last: Chamberlain Title: Attitudes toward Research and Teaching Journal: The Journal of Higher Education Pages: 212-227 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780882 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780882 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:212-227 Template-Type: ReDIF-Article 1.0 Author-Name: Peter Frumkin Author-X-Name-First: Peter Author-X-Name-Last: Frumkin Title: Review Essay Journal: The Journal of Higher Education Pages: 228-232 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780883 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780883 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:228-232 Template-Type: ReDIF-Article 1.0 Author-Name: Jeffery P. Bieber Author-X-Name-First: Jeffery P. Author-X-Name-Last: Bieber Title: Faculty Work and Public Trust: Restoring the Value of Teaching and Public Service in American Academic Life Journal: The Journal of Higher Education Pages: 233-234 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780884 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780884 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:233-234 Template-Type: ReDIF-Article 1.0 Author-Name: M. Christopher Brown Author-X-Name-First: M. Christopher Author-X-Name-Last: Brown Title: On the Limits of the Law: The Ironic Legacy of Title VI of the Civil Rights Act Journal: The Journal of Higher Education Pages: 235-237 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780885 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780885 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:235-237 Template-Type: ReDIF-Article 1.0 Author-Name: Edward R. Hines Author-X-Name-First: Edward R. Author-X-Name-Last: Hines Title: Restructuring Higher Education Journal: The Journal of Higher Education Pages: 238-239 Issue: 2 Volume: 68 Year: 1997 Month: 3 X-DOI: 10.1080/00221546.1997.11780886 File-URL: http://hdl.handle.net/10.1080/00221546.1997.11780886 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:68:y:1997:i:2:p:238-239 Template-Type: ReDIF-Article 1.0 Author-Name: Amaury Nora Author-X-Name-First: Amaury Author-X-Name-Last: Nora Author-Name: Alberto F. Cabrera Author-X-Name-First: Alberto F. Author-X-Name-Last: Cabrera Title: The Role of Perceptions of Prejudice and Discrimination on the Adjustment of Minority Students to College Journal: The Journal of Higher Education Pages: 119-148 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780253 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780253 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:119-148 Template-Type: ReDIF-Article 1.0 Author-Name: Eric L. Dey Author-X-Name-First: Eric L. Author-X-Name-Last: Dey Author-Name: Jessica S. Korn Author-X-Name-First: Jessica S. Author-X-Name-Last: Korn Author-Name: Linda J. Sax Author-X-Name-First: Linda J. Author-X-Name-Last: Sax Title: Betrayed by the Academy: The Sexual Harassment of Women College Faculty Journal: The Journal of Higher Education Pages: 149-173 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780254 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780254 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:149-173 Template-Type: ReDIF-Article 1.0 Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Marcia Edison Author-X-Name-First: Marcia Author-X-Name-Last: Edison Author-Name: Amaury Nora Author-X-Name-First: Amaury Author-X-Name-Last: Nora Author-Name: Linda Serra Hagedorn Author-X-Name-First: Linda Serra Author-X-Name-Last: Hagedorn Author-Name: Patrick T. Terenzini Author-X-Name-First: Patrick T. Author-X-Name-Last: Terenzini Title: Influences on Students' Openness to Diversity and Challenge in the First Year of College Journal: The Journal of Higher Education Pages: 174-195 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780255 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780255 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:174-195 Template-Type: ReDIF-Article 1.0 Author-Name: Scott Key Author-X-Name-First: Scott Author-X-Name-Last: Key Title: Economics or Education: The Establishment of American Land-Grant Universities Journal: The Journal of Higher Education Pages: 196-220 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780256 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780256 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:196-220 Template-Type: ReDIF-Article 1.0 Author-Name: Robert G. Bringle Author-X-Name-First: Robert G. Author-X-Name-Last: Bringle Author-Name: Julie A. Hatcher Author-X-Name-First: Julie A. Author-X-Name-Last: Hatcher Title: Implementing Service Learning in Higher Education Journal: The Journal of Higher Education Pages: 221-239 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780257 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780257 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:221-239 Template-Type: ReDIF-Article 1.0 Author-Name: Dorothy E. Finnegan Author-X-Name-First: Dorothy E. Author-X-Name-Last: Finnegan Title: The Calculus of Intimacy: A Teaching Life Journal: The Journal of Higher Education Pages: 240-241 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780258 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780258 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:240-241 Template-Type: ReDIF-Article 1.0 Author-Name: Brad L. Mitchell Author-X-Name-First: Brad L. Author-X-Name-Last: Mitchell Title: We Scholars: Changing the Culture of the University Journal: The Journal of Higher Education Pages: 241-242 Issue: 2 Volume: 67 Year: 1996 Month: 3 X-DOI: 10.1080/00221546.1996.11780259 File-URL: http://hdl.handle.net/10.1080/00221546.1996.11780259 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:67:y:1996:i:2:p:241-242 Template-Type: ReDIF-Article 1.0 Author-Name: Marvin W. Peterson Author-X-Name-First: Marvin W. Author-X-Name-Last: Peterson Author-Name: Marne K. Einarson Author-X-Name-First: Marne K. Author-X-Name-Last: Einarson Title: What are Colleges Doing about Student Assessment? Journal: The Journal of Higher Education Pages: 629-669 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777120 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777120 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:629-669 Template-Type: ReDIF-Article 1.0 Author-Name: Kenneth A. Feldman Author-X-Name-First: Kenneth A. Author-X-Name-Last: Feldman Author-Name: Corinna A. Ethington Author-X-Name-First: Corinna A. Author-X-Name-Last: Ethington Author-Name: John C. Smart Author-X-Name-First: John C. Author-X-Name-Last: Smart Title: A Further Investigation of Major Field and Person-Environment Fit Journal: The Journal of Higher Education Pages: 670-698 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777121 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777121 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:670-698 Template-Type: ReDIF-Article 1.0 Author-Name: Nira Hativa Author-X-Name-First: Nira Author-X-Name-Last: Hativa Author-Name: Rachel Barak Author-X-Name-First: Rachel Author-X-Name-Last: Barak Author-Name: Etty Simhi Author-X-Name-First: Etty Author-X-Name-Last: Simhi Title: Exemplary University Teachers Journal: The Journal of Higher Education Pages: 699-729 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777122 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777122 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:699-729 Template-Type: ReDIF-Article 1.0 Author-Name: John Robst Author-X-Name-First: John Author-X-Name-Last: Robst Title: Cost Efficiency in Public Higher Education Institutions Journal: The Journal of Higher Education Pages: 730-750 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777123 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777123 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:730-750 Template-Type: ReDIF-Article 1.0 Author-Name: Marc Cutright Author-X-Name-First: Marc Author-X-Name-Last: Cutright Title: Why Universities Matter: A Conversation about Values, Means, and Directions Journal: The Journal of Higher Education Pages: 751-753 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777124 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777124 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:751-753 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Annual Index Journal: The Journal of Higher Education Pages: 754-758 Issue: 6 Volume: 72 Year: 2001 Month: 11 X-DOI: 10.1080/00221546.2001.11777125 File-URL: http://hdl.handle.net/10.1080/00221546.2001.11777125 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:72:y:2001:i:6:p:754-758 Template-Type: ReDIF-Article 1.0 Author-Name: Andrew L. Luna Author-X-Name-First: Andrew L. Author-X-Name-Last: Luna Title: Faculty Salary Equity Cases: Combining Statistics with the Law Journal: The Journal of Higher Education Pages: 193-224 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778924 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:193-224 Template-Type: ReDIF-Article 1.0 Author-Name: Deborah J. Anderson Author-X-Name-First: Deborah J. Author-X-Name-Last: Anderson Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Author-Name: Ronald G. Ehrenberg Author-X-Name-First: Ronald G. Author-X-Name-Last: Ehrenberg Title: Gender Equity in Intercollegiate Athletics: Determinants of Title IX Compliance Journal: The Journal of Higher Education Pages: 225-250 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778925 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778925 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:225-250 Template-Type: ReDIF-Article 1.0 Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Author-Name: Ty Cruce Author-X-Name-First: Ty Author-X-Name-Last: Cruce Author-Name: Paul D. Umbach Author-X-Name-First: Paul D. Author-X-Name-Last: Umbach Author-Name: Gregory C. Wolniak Author-X-Name-First: Gregory C. Author-X-Name-Last: Wolniak Author-Name: George D. Kuh Author-X-Name-First: George D. Author-X-Name-Last: Kuh Author-Name: Robert M. Carini Author-X-Name-First: Robert M. Author-X-Name-Last: Carini Author-Name: John C. Hayek Author-X-Name-First: John C. Author-X-Name-Last: Hayek Author-Name: Robert M. Gonyea Author-X-Name-First: Robert M. Author-X-Name-Last: Gonyea Author-Name: Chun-Mei Zhao Author-X-Name-First: Chun-Mei Author-X-Name-Last: Zhao Title: Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link? Journal: The Journal of Higher Education Pages: 251-285 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778926 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778926 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:251-285 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Darrell R. Lewis Author-X-Name-First: Darrell R. Author-X-Name-Last: Lewis Author-Name: Lincoln Kallsen Author-X-Name-First: Lincoln Author-X-Name-Last: Kallsen Author-Name: Janet M. Holdsworth Author-X-Name-First: Janet M. Author-X-Name-Last: Holdsworth Author-Name: Lisa M. Jones Author-X-Name-First: Lisa M. Author-X-Name-Last: Jones Title: “Incentives for Managed Growth”: A Case Study of Incentives-Based Planning and Budgeting in a Large Public Research University Journal: The Journal of Higher Education Pages: 286-316 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778927 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778927 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:286-316 Template-Type: ReDIF-Article 1.0 Author-Name: Marybeth Gasman Author-X-Name-First: Marybeth Author-X-Name-Last: Gasman Title: Salvaging “Academic Disaster Areas”: The Black College Response to Christopher Jencks and David Riesman's 1967 Harvard Educational Review Article Journal: The Journal of Higher Education Pages: 317-352 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778928 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778928 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:317-352 Template-Type: ReDIF-Article 1.0 Author-Name: Marvin A. Titus Author-X-Name-First: Marvin A. Author-X-Name-Last: Titus Title: Understanding the Influence of the Financial Context of Institutions on Student Persistence at Four-Year Colleges and Universities Journal: The Journal of Higher Education Pages: 353-375 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778929 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778929 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:353-375 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin Baez Author-X-Name-First: Benjamin Author-X-Name-Last: Baez Title: Leveling the Playing Field: Justice, Politics, and College Admissions Journal: The Journal of Higher Education Pages: 376-378 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778930 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778930 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:376-378 Template-Type: ReDIF-Article 1.0 Author-Name: James J. F. Forest Author-X-Name-First: James J. F. Author-X-Name-Last: Forest Title: The Scholarship of Teaching and Learning in Higher Education: Contributions of Research Universities Journal: The Journal of Higher Education Pages: 378-380 Issue: 2 Volume: 77 Year: 2006 Month: 3 X-DOI: 10.1080/00221546.2006.11778931 File-URL: http://hdl.handle.net/10.1080/00221546.2006.11778931 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:77:y:2006:i:2:p:378-380 Template-Type: ReDIF-Article 1.0 Author-Name: KerryAnn O'Meara Author-X-Name-First: KerryAnn Author-X-Name-Last: O'Meara Title: A Career with a View: Agentic Perspectives of Women Faculty Abstract: This study examined how women faculty in one research university enacted agency via perspectives that facilitated their career advancement amidst gendered organizational practices. Archer's (2003) critical realist theory of agency and inner conversations and Acker's (2006) work on gendered organizations guided analysis. Four perspectives adopted by women associate and full professors to achieve their goals are described and analyzed. These four perspectives contributed toward agentic actions, as well as women's satisfaction and well-being. The strengths and the limitations of supporting agentic perspectives as a way to advance gender equity and organizational change are presented. Journal: The Journal of Higher Education Pages: 331-359 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777367 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777367 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:331-359 Template-Type: ReDIF-Article 1.0 Author-Name: Rebecca S. Natow Author-X-Name-First: Rebecca S. Author-X-Name-Last: Natow Title: From Capitol Hill to Dupont Circle and beyond: The Influence of Policy Actors in the Federal Higher Education Rulemaking Process Abstract: The federal higher education rulemaking process develops policies that can profoundly affect college students, higher education institutions, and other actors in the higher education policy community. But little has been researched about the influence that different types of actors have on higher education rulemaking. By analyzing interviews with 55 policy and higher education actors as well as reviewing documents, news articles, and websites, this case study examines the involvement and influence of different types of policy actors in higher education rulemaking. This research finds that federal bureaucrats, congressional officials, White House officials, and certain interest groups consistently participate in, and are often influential over, the higher education rulemaking process; however, no one category of actor consistently dominates the rulemaking process. Political actors are particularly influential in high-profile rules with easy-to-understand subject matters. In highly technical and less prominent rules, bureaucrats and certain interest groups often exercise greater power. This research illustrates the importance of understanding policy subject matter in determining which actors exercise the most power, and suggests that no single theory of bureaucratic policymaking is consistently correct about the types of actors that tend to control regulatory outcomes. Journal: The Journal of Higher Education Pages: 360-386 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777368 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777368 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:360-386 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Andrew S. Belasco Author-X-Name-First: Andrew S. Author-X-Name-Last: Belasco Title: Commitment to the Core: A Longitudinal Analysis of Humanities Degree Production in Four-Year Colleges Abstract: As many national commissions and observers have noted, the past forty years have brought unprecedented declines in humanities enrollments and programs in U.S. higher education. These changes are particularly striking in the iconic academic heart of the enterprise, the four-year college sector, where many institutions have diversified curricular offerings well beyond their historic roots in the liberal arts. Colleges have significantly varied, however, in the extent of their retreat from the traditional core curriculum. What factors, then, are associated with maintaining earlier established academic norms in this organizational field? This analysis of four-year colleges' humanities degree production investigates several propositions, concluding that deeper institutionalization and stronger financial resources have been especially important in constraining schools' retreat from the humanities over recent decades. Examination of time-based interaction effects suggests notable evolution in the role of religious affiliation and gender in humanities degree production over the period. Implications of the findings for research and policy are considered. Journal: The Journal of Higher Education Pages: 387-416 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777369 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777369 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:387-416 Template-Type: ReDIF-Article 1.0 Author-Name: John J. Cheslock Author-X-Name-First: John J. Author-X-Name-Last: Cheslock Author-Name: David B. Knight Author-X-Name-First: David B. Author-X-Name-Last: Knight Title: Diverging Revenues, Cascading Expenditures, and Ensuing Subsidies: The Unbalanced and Growing Financial Strain of Intercollegiate Athletics on Universities and Their Students Abstract: We present a three-part conceptual model that illuminates key dynamics promoting financial unsustainability within intercollegiate athletics. Revenue divergence comprises the first part as the influx of commercial athletic revenues primarily benefits a small set of universities housing prominent athletic programs. These schools then increase athletic expenditures, which promotes expenditures cascades as their spending spurs expenditure growth at other athletic programs. Because external revenues do not increase alongside expenditures at these other programs, subsidies ensue as student fees and institutional subsidies are increased to fill growing deficits. These increases, however, will be difficult to sustain in an era of tight academic budgets and rising student debt. We describe each part of the model using a range of organizational theories and use financial data from intercollegiate athletic programs to demonstrate that the patterns predicted by our framework are supported empirically. Journal: The Journal of Higher Education Pages: 417-447 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777370 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777370 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:417-447 Template-Type: ReDIF-Article 1.0 Author-Name: M. Kevin Eagan Author-X-Name-First: M. Kevin Author-X-Name-Last: Eagan Author-Name: Audrey J. Jaeger Author-X-Name-First: Audrey J. Author-X-Name-Last: Jaeger Author-Name: Ashley Grantham Author-X-Name-First: Ashley Author-X-Name-Last: Grantham Title: Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction Abstract: The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve parttime faculty's satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty. Journal: The Journal of Higher Education Pages: 448-483 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777371 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777371 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:448-483 Template-Type: ReDIF-Article 1.0 Author-Name: Jennifer Keup Author-X-Name-First: Jennifer Author-X-Name-Last: Keup Title: Gap Year: How Delaying College Changes People in Ways the World Needs Journal: The Journal of Higher Education Pages: 484-487 Issue: 3 Volume: 86 Year: 2015 Month: 5 X-DOI: 10.1080/00221546.2015.11777372 File-URL: http://hdl.handle.net/10.1080/00221546.2015.11777372 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:86:y:2015:i:3:p:484-487 Template-Type: ReDIF-Article 1.0 Author-Name: E Mary J. Fischer Author-X-Name-First: E Mary J. Author-X-Name-Last: Fischer Title: Settling into Campus Life: Differences by Race/Ethnicity in College Involvement and Outcomes Journal: The Journal of Higher Education Pages: 125-161 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780871 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:125-161 Template-Type: ReDIF-Article 1.0 Author-Name: Michael R. Mills Author-X-Name-First: Michael R. Author-X-Name-Last: Mills Title: Stories of Politics and Policy: Florida's Higher Education Governance Reorganization Journal: The Journal of Higher Education Pages: 162-187 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780872 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780872 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:162-187 Template-Type: ReDIF-Article 1.0 Author-Name: Heather T. Rowan-Kenyon Author-X-Name-First: Heather T. Author-X-Name-Last: Rowan-Kenyon Title: Predictors of Delayed College Enrollment and the Impact of Socioeconomic Status Journal: The Journal of Higher Education Pages: 188-214 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780873 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780873 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:188-214 Template-Type: ReDIF-Article 1.0 Author-Name: Veronica Boix Mansilla Author-X-Name-First: Veronica Boix Author-X-Name-Last: Mansilla Author-Name: Elizabeth Dawes Duraising Author-X-Name-First: Elizabeth Dawes Author-X-Name-Last: Duraising Title: Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed Journal: The Journal of Higher Education Pages: 215-237 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780874 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780874 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:215-237 Template-Type: ReDIF-Article 1.0 Author-Name: Donald E. Heller Author-X-Name-First: Donald E. Author-X-Name-Last: Heller Title: Equity and Excellence in American Higher Education Journal: The Journal of Higher Education Pages: 238-240 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780875 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780875 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:238-240 Template-Type: ReDIF-Article 1.0 Author-Name: John Bean Author-X-Name-First: John Author-X-Name-Last: Bean Title: Saving Higher Education in the Age of Money Journal: The Journal of Higher Education Pages: 240-242 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780876 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780876 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:240-242 Template-Type: ReDIF-Article 1.0 Author-Name: Jim Vander Putten Author-X-Name-First: Jim Vander Author-X-Name-Last: Putten Title: New Working-Class Studies Journal: The Journal of Higher Education Pages: 243-245 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780877 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780877 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:243-245 Template-Type: ReDIF-Article 1.0 Author-Name: Carney Strange Author-X-Name-First: Carney Author-X-Name-Last: Strange Title: Achieving and Sustaining Institutional Excellence for the First Year of College Journal: The Journal of Higher Education Pages: 245-247 Issue: 2 Volume: 78 Year: 2007 Month: 3 X-DOI: 10.1080/00221546.2007.11780878 File-URL: http://hdl.handle.net/10.1080/00221546.2007.11780878 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:78:y:2007:i:2:p:245-247 Template-Type: ReDIF-Article 1.0 Author-Name: Megan M. Holland Author-X-Name-First: Megan M. Author-X-Name-Last: Holland Author-Name: Karly Sarita Ford Author-X-Name-First: Karly Sarita Author-X-Name-Last: Ford Title: Legitimating Prestige through Diversity: How Higher Education Institutions Represent Ethno-Racial Diversity across Levels of Selectivity Abstract: Elite higher education institutions work hard to secure diverse classes, and students seek out these institutions in part because they believe that diversity will enhance their own educational experiences. Institutional theories would predict that practices set by the elite institutions in the field would isomorphically trickle down, however, case studies of individual institutions indicate that higher education structures and cultures vary significantly across the spectrum of selectivity. Do all higher education institutions market their ethno-racial diversity to prospective students in the same ways as elite institutions? Are higher education institutions trying to send similar messages about their ethno-racial diversity or does this vary by selectivity level? This paper provides an examination of higher education at the organizational field level in order to answer questions that have previously been at the institutional level. Through analyzing the admissions webpages at 278 universities across the United States, we find that more selective institutions are more likely to represent their diversity, and more likely to engage in practices that emphasize their traditionally under-represented minority student populations than less selective institutions, though it is the less selective institutions that have higher populations of these students. We argue that variations in institutional habitus across selectivity help to explain these differences. Journal: The Journal of Higher Education Pages: 1-30 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1740532 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1740532 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:1-30 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ochs Rosinger Author-X-Name-First: Kelly Ochs Author-X-Name-Last: Rosinger Author-Name: Karly Sarita Ford Author-X-Name-First: Karly Author-X-Name-Last: Sarita Ford Author-Name: Junghee Choi Author-X-Name-First: Junghee Author-X-Name-Last: Choi Title: The Role of Selective College Admissions Criteria in Interrupting or Reproducing Racial and Economic Inequities Abstract: Selective colleges have increasingly considered a variety of factors, such as academic rigor, extracurriculars, essays, interviews, recommendations, and background characteristics, alongside traditional academic factors in determining who is admitted. These efforts have been hailed as a strategy to expand access to selective higher education for talented students from racially and economically marginalized backgrounds. But such efforts introduce ambiguous admissions criteria—excellence in extracurriculars, subjective assessments of character and talent gleaned from essays, interviews, and recommendations—that may favor students from socially privileged families. We draw on nearly a decade of data on selective college admissions processes to examine how the importance of various admissions criteria relate to enrollment among racially and economically marginalized students. Using panel data from 2008 to 2016 and random effects analyses, our findings indicate ambiguous criteria that often comprise a more comprehensive approach to admissions may do little to ameliorate—and in some cases, may exacerbate—existing enrollment inequities. We also find that moving away from test scores and focusing on academic rigor represent potentially promising strategies for expanding access at some institutions. Journal: The Journal of Higher Education Pages: 31-55 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1795504 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1795504 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:31-55 Template-Type: ReDIF-Article 1.0 Author-Name: Jiali Luo Author-X-Name-First: Jiali Author-X-Name-Last: Luo Title: Interaction across Ideological Boundaries and College Outcomes Abstract: Through the analysis of alumni survey data from three graduating cohorts, this study examined the relationships between ideological interaction, college outcomes, and career achievements and explored factors that helped to promote interaction across ideological boundaries on college campuses. Its findings show that compared with less interactive students, students who engaged substantially in ideological interaction during college indicated higher levels of skill development, reported higher career success and life satisfaction, and were more likely to assume leadership roles in civic activities. Implications for future research and institutional efforts to foster ideological interaction are discussed. Journal: The Journal of Higher Education Pages: 56-83 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1738162 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1738162 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:56-83 Template-Type: ReDIF-Article 1.0 Author-Name: Christine G. Mokher Author-X-Name-First: Christine G. Author-X-Name-Last: Mokher Author-Name: Toby Park-Gaghan Author-X-Name-First: Toby Author-X-Name-Last: Park-Gaghan Author-Name: Shouping Hu Author-X-Name-First: Shouping Author-X-Name-Last: Hu Title: Shining the Spotlight on Those outside Florida’s Reform Limelight: The Impact of Developmental Education Reform for Nonexempt Students Abstract: Since the 2000s, states have experimented with reforms to improve success among underprepared students traditionally assigned to developmental education (DE). Florida’s reform under Senate Bill 1720 has been among the most comprehensive and wide-reaching. Recent public high school graduates and military personnel became exempt from DE, but nearly one-third of students, including those without a Florida standard high school diploma, were still required to take a placement test and enroll in DE if they scored below college-ready. The legislation also required colleges to offer accelerated instructional strategies for students remaining in DE, and provide enhanced advising and support services. Focusing specifically on nonexempt students, we use statewide data to conduct a difference-in-regression discontinuity analysis to examine differences in first-year math coursetaking outcomes for students on the margins of college readiness before and after the reform. While students narrowly assigned to DE tend to have a lower likelihood of taking and passing college-level courses relative to their college-ready peers, these students experienced larger gains after the reform when DE courses were offered in accelerated formats accompanied by support services. The reform also improved outcomes for students scoring above college-ready, which suggests that nonexempt students benefited from enhanced advising and support services too. Journal: The Journal of Higher Education Pages: 84-115 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1782308 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1782308 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:84-115 Template-Type: ReDIF-Article 1.0 Author-Name: Mary Ann Bodine Al-Sharif Author-X-Name-First: Mary Ann Author-X-Name-Last: Bodine Al-Sharif Author-Name: Hugo A. García Author-X-Name-First: Hugo A. Author-X-Name-Last: García Author-Name: Jon McNaughtan Author-X-Name-First: Jon Author-X-Name-Last: McNaughtan Title: Making Meaning of the Mid-Level Administrator Roles in International Student Service Centers Abstract: This study explores how mid-level administrators working in international student service centers make meaning of their roles and perceive the support their institutions provide. Utilizing critical discourse analysis and the theoretical framework of empowerment, this study reveals the social problems, power struggles, and avenues mid-level administrators utilize for change. Specifically, we find that participants cope with significant social problems that impact society and higher education. They are often caught between internal and external power struggles over policy and procedures on their campuses and face expectations that are unrealistic given their available resources. In order to be empowered, mid-level administrators need their centers and spaces in favorable locations on campus; strategic actions and planning must include the internationalization of their institutions as a whole; organizational leadership must be engaged in their center and in international student programming; and the compliance component of their roles and the student service function must be separate. Journal: The Journal of Higher Education Pages: 116-139 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1762155 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1762155 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:116-139 Template-Type: ReDIF-Article 1.0 Author-Name: Melissa Whatley Author-X-Name-First: Melissa Author-X-Name-Last: Whatley Author-Name: Amy E. Stich Author-X-Name-First: Amy E. Author-X-Name-Last: Stich Title: From Exclusive to Inclusive: A Mixed-Methods Investigation of Study Abroad Participation and Practices Abstract: The purpose of this study was to explore how postsecondary institutions with high and low study abroad participation rates communicate with students about study abroad opportunities. We were especially interested in identifying institutional policies and practices that focused on inequalities in access to study abroad. We addressed this purpose using a mixed-methods research design. We first conducted a quantitative regression analysis to identify two groups of institutions with especially high or low study abroad participation rates. We then applied a comparative qualitative content analysis to these institutions’ study abroad websites. Results suggested ways in which institutional policies and practices either perpetuate exclusion or promote access among diverse student populations. Journal: The Journal of Higher Education Pages: 140-167 Issue: 1 Volume: 92 Year: 2021 Month: 01 X-DOI: 10.1080/00221546.2020.1768778 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1768778 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:1:p:140-167 Template-Type: ReDIF-Article 1.0 Author-Name: Awilda Rodriguez Author-X-Name-First: Awilda Author-X-Name-Last: Rodriguez Author-Name: Enid Rosario-Ramos Author-X-Name-First: Enid Author-X-Name-Last: Rosario-Ramos Author-Name: Paula Clasing Manquian Author-X-Name-First: Paula Author-X-Name-Last: Clasing Manquian Author-Name: Adriana Rosario Colón Author-X-Name-First: Adriana Author-X-Name-Last: Rosario Colón Title: College Choice, Interrupted: Understanding the Choice Processes of Hurricane-Affected Puerto Rican Students in Florida Abstract: After Hurricane María, approximately 3,500 students enrolled in on Florida’s school district from Puerto Rico. Displaced Puerto Rican high schoolers incurred the transitional costs of forced migration at a time in their educational trajectories when they are formulating their postsecondary plans. While student mobility is not uncommon, prevailing college choice models do not account for changes in context. This embedded case study leverages 87 interviews across district stakeholders, including 10 high schoolers to examine whether and how changes in educational contexts (state policy, postsecondary landscape, and schools) influenced changes in postsecondary expectations through the lens of expectancy-value theory. First, Florida’s policy context (as an English-only state with English-only testing) created a challenging environment for students to acquire diplomas, which reduced students’ expectations for success. Second, the enrollment patterns and institutional costs were vastly different between Puerto Rico and Florida; Florida counselors were unprepared to help students consider postsecondary options in Puerto Rico and emphasized utility and low cost of community college. Third, class mattered, as students from higher socio-economic backgrounds were less likely to change their educational expectations, relative to the downward shifts in expectations of low-SES students. We close with implications for college guidance, policy, and research. Journal: The Journal of Higher Education Pages: 169-193 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1803035 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1803035 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:169-193 Template-Type: ReDIF-Article 1.0 Author-Name: Graham N. S. Miller Author-X-Name-First: Graham N. S. Author-X-Name-Last: Miller Author-Name: Freda B. Lynn Author-X-Name-First: Freda B. Author-X-Name-Last: Lynn Author-Name: Laila I. McCloud Author-X-Name-First: Laila I. Author-X-Name-Last: McCloud Title: By Lack of Reciprocity: Positioning Historically Black Colleges and Universities in the Organizational Field of Higher Education Abstract: This study examines social closure processes in the organizational field of higher education and their implications with respect to Historically Black Colleges and Universities (HBCUs). Using institutional comparison-group data from the Integrated Postsecondary Education Data System (IPEDS), we analyze how organizational identity claims and non-reciprocation reveal salient between-group boundaries among different types of four-year colleges and universities. Compared to other organizational traits that could potentially give rise to social boundaries in this organizational field, findings indicate that the social divide between HWIs and HBCUs is particularly sharp. Importantly, our analyses show that this divide is the result of HWIs excluding HBCUs through non-reciprocity, and not the result of HBCUs self-segregating. The results thus suggest that social closure is one mechanism through which HWIs protect their racially privileged status. Overall, the pattern of non-reciprocity documented in this study suggests that HWIs continue to interpret HBCUs as lesser institutions of higher education, despite their significant historical and contemporary role in American higher education. Journal: The Journal of Higher Education Pages: 194-226 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1803026 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1803026 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:194-226 Template-Type: ReDIF-Article 1.0 Author-Name: Tuesda S. Roberts Author-X-Name-First: Tuesda S. Author-X-Name-Last: Roberts Author-Name: Lorena Gutiérrez Author-X-Name-First: Lorena Author-X-Name-Last: Gutiérrez Author-Name: ThedaMarie Gibbs Grey Author-X-Name-First: ThedaMarie Author-X-Name-Last: Gibbs Grey Author-Name: Raven Jones Stanbrough Author-X-Name-First: Raven Author-X-Name-Last: Jones Stanbrough Title: Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color Abstract: This study utilized a mixed-methods, survey research design to explore the experiences and motivations of Students of Color who pursue doctoral studies in colleges or departments of education and the agential decisions they make to carry out their motivations. Data collection included dissemination of a 61-item survey via Qualtrics inclusive of Likert-based and narrative items. Participants included 40 respondents who were either doctoral students, candidates, postdoctoral scholars or early career scholars within two years of obtaining their doctoral degrees. Critical Race Theory and Vizenor’s concept of survivance frame an understanding of how race and racism impacted the lives of doctoral Students of Color and how they enacted an active presence in their doctoral studies in spite of obstacles. Findings based on participants’ narratives revealed (a) high levels of interest in addressing educational inequities and the collective advancement of Communities of Color, and (b) recurring efforts to leverage their experiences to advance praxes based on equity and social justice within their teaching and research activities. Such findings reiterate the value of recruiting and retaining doctoral Students of Color who seek to engage in Critical Race Praxis due to their unwillingness to compromise commitments to their cultural communities or anti-oppressive education. Journal: The Journal of Higher Education Pages: 227-251 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1803027 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1803027 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:227-251 Template-Type: ReDIF-Article 1.0 Author-Name: Bradley E. Cox Author-X-Name-First: Bradley E. Author-X-Name-Last: Cox Author-Name: Jeffrey Edelstein Author-X-Name-First: Jeffrey Author-X-Name-Last: Edelstein Author-Name: Bailey Brogdon Author-X-Name-First: Bailey Author-X-Name-Last: Brogdon Author-Name: Amanda Roy Author-X-Name-First: Amanda Author-X-Name-Last: Roy Title: Navigating Challenges to Facilitate Success for College Students with Autism Abstract: Roughly 1 in 59 children in the United States is diagnosed with an autism spectrum disorder (ASD), a rate that has more than doubled during the last 10 years. As students with autism increasingly pursue higher education, college educators must understand these students’ experiences and actively address issues that affect their college outcomes. This paper draws from interviews with autistic students who have had widely varying experiences and outcomes in higher education. Using an iterative analytic strategy that combined elements of grounded theory, multiple case study, and constant comparative approaches, researchers developed a series of propositions that were subsequently deconstructed and reconstituted as a conceptual model. The resultant conceptual model not only provides a descriptive portrait of how these students experienced interactions with their postsecondary institutions but also outlines specific ways in which tensions between the student and institution manifest as acute problems that students were often able to recognize, sometimes able to reframe, and occasionally able to resolve. The “3R” model can be used to help students and their institutions anticipate, address, and overcome challenges in ways that improve college experiences and outcomes for students on the autism spectrum. Journal: The Journal of Higher Education Pages: 252-278 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1798203 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1798203 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:252-278 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica C. Harris Author-X-Name-First: Jessica C. Author-X-Name-Last: Harris Author-Name: Tiera Tanksley Author-X-Name-First: Tiera Author-X-Name-Last: Tanksley Title: Multiracial Faculty Members’ Experiences with Biculturalism Abstract: Framed by the concept of biculturalism this study explores how 26 Multiracial faculty members form and use biculturalism to navigate an academy steeped in monoculturalism, or the belief that all people should conform to a dominant white westernized worldview. Findings from this study suggest that many Multiracial faculty members form and use a unique form of biculturalism, borderlands biculturalism, to navigate postsecondary contexts. Study findings encourage the expansion of binary understandings of biculturalism, support the retention and success of a growing Multiracial faculty population in U.S. higher education, and guide implications for institutional transformation. Journal: The Journal of Higher Education Pages: 279-302 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1803028 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1803028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:279-302 Template-Type: ReDIF-Article 1.0 Author-Name: Jenny J. Lee Author-X-Name-First: Jenny J. Author-X-Name-Last: Lee Author-Name: John P. Haupt Author-X-Name-First: John P. Author-X-Name-Last: Haupt Title: Scientific Collaboration on COVID-19 Amidst Geopolitical Tensions between the US and China Abstract: As the threat of COVID-19 and US-China tensions are increasing, this study focused on this intensifying intersection between geopolitics and global science in the midst of a pandemic. This scientometric study examined the US’ and China’s international collaboration patterns on science and engineering (S&E) COVID-19 articles through the lenses of scientific nationalism and scientific globalism. While scientific nationalism would assume that the current political rhetoric and protectionist policies would lead to a decrease in international collaboration, our findings showed the reverse. The world’s proportion of international collaborations generally increased. Findings also revealed that despite geopolitical tensions, the highest number of internationally coauthored S&E COVID-19 articles between two countries involve the US and China. Their collaboration rate on COVID-19 is higher than during the past five-years as well as on non-COVID-19 articles published during 2020. Journal: The Journal of Higher Education Pages: 303-329 Issue: 2 Volume: 92 Year: 2021 Month: 02 X-DOI: 10.1080/00221546.2020.1827924 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1827924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:2:p:303-329 Template-Type: ReDIF-Article 1.0 Author-Name: Cecilia M. Orphan Author-X-Name-First: Cecilia M. Author-X-Name-Last: Orphan Author-Name: J. Matthew Hartley Author-X-Name-First: J. Matthew Author-X-Name-Last: Hartley Title: How Change Unravels: The Failure of Ideal-centered Organizational Change at Regional Comprehensive Universities Abstract: This multiple-case study examined the factors promoting or impeding ideal-centered change efforts focused on reclaiming the founding civic commitments of three Regional Comprehensive Universities. Findings showed that successful change agents engaged detractors in defining the ideal and shaping the change while assessing change efforts and recalibrating their approach as needed. Successful change agents also initiated ongoing cultural engagement with the ideal early on and ensured that it was present throughout the change process. These findings contrast prior research portraying cultural change as the final stage of organizational change, not as an ongoing process. This study is significant because it exposes how postsecondary institutions might enact ideal-centered change focused on reclaiming founding civic commitments despite neoliberal pressures that conflict with these ideals. Journal: The Journal of Higher Education Pages: 385-409 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1809269 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1809269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:385-409 Template-Type: ReDIF-Article 1.0 Author-Name: James C. Hearn Author-X-Name-First: James C. Author-X-Name-Last: Hearn Author-Name: Rachel Burns Author-X-Name-First: Rachel Author-X-Name-Last: Burns Title: Contingent Faculty Employment and Financial Stress in Public Universities Abstract: Numerous observers and critics of higher education, including some policymakers, have suggested that hiring and maintaining faculty on tenure lines is a primary source of inefficiency in colleges and universities. These “disrupters” argue that reducing commitments to tenure will lead to cost savings and more effective adaptations to changing markets for various degrees. Does increasing hiring of “contingent” (non-tenure-line) faculty indeed bring financial benefits? In this analysis, we use longitudinal data to examine that hypothesis in financially stressed public master’s and doctoral institutions over the period 2003 to 2014. The analysis provides no support for the hypothesis. The implications of these results for research and practice are discussed. Journal: The Journal of Higher Education Pages: 331-362 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1851570 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1851570 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:331-362 Template-Type: ReDIF-Article 1.0 Author-Name: Eddie Comeaux Author-X-Name-First: Eddie Author-X-Name-Last: Comeaux Author-Name: Sara E. Grummert Author-X-Name-First: Sara E. Author-X-Name-Last: Grummert Author-Name: Nelly A. Cruz Author-X-Name-First: Nelly A. Author-X-Name-Last: Cruz Title: Strategies of Resistance among Racially Minoritized Students at a Hispanic-Serving Institution: A Critical Race Theory Perspective Abstract: Employing critical race theory and a student resistance framework, this study qualitatively explored how minoritized college students view and interpret their racialized experiences in academic settings at a Hispanic-serving institution (HSI) and what strategies they have employed to manage and respond to the campus racial climate. Drawn from seven focus groups and eight in-depth interviews, the findings demonstrate that the studied campus promoted racial diversity but failed to facilitate the processes and practices to achieve the educational benefits of a diverse college campus. Study participants were keenly aware of the campus racial climate and encountered racism in a variety of forms. They strategically relied on informal networks for support and collective well-being and also engaged in subtle and creative strategies of resistance. The article includes recommendations for creating equitable, safe, productive environments for racially minoritized students at HSIs and elsewhere. Journal: The Journal of Higher Education Pages: 465-498 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1851569 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1851569 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:465-498 Template-Type: ReDIF-Article 1.0 Author-Name: Jeongeun Kim Author-X-Name-First: Jeongeun Author-X-Name-Last: Kim Author-Name: Jiwon Jung Author-X-Name-First: Jiwon Author-X-Name-Last: Jung Author-Name: Yeukai Angela Mlambo Author-X-Name-First: Yeukai Angela Author-X-Name-Last: Mlambo Title: Institutional Selectivity and Occupational Outcomes for STEM Graduates: A Generational Comparison Abstract: To increase the science, technology, engineering, and mathematics (STEM) workforce, U.S. education policy has emphasized the pathways from education to STEM careers. While some scholars argue that employers prioritize the degree, and not institutional affiliation, in hiring graduates, the argument needs to be warranted with more recent data accounting for the changing market structure. Furthermore, some studies found that having a STEM degree matters more than institutional selectivity, particularly for occupational outcomes of women and racial minorities. Yet there is slim empirical evidence to support this conclusion. Using data from the National Survey of Recent College Graduates, we examine how occupational outcomes are different for different STEM degrees generated by different selectivity of institutions for those who graduated in the 1990s, early and mid-2000s, and late 2000s. Female graduates, although they entered the industry and STEM fields at no different levels from their male counterparts, still earned significantly lower wages. However, we found that the value of institutional selectivity changes over time as it moderates the gender wage gaps in the late 2000s. Minority STEM graduates enjoyed similar salaries to nonminority graduates, but retention in STEM fields after graduation was less likely, but also moderated by the institutional selectivity. Journal: The Journal of Higher Education Pages: 435-464 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1819945 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1819945 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:435-464 Template-Type: ReDIF-Article 1.0 Author-Name: Federick Ngo Author-X-Name-First: Federick Author-X-Name-Last: Ngo Author-Name: Tatiana Melguizo Author-X-Name-First: Tatiana Author-X-Name-Last: Melguizo Title: The Equity Cost of Inter-Sector Math Misalignment: Racial and Gender Disparities in Community College Student Outcomes Abstract: Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed “college ready” by high school standards but were placed in remedial/developmental math courses when they enrolled in a local community college. We disaggregate ISMM by gender and race/ethnicity, and we conduct analyses to determine whether certain students are more likely to experience ISMM than others. We find an equity cost to ISMM, with female students, Black students, and Latina/o/x students significantly more likely to encounter ISMM, even after controlling for academic achievement in high school. Inverse probability weighting analyses indicate those who experienced ISMM may have been discouraged by the experience. They were less likely to complete transfer-level math courses and 30 degree-applicable credits, and completed fewer degree-applicable credits overall. ISMM was particularly detrimental to Black students, indicating an equity cost to math misalignment. The findings suggest improving alignment between high schools and community college standards may reduce racial/ethnic inequities in the transition to college and college outcomes. Journal: The Journal of Higher Education Pages: 410-434 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1811570 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1811570 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:410-434 Template-Type: ReDIF-Article 1.0 Author-Name: Jacqueline Cruz Author-X-Name-First: Jacqueline Author-X-Name-Last: Cruz Title: The Constraints of Fear and Neutrality in Title IX Administrators’ Responses to Sexual Violence Abstract: Under Title IX of the Education Amendments of 1972—a federal civil rights law that prohibits sex discrimination in education—universities are responsible for both addressing and preventing sexual violence on their campuses. Despite the recent growth of Title IX offices, administrators, and policies aimed at preventing sexual violence on university campuses, many students describe reporting their sexual assaults to university administrators as one of the most traumatizing aspects of their experience. This study seeks to explain the disconnect between university efforts to respond to sexual violence and numerous reports of institutional betrayal by survivors. I report from interview data on university administrators’ experiences of creating and implementing Title IX policies. I argue that the fear of media and public scrutiny and the role of Title IX administrator as a “neutral” party constrain administrator’s decision-making abilities. As a result, well-intentioned administrators tasked with protecting gender equality, may subtly reproduce a system that further marginalizes women and their experiences of sexual violence. This study sheds new light on how universities are responding to sexual violence. Journal: The Journal of Higher Education Pages: 363-384 Issue: 3 Volume: 92 Year: 2021 Month: 04 X-DOI: 10.1080/00221546.2020.1809268 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1809268 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:3:p:363-384 Template-Type: ReDIF-Article 1.0 Author-Name: Liliana M. Garces Author-X-Name-First: Liliana M. Author-X-Name-Last: Garces Author-Name: Briana Hinga Author-X-Name-First: Briana Author-X-Name-Last: Hinga Author-Name: Cecilia Rios-Aguilar Author-X-Name-First: Cecilia Author-X-Name-Last: Rios-Aguilar Title: Boundary Crossing Between Academia and Law: Understanding Researchers’ Participation in Legal Cases Pertaining to Educational Equity Abstract: Social scientists’ involvement with the legal system is critical for tackling inequities in education and informing legal developments in ways that are grounded in empirical realities that document the myriad ways race shapes educational opportunity and outcomes. This study examined the experiences of social scientists who have participated in legal cases pertaining to education policy and equity. Drawing from the notion of boundary crossing to conceptualize the actions and interactions these researchers are engaged in, findings illuminate policies and practices within higher education that can support and sustain the work of other boundary crossers, as well as promising approaches for reconceptualizing interactions across the systems of education research and law that can more effectively support boundary crossing in law. Journal: The Journal of Higher Education Pages: 648-675 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1860648 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1860648 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:648-675 Template-Type: ReDIF-Article 1.0 Author-Name: Lynette Pretorius Author-X-Name-First: Lynette Author-X-Name-Last: Pretorius Author-Name: Luke Macaulay Author-X-Name-First: Luke Author-X-Name-Last: Macaulay Title: Notions of Human Capital and Academic Identity in the PhD: Narratives of the Disempowered Abstract: An important component of PhD students’ educational experiences is the understanding they develop of their academic identity. In this study, we explore PhD students’ expectations and lived realities during their studies through the lens of Bourdieu’s theory of practice. We show that doctoral students perceive the PhD as an all-consuming endeavor and, at the same time, a degree of competing demands. Importantly, several doctoral students’ academic identities were laden with conceptions of marginalization, which evoked feelings of disempowerment and lead to a lack of agency. Therefore, this study advocates for a doctoral environment where different forms of human capital are valued and the voices of PhD students are respected within the academy. This will ensure that future scholars are able to enter the academy with a strong sense of who they are and where they fit within their field. Journal: The Journal of Higher Education Pages: 623-647 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1854605 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1854605 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:623-647 Template-Type: ReDIF-Article 1.0 Author-Name: Amy E. Stich Author-X-Name-First: Amy E. Author-X-Name-Last: Stich Title: Beneath the White Noise of Postsecondary Sorting: A Case Study of the “Low” Track in Higher Education Abstract: Although tracking is typically the subject of secondary education, this embedded case study brings attention to the comparable mechanisms at work within postsecondary institutions that produce serious consequences for racially minoritized students admitted into the “low” track. By engaging Victor Ray’s newly conceptualized theory of racialized organizations, this article shifts attention toward the meso-level to enable a better understanding of postsecondary “organizational foundations, hierarchies, and processes” that are constituting and constituted by race. Journal: The Journal of Higher Education Pages: 546-569 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1824481 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1824481 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:546-569 Template-Type: ReDIF-Article 1.0 Author-Name: Theresa Stewart-Ambo Author-X-Name-First: Theresa Author-X-Name-Last: Stewart-Ambo Title: Higher Education for California Native Nation Building: A Retrospective on College Experience and Completion Abstract: The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sample of CA Indians (n = 5), all who graduated from the same public university in the state and are actively involved in their tribes, this exploratory retrospective study examined aspects of college student experience, motivations to complete, and the role of tribal communities in graduation. Participants reflect on the relevancy of education, feeling (under)valued on campus, classroom invalidation and hostility, campus involvement, giving back, and the role of their tribes in pursuing and completing college. These findings extend current research on American Indian college students, while concurrently centering the voices of and building on existing scholarship to include CA Indian college graduates. Journal: The Journal of Higher Education Pages: 499-521 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1841549 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1841549 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:499-521 Template-Type: ReDIF-Article 1.0 Author-Name: Krystal Laryea Author-X-Name-First: Krystal Author-X-Name-Last: Laryea Author-Name: Andreas Paepcke Author-X-Name-First: Andreas Author-X-Name-Last: Paepcke Author-Name: Kathy Mirzaei Author-X-Name-First: Kathy Author-X-Name-Last: Mirzaei Author-Name: Mitchell L. Stevens Author-X-Name-First: Mitchell L. Author-X-Name-Last: Stevens Title: Ambiguous Credentials: How Learners Use and Make Sense of Massively Open Online Courses Abstract: Researchers have investigated the demography and styles of engagement of those who enroll in MOOCs but have lent little attention to how learners navigate MOOCs’ ambiguity as academic certifications. Analyzing semi-structured interviews with 60 people who devoted substantial time to at least one MOOC between 2014–2017, we find that people use MOOCs to build skills for application at work and home, build relationships, navigate life transitions, and enhance formal presentations of self, at the same time that they disagree on the meaning of MOOC completions as official academic accomplishments. Our findings build theory on the multi-dimensional character of credential prestige that can inform educational social scientists and credential providers in an increasingly complicated postsecondary ecosystem. Journal: The Journal of Higher Education Pages: 596-622 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1851571 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1851571 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:596-622 Template-Type: ReDIF-Article 1.0 Author-Name: Demetri L. Morgan Author-X-Name-First: Demetri L. Author-X-Name-Last: Morgan Author-Name: Raquel M. Rall Author-X-Name-First: Raquel M. Author-X-Name-Last: Rall Author-Name: Felecia Commodore Author-X-Name-First: Felecia Author-X-Name-Last: Commodore Author-Name: Rachel A. Fischer Author-X-Name-First: Rachel A. Author-X-Name-Last: Fischer Author-Name: Sam Bernstein Author-X-Name-First: Sam Author-X-Name-Last: Bernstein Title: Hiding in Plain Sight: The Potential of State-Level Governing Boards in Postsecondary Education Policy Agenda-Setting Abstract: State-level governing boards (SLGBs) can play an essential regulatory role as intermediaries between the public, state-elected officials, and campus-level leadership. However, these boards have been understudied within higher education relative to their enormous potential to influence postsecondary institutions and state political dynamics via the ways they engage and leverage political discourse in the agenda setting process. To explore this latent function, the authors analyze strategic plans generated by SLGBs of 33 states to theorize how these entities leverage economic, public purpose, and accountability discourses in the policymaking process. The overarching questions were: 1) what are the dominant discourses in SLGB strategic plans and 2) to which audience are these plans directed? The authors build on the concepts of collaborative governance and the Policy Streams Model of Decentralization Agenda Setting to illuminate and contextualize dimensions of the potential for SLGBs to operate as important policy actors. The authors present a conceptual framework that can help scholars better understand how SLGBs and policy discourses interact to achieve institutional and state priorities. Implications for policymakers engaging in strategic planning are also included. Journal: The Journal of Higher Education Pages: 570-595 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1824885 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1824885 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:570-595 Template-Type: ReDIF-Article 1.0 Author-Name: Sarah Socorro Hurtado Author-X-Name-First: Sarah Socorro Author-X-Name-Last: Hurtado Title: How Neoliberalism Shapes the Role and Responsibility of Faculty Members for Eliminating Sexual Violence Abstract: Little is known about the ways in which faculty members understand their role and responsibility in addressing sexual violence and how they engage in sexual violence education efforts. This qualitative study of 10 faculty members gives insight into how faculty members engage in efforts to address sexual violence. Their experiences demonstrate how neoliberalism shapes their ability to truly work toward eliminating sexual violence from campuses. Findings from this study are helpful in understanding how campus educators can move beyond limited definitions of sexual violence, center power in sexual violence education and prevention, and leverage faculty in these efforts. Journal: The Journal of Higher Education Pages: 522-545 Issue: 4 Volume: 92 Year: 2021 Month: 06 X-DOI: 10.1080/00221546.2020.1816118 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1816118 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:4:p:522-545 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell James Chang Author-X-Name-First: Mitchell James Author-X-Name-Last: Chang Title: Editor’s Comment Journal: The Journal of Higher Education Pages: 677-679 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2021.1946345 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1946345 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:677-679 Template-Type: ReDIF-Article 1.0 Author-Name: Luis A. Leyva Author-X-Name-First: Luis A. Author-X-Name-Last: Leyva Author-Name: R. Taylor McNeill Author-X-Name-First: R. Taylor Author-X-Name-Last: McNeill Author-Name: Brittany L. Marshall Author-X-Name-First: Brittany L. Author-X-Name-Last: Marshall Author-Name: Oscar A. Guzmán Author-X-Name-First: Oscar A. Author-X-Name-Last: Guzmán Title: “It Seems like They Purposefully Try to Make as Many Kids Drop”: An Analysis of Logics and Mechanisms of Racial-Gendered Inequality in Introductory Mathematics Instruction Abstract: Introductory mathematics courses, including precalculus and calculus, largely influence Black and Latin* students’ persistence and sense of belonging in STEM. However, prior research on instruction in these courses for advancing more equitable outcomes is limited. This paper presents findings from a study of 18 Black and Latina/o students’ perceptions of introductory mathematics instruction as a racialized and gendered experience at a large, public, and historically white research university. Sociological perspectives of logics and mechanisms of inequality guided an analysis of Black and Latina/o students’ group interview responses on how instruction perpetuates racial and gendered oppression. Two logics were identified: (i) Instructors hold more mathematical authority than students in classrooms; and (ii) Calculus coursework is used to weed out students ‘not cut out’ for STEM. These logics, coupled with the influence of broader sociohistorical forces (e.g., cultural scripts of behavior, stereotypes), gave rise to mechanisms of inequality through seemingly neutral instructional practices that reinforce racial-gendered distribution of classroom participation and STEM persistence. Our findings inform implications for STEM higher education researchers and mathematics faculty to foster socially affirming STEM instruction, especially in introductory courses. Journal: The Journal of Higher Education Pages: 784-814 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2021.1879586 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1879586 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:784-814 Template-Type: ReDIF-Article 1.0 Author-Name: Nolan L. Cabrera Author-X-Name-First: Nolan L. Author-X-Name-Last: Cabrera Author-Name: Dee Hill-Zuganelli Author-X-Name-First: Dee Author-X-Name-Last: Hill-Zuganelli Title: “If Lil’ Wayne Can Say It, Why Can’t I?”: White Male Undergraduates Using the N-Word Abstract: This paper critically analyzes the narratives of 62 White male undergraduates and their consistent use of the n-word during their college years. Almost all heard and/or used the n-word, but rarely did they believe using the n-word was racist. Despite these beliefs, the participants almost never used any form of the n-word in the presence of People of Color, Black people in particular. There were some who felt uncomfortable with their friends’ casual use of the n-word, but they rarely challenged their peers fearing social discomfort. The analyses highlight different levels of responsibility for the racism embedded in both speaking and hearing this word as well as the White campus-based segregation that allowed the use of the term to flourish. Journal: The Journal of Higher Education Pages: 680-703 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2021.1889942 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1889942 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:680-703 Template-Type: ReDIF-Article 1.0 Author-Name: Tatiana Melguizo Author-X-Name-First: Tatiana Author-X-Name-Last: Melguizo Author-Name: Stella Flores Author-X-Name-First: Stella Author-X-Name-Last: Flores Author-Name: David Velasquez Author-X-Name-First: David Author-X-Name-Last: Velasquez Author-Name: Tim Carroll Author-X-Name-First: Tim Author-X-Name-Last: Carroll Title: Lost in the Transition: The Cost of College-Readiness English Standards Misalignment for Students Initially Classified as English Learners Abstract: Using linked, individual-level data from a large metropolitan K-12 district and a large urban community college district in California, we examine whether indicators of college-readiness for graduating high school students who were initially classified as English Learners (ELs) are honored in community college course placement. In particular, we explore (1) whether there is misalignment in course assignment levels among former EL students between the K-12 and community college sector based on high school readiness metrics; and (2) if misalignment exists, we investigate its extent among various levels and identities of EL students. We employ an integrated capitals and funds of knowledge framework to emphasize students’ assets in the form of resources, knowledge, and skills while also acknowledging the role of education systems in reproducing social inequities. We find that along with students who speak Spanish at home, Latina/o, and Black students, former ELs who met college-readiness standards experienced the highest levels of inter-sector English misalignment (over 75%). Our results show a negative association between experiencing inter-sector misalignment and college credit accumulation. After controlling for course placement, background, and academic characteristics our analysis suggests that despite facing higher levels of inter-sector misalignment relative to other students, former ELs manage to accumulate five to six more transferable degree units than their monolingual English-speaking peers. The findings suggest a need for even greater inter-sector communication and accountability between legislators, K-12, and postsecondary leaders to ensure that state-level college-readiness standards are properly defined and consistently used in the transition from high school to college. Journal: The Journal of Higher Education Pages: 815-846 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2021.1888634 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1888634 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:815-846 Template-Type: ReDIF-Article 1.0 Author-Name: Royel M. Johnson Author-X-Name-First: Royel M. Author-X-Name-Last: Johnson Author-Name: Rafael E. Alvarado Author-X-Name-First: Rafael E. Author-X-Name-Last: Alvarado Author-Name: Kelly Ochs Rosinger Author-X-Name-First: Kelly Ochs Author-X-Name-Last: Rosinger Title: What’s the “Problem” of Considering Criminal History in College Admissions? A Critical Analysis of “Ban the Box” Policies in Louisiana and Maryland Abstract: In this study, we examine how the issue of considering criminal history in college admissions is represented and constructed as a problem in Ban the Box (BTB) policies in Maryland and Louisiana. We draw on Bacchi’s “What’s the Problem Represented to be?” approach as an analytic tool to interrogate key policy artifacts such as legislative histories and hearings and the language of enacted policy. Using a multiple case study design, we ask: (a) What is the “problem” represented to be in each state’s BTB policy?, and (b) What are the potential consequences of this representation of the “problem?” Our findings coalesce with those of policy researchers who emphasize the importance of framing problems within their full context. For instance, we demonstrate how reducing the “problem” to the box ignores real, structural barriers and limits equity-minded policy solutions. Further, while each BTB policy appears similar on the surface, we argue that outcomes will likely vary based on how the issue of considering criminal justice history in college admissions is framed and problematized. We conclude by offering directions for future research and specific recommendations for BTB policy design. Journal: The Journal of Higher Education Pages: 704-734 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2020.1870849 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1870849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:704-734 Template-Type: ReDIF-Article 1.0 Author-Name: Genia M. Bettencourt Author-X-Name-First: Genia M. Author-X-Name-Last: Bettencourt Title: “I Belong Because It Wasn’t Made for Me”: Understanding Working-Class Students’ Sense of Belonging on Campus Abstract: Sense of belonging has been used to gauge students’ adjustment to and persistence within higher education. Social class is associated with sense of belonging and working-class students report lower levels than their middle- and upper-class peers. In this study, I examined how working-class students described their sense of belonging through a critical constructivist narrative inquiry of 24 working-class students across two public research institutions. I found that students developed academic and co-curricular spaces of connectedness to challenge the broader campus culture that they saw as catering to middle- and upper-class students. The same resources were supportive or unsupportive depending on students’ circumstances. Belonging was viewed as something that students themselves created rather than was facilitated by institutions. Moreover, while participants expressed varying degrees of support, connectedness, and belonging, they rarely felt valued by institutions that exploited their labor or tokenized their presence under the guise of supporting diversity. Implications from this research suggest the need to revisit conceptualizations of sense of belonging while providing recognition of working-class contributions, increasing cultural competence, and developing additional structural supports for students. Journal: The Journal of Higher Education Pages: 760-783 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2021.1872288 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1872288 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:760-783 Template-Type: ReDIF-Article 1.0 Author-Name: Milagros Castillo-Montoya Author-X-Name-First: Milagros Author-X-Name-Last: Castillo-Montoya Author-Name: Jillian Ives Author-X-Name-First: Jillian Author-X-Name-Last: Ives Title: Instructors’ Conceptions of Minoritized College Students’ Prior Knowledge and Their Related Teaching Practices Abstract: Drawing on students’ prior knowledge can enhance learning, but we know little about how instructors learn to teach with this knowledge in mind. Through a two-year embedded case study, we sought to examine how 10 college instructors’ teaching conceptions and practices relevant to minoritized students’ prior knowledge shifted over the course of two years. We found instructors’ conceptions advanced further than their practices and the nature and extent of this shift differed by various factors including academic discipline; instructor social identity, particularly gender; teaching improvement goals; and instructor perceived or real teaching agency. Our findings have implications for understanding faculty as learners of teaching, as well as for academic administrators who want to support faculty as teachers. Journal: The Journal of Higher Education Pages: 735-759 Issue: 5 Volume: 92 Year: 2021 Month: 07 X-DOI: 10.1080/00221546.2020.1870850 File-URL: http://hdl.handle.net/10.1080/00221546.2020.1870850 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:5:p:735-759 Template-Type: ReDIF-Article 1.0 Author-Name: Nabih Haddad Author-X-Name-First: Nabih Author-X-Name-Last: Haddad Title: Philanthropic Foundations and Higher Education: The Politics of Intermediary Organizations Abstract: Intermediary organizations (IOs) are influential policy actors in higher education. Yet, little is known regarding the role of philanthropic foundations in sponsoring IOs for policy promotion. By relying on longitudinal analysis of grants, semi-structured interviews, and social network analysis, this study examined the most central IOs within foundation-sponsored networks, documenting rationales behind this grantmaking strategy. Data included nearly 7,000 grants from 2004 to 2014, representing nearly $3b in postsecondary funding. Results demonstrated that over a decade, the field of higher education philanthropy has shifted, with a decrease in traditional forms of grantmaking and an increase in field-building efforts. Specifically, grants flowing to IOs focused on policy advocacy and completion purposes, or what can be described as a high-leverage approach to educational philanthropy. Furthermore, the most influential voices within philanthropic-sponsored networks were linked to the college completion agenda, a powerful reform movement seeking to increase national degree productivity. By emphasizing philanthropic organizations and their relationships with IOs, this study extends postsecondary policy analysis from a state-centric approach to one that considers non-state actors’ role in policy advocacy and educational reform. Journal: The Journal of Higher Education Pages: 897-926 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1888635 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1888635 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:897-926 Template-Type: ReDIF-Article 1.0 Author-Name: Samuel J. Imlay Author-X-Name-First: Samuel J. Author-X-Name-Last: Imlay Title: Tuition, Targeting, and Tradeoffs: A Conjoint Analysis of Americans’ Preferences over the Design of Higher Education Subsidies Abstract: Over the past three decades, political candidates and elected policymakers have advanced a wide variety of publicly funded tuition-subsidy programs to improve college access and -affordability. These college-aid programs employ different subsidy instruments, target different types of students, draw from different funding sources, and come with different strings attached. This study assesses Americans’ preferences over the multidimensional design of such higher education subsidies using a conjoint survey experiment with randomized policy proposals that vary in their subsidy instruments, target populations, eligibility requirements, and funding arrangements. The results suggest that fiscal tradeoffs loom large in Americans’ support for higher education programs, but elements of subsidy design matter as well: respondents (particularly Republicans) prefer aid packaged as tax credits; strongly means-tested programs receive greater support than broader, income-based aid (an effect driven by Democrats); and subsidies targeted to community college students enjoy substantial, bipartisan support. The study’s results shed light on differences in extant tuition-subsidy programs’ popular support and provide empirical grounding for debates over the prudent design of college aid by estimating tradeoffs that programs confront between efficiently targeting marginal students and securing broad popular support. Journal: The Journal of Higher Education Pages: 986-1017 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1897965 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1897965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:986-1017 Template-Type: ReDIF-Article 1.0 Author-Name: The Editors Title: Call for Nominations/Applications for Editorship of the Journal of Higher Education Journal: The Journal of Higher Education Pages: 1018-1020 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1979791 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1979791 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:1018-1020 Template-Type: ReDIF-Article 1.0 Author-Name: Angela Boatman Author-X-Name-First: Angela Author-X-Name-Last: Boatman Title: Accelerating College Remediation: Examining the Effects of Math Course Redesign on Student Academic Success Abstract: American colleges are redesigning the ways in which they offer remedial courses, including mainstreaming students into college-level courses and making greater use of learning-technology to tailor the curriculum to students’ specific academic needs. Exploiting a statewide cutoff on a remediation placement exam along with data on student outcomes prior to and after a course redesign effort in Tennessee, I estimate the effects of three different institutional redesign efforts (acceleration, modularization, and corequisite math remediation) on students’ short, moderate, and long-term academic success. I find that students exposed to accelerated and corequisite developmental math courses had more positive outcomes than their peers exposed to traditional developmental math courses, but those in modularized courses did not. The magnitude of the estimated effect differs by the type of math redesign and the level of academic need of the students. These results provide insight into the extent to which the particular instruction and delivery methods of developmental courses affect performance in college-level math, credit accumulation, and persistence to degree. Journal: The Journal of Higher Education Pages: 927-960 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1888675 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1888675 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:927-960 Template-Type: ReDIF-Article 1.0 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Benjamin Selznick Author-X-Name-First: Benjamin Author-X-Name-Last: Selznick Author-Name: Lini Zhang Author-X-Name-First: Lini Author-X-Name-Last: Zhang Author-Name: Amy Barnes Author-X-Name-First: Amy Author-X-Name-Last: Barnes Author-Name: Sarah Mangia Author-X-Name-First: Sarah Author-X-Name-Last: Mangia Title: Teaching Innovation Capacities in Undergraduate Leadership Courses: The Influence of a Short-Term Pedagogical Intervention Abstract: This study explored the effectiveness of a short-term, low-cost experiential learning intervention on undergraduate students’ development of innovation capacities. Data were collected from 90 students at a large Midwestern public institution across two randomly assigned conditions: those who received only a video-based innovation lecture and those who received the video-based lecture in addition to an in-class pedagogical intervention. Notably with respect to treatment validity, the instructor for the in-class pedagogical intervention was the same for all students. Results suggested that students who participated in the theoretically-derived pedagogical exercise developed their innovation capacities to a greater degree than their peers in the group that did not receive the in-class reinforcement. Study importance and implications are discussed. Journal: The Journal of Higher Education Pages: 877-896 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1876480 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1876480 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:877-896 Template-Type: ReDIF-Article 1.0 Author-Name: Taylor K. Odle Author-X-Name-First: Taylor K. Author-X-Name-Last: Odle Author-Name: Jason C. Lee Author-X-Name-First: Jason C. Author-X-Name-Last: Lee Author-Name: Steven P. Gentile Author-X-Name-First: Steven P. Author-X-Name-Last: Gentile Title: Do Promise Programs Reduce Student Loans? Evidence from Tennessee Promise Abstract: As college promise programs proliferate across the United States with noted intentions to promote access through increased affordability, it is necessary to understand the relationship between these programs and other forms of financial aid, including loans. Using federal, state, and program-level data, we leverage a natural experiment to estimate causal impacts of the nation’s first statewide program (Tennessee Promise) on students’ borrowing behaviors in a community college system. In the difference-in-differences framework, we find robust evidence to suggest Tennessee Promise reduced the percent of first-time, full-time students borrowing by 8–10 percentage points on average after implementation—an over 40% decline—and reduced the average community college cohort loan by 230-360 USD (nearly 32%). While consistent with prior work on grant aid, these findings are among the first to explore promise students’ financial outcomes. We discuss these results in relation to Tennessee Promise’s programmatic features and identify important implications for policy and research. Journal: The Journal of Higher Education Pages: 847-876 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1888674 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1888674 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:847-876 Template-Type: ReDIF-Article 1.0 Author-Name: Marissa E. Thompson Author-X-Name-First: Marissa E. Author-X-Name-Last: Thompson Title: Grade Expectations: The Role of First-Year Grades in Predicting the Pursuit of STEM Majors for First- and Continuing-Generation Students Abstract: Earning poor grades in early science, technology, engineering, and mathematics (STEM) college courses decreases the likelihood that a student will major in STEM. However, grades in first-year STEM courses do not impact students evenly, making it hard to know if early “gatekeeping” courses selectively push some students out of STEM. This descriptive study examines the relationship between grades and STEM persistence for first- and continuing-generation students. Using transcript and survey data from three moderately-selective postsecondary institutions, I find that among students with high STEM GPAs, first-generation students are less likely than their continuing-generation peers to persist in STEM, net background preparation and characteristics. Moreover, first-year STEM grades alone account for a substantial portion of the differences in the likelihoods of studying STEM. While first-generation students are slightly less responsive to their early STEM grades than continuing-generation students, their comparatively lower early STEM grades are a significant driver of persistence differences. Journal: The Journal of Higher Education Pages: 961-985 Issue: 6 Volume: 92 Year: 2021 Month: 09 X-DOI: 10.1080/00221546.2021.1907169 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1907169 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:6:p:961-985 Template-Type: ReDIF-Article 1.0 Author-Name: K. C. Culver Author-X-Name-First: K. C. Author-X-Name-Last: Culver Author-Name: John M. Braxton Author-X-Name-First: John M. Author-X-Name-Last: Braxton Author-Name: Ernest T. Pascarella Author-X-Name-First: Ernest T. Author-X-Name-Last: Pascarella Title: What We Talk about When We Talk about Rigor: Examining Conceptions of Academic Rigor Abstract: Academic rigor has long been considered important for students’ learning and development in higher education. However, findings about students’ outcomes from previous studies of rigor are mixed, in part because of varying conceptions of what constitutes rigor. In quantitative research, rigor is often operationalized in one of two ways: through students’ workload in courses or through their instructors’ expectations for course learning in the form of cognitive challenge. This study employed data from a multi-institutional, longitudinal study of undergraduates in the United States to examine the relationship of both conceptions of rigor with students’ cognitive development, including their critical thinking skills and two measures of self-motivated learning (need for cognition and positive attitudes toward literacy). Workload was related to four-year growth in positive attitudes about reading and writing, while cognitive challenge was related to self-motivated learning in year one and all three aspects of cognitive development in year four. In particular, the amount of reading that students completed was the only measure of workload positively associated with outcomes, while both challenge in class and in exams and assignments played a role. These findings have implications for instructors, instructional developers, institutional leaders, and researchers in higher education. Journal: The Journal of Higher Education Pages: 1140-1163 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1920825 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1920825 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1140-1163 Template-Type: ReDIF-Article 1.0 Author-Name: Uma Mazyck Jayakumar Author-X-Name-First: Uma Mazyck Author-X-Name-Last: Jayakumar Author-Name: Scott E. Page Author-X-Name-First: Scott E. Author-X-Name-Last: Page Title: Cultural Capital and Opportunities for Exceptionalism: Bias in University Admissions Abstract: This study illuminates how common holistic admissions practices at so-called “elite” colleges and universities favor high-SES, high wealth applicants through the ways they define and consider “exceptional” performance in extracurricular activities. While many studies have established advantages to high-income applicants based on school resources, standardized testing, and myriad other factors, few have examined the consideration of exceptional performance in extracurriculars. Drawing on higher education literature and Bourdieu’s theory of cultural capital, and utilizing high school and college athletics data, the authors introduce and corroborate a mathematical model that illuminates the accumulated advantages to wealthy students on three fronts: opportunity, specialization (i.e., breadth of options available), and support. While this paper focuses on elite athletics as one example of exceptional performance, it also explores the usefulness of the model for understanding how “race-neutral” admissions systematically advantage high-income—and white—students. Journal: The Journal of Higher Education Pages: 1109-1139 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1912554 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1912554 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1109-1139 Template-Type: ReDIF-Article 1.0 Author-Name: Mitchell James Chang Author-X-Name-First: Mitchell James Author-X-Name-Last: Chang Title: Editor’s Comment Journal: The Journal of Higher Education Pages: 1021-1027 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1973308 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1973308 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1021-1027 Template-Type: ReDIF-Article 1.0 Author-Name: Anna Manzoni Author-X-Name-First: Anna Author-X-Name-Last: Manzoni Title: Equalizing or Stratifying? Intergenerational Persistence across College Degrees Abstract: The literature has shown inconsistent support for the equalization thesis, that is, the idea that a college degree erases the effect of social origin on socioeconomic destination, and suggested higher intergenerational persistence among advanced degree holders compared to those with bachelor’s degrees. The present study sheds light on the origin-destination link by investigating the intergenerational association between parents’ education and offspring’s earnings, paying attention to parents’ education relative to their children’s. Drawing on large samples and multiple waves of data from the National Survey of College Graduates, this study also makes an empirical contribution by analyzing intergenerational persistence across degree types. For women, I find highest intergenerational persistence at the bachelor level, but little evidence of intergenerational association for any advanced degrees. For men, results show intergenerational persistence across educational groups. Differences across respondents holding different types of degree support a theory of intergenerational relative education advantage, in which the effect of parents’ education on offspring’s attainment varies depending on offspring’s education relative to their parents. Educational and labor market-related factors do not change the overall picture. Journal: The Journal of Higher Education Pages: 1028-1058 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1897966 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1897966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1028-1058 Template-Type: ReDIF-Article 1.0 Author-Name: Naomi W. Nishi Author-X-Name-First: Naomi W. Author-X-Name-Last: Nishi Title: White Hoarders: A Portrait of Whiteness and Resource Allocation in College Algebra Abstract: This study uses Critical Race Theory, Settler Colonialism, and Critical Whiteness Studies to frame how property is recognized only under the auspices of whiteness. In the college algebra classroom, this is born out through white entitlement, racialized senses of sharing, and resource allocation. This study uses portraiture to depict how white hoarding, as the co-option of resources by white students, marginalizes and disenfranchises Students of Color. Journal: The Journal of Higher Education Pages: 1164-1185 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1914495 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1914495 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1164-1185 Template-Type: ReDIF-Article 1.0 Author-Name: Bradley D. Custer Author-X-Name-First: Bradley D. Author-X-Name-Last: Custer Title: Why Policymakers in Georgia and Indiana Barred Incarcerated College Students from State Financial Aid Abstract: College students in prison are ineligible for state-funded financial aid in most states. This is because state policymakers adopted policies that explicitly ban incarcerated students from receiving aid. How and why did state policymakers do this? This study explores this question through qualitative case studies of two states where incarcerated students lost financial aid eligibility: Georgia and Indiana. The history of these policy adoption events was traced from legislative records and interviews with policymakers. This study is among the first to apply a new conceptual model of state higher education policy adoption; thus, it offers new insights into the policy adoption process and the strengths of the model. Results show the factors that influenced the adoption of new financial aid eligibility policies were represented in the conceptual model, including state economics, funding for higher education, state agency influence, political ideology, gubernatorial strength, and electoral conditions. Journal: The Journal of Higher Education Pages: 1059-1084 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1912552 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1912552 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1059-1084 Template-Type: ReDIF-Article 1.0 Author-Name: Ryan A. Miller Author-X-Name-First: Ryan A. Author-X-Name-Last: Miller Author-Name: Paul Holliday-Millard Author-X-Name-First: Paul Author-X-Name-Last: Holliday-Millard Title: Debating Diversity and Social Justice Curricular Requirements: How Organizational Culture at a Liberal Arts College Informed the Change Process Abstract: For the past four decades, predominantly white colleges and universities throughout the United States have adopted diversity curricular requirements. While evidence suggests these courses yield positive outcomes for students, scholars have less often addressed the process of curricular change toward creating the requirements. Further, colleges have begun to update or supplement diversity requirements enacted in past decades, but this process has not been sufficiently studied. The curricular change process at a private, highly selective liberal arts college in the South offers an instructive case study of how organizational culture informed the implementation of a new social justice course requirement for all undergraduate students. It also offers a rare study of a college with an existing diversity requirement whose faculty approved a second requirement focused on social justice, as colleges may seek to revisit existing requirements after implementation. We draw upon interviews with faculty and institutional documents to question whether the new social justice requirement represented transformational change—or functioned as window-dressing that updated outdated language but ultimately maintained existing curricular arrangements. Journal: The Journal of Higher Education Pages: 1085-1108 Issue: 7 Volume: 92 Year: 2021 Month: 11 X-DOI: 10.1080/00221546.2021.1912553 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1912553 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:92:y:2021:i:7:p:1085-1108 Template-Type: ReDIF-Article 1.0 Author-Name: Isis H. Settles Author-X-Name-First: Isis H. Author-X-Name-Last: Settles Author-Name: Martinque K. Jones Author-X-Name-First: Martinque K. Author-X-Name-Last: Jones Author-Name: NiCole T. Buchanan Author-X-Name-First: NiCole T. Author-X-Name-Last: Buchanan Author-Name: Sheila T. Brassel Author-X-Name-First: Sheila T. Author-X-Name-Last: Brassel Title: Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions Abstract: Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in disciplinary and identity-based biases, is theorized to act as another barrier to the retention of these faculty. The present study examines the effect of scholarly devaluation, a primary component of epistemic exclusion, on faculty workplace outcomes using data from 1,341 tenure-track faculty from a predominantly White, research-intensive institution. We found that women and underrepresented faculty of color reported higher perceptions of scholarly devaluation. Further, scholarly devaluation was associated with higher intentions to leave the university and this relationship was mediated by lower job satisfaction and poorer perceptions of the workplace climate. Notably, the negative consequences of perceiving scholarly devaluation were found for all faculty, not just women and faculty of color. We discuss the implications of these findings for retaining marginalized faculty and for institutions of higher education more broadly. Journal: The Journal of Higher Education Pages: 31-55 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1914494 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1914494 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:31-55 Template-Type: ReDIF-Article 1.0 Author-Name: David B. Wangrow Author-X-Name-First: David B. Author-X-Name-Last: Wangrow Author-Name: Kristie Rogers Author-X-Name-First: Kristie Author-X-Name-Last: Rogers Author-Name: Delia Saenz Author-X-Name-First: Delia Author-X-Name-Last: Saenz Author-Name: Peter Hom Author-X-Name-First: Peter Author-X-Name-Last: Hom Title: Retaining College Students Experiencing Shocks: The Power of Embeddedness and Normative Pressures Abstract: Why do college students persist with their education, especially when facing challenges? We answer this question by exploring the complexities surrounding college student retention, using the organizational research lenses of job embeddedness, normative pressures, and the unfolding model of turnover. We first developed a college embeddedness scale and adapted a measure of normative pressures on college persistence. Then, we surveyed 287 first-year students from a broad range of racial and ethnic groups to understand their re-enrollment intentions and behavior. We found a positive relationship between re-enrollment intentions and normative pressures. Additionally, both college embeddedness and normative pressures predicted actual re-enrollment. Next, we examined how these forces interact with critical events (shocks) that prompt students to contemplate leaving, finding that college embeddedness and normative pressures mitigated the impact of shocks on re-enrollment intentions. Theoretical and practical implications are discussed, including the utility of job embeddedness theory for identifying heretofore neglected forces underlying college student retention. Journal: The Journal of Higher Education Pages: 80-109 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1930839 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1930839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:80-109 Template-Type: ReDIF-Article 1.0 Author-Name: Amalia Dache Author-X-Name-First: Amalia Author-X-Name-Last: Dache Title: Bus-Riding from Barrio to College: A Qualitative Geographic Information Systems (GIS) Analysis Abstract: Educational access studies have found that residents’ choices and opportunities are often geographically bound and based on capital accumulation rather than educational attainment needs. Public transportation in the United States has a long history of being the primary source of mobility for urban residents, who are more likely than suburban residents to be low income and come from racial/ethnic historically marginalized backgrounds. Similar to public transportation policies, post-Civil Rights U.S. higher education policy has served as an important but unstable vehicle for communities of color to become economically mobile. The goal of this qualitative geographic information systems (GIS) study is to understand the racial ecosystem of cities and public services more fully as factors shaping place-bound students’ local access to nearby colleges and universities. Specifically, my goal is to understand the experience of using public buses to commute between a Latinx urban neighborhood—or barrio—in Rochester, New York, and college campuses in the surrounding city and suburban areas. Journal: The Journal of Higher Education Pages: 1-30 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1940054 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1940054 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:1-30 Template-Type: ReDIF-Article 1.0 Author-Name: Willis A. Jones Author-X-Name-First: Willis A. Author-X-Name-Last: Jones Title: Can NCAA Policy Effect Student Costs? Evidence from the 2015 Adoption of Student-Athlete Cost of Attendance Stipends Abstract: In 2015, 65 universities in National Collegiate Athletic Association (NCAA) Division I autonomous conferences changed their scholarship policy by allowing universities to give student-athletes cost of attendance stipends. While student-athletes welcomed this policy change, many people within the higher education community felt the policy change would lead to higher costs for the general student body. This paper provides the results of a difference-in-differences estimation designed to examine if the 2015 NCAA student-athlete scholarship policy change correlated with higher university-published estimated cost of attendance. The findings show a positive, statistically significant relationship between the policy change and estimated student cost of attendance. Journal: The Journal of Higher Education Pages: 56-79 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1930838 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1930838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:56-79 Template-Type: ReDIF-Article 1.0 Author-Name: Annie M. Wofford Author-X-Name-First: Annie M. Author-X-Name-Last: Wofford Author-Name: Linda J. Sax Author-X-Name-First: Linda J. Author-X-Name-Last: Sax Author-Name: Kari L. George Author-X-Name-First: Kari L. Author-X-Name-Last: George Author-Name: Daisy Ramirez Author-X-Name-First: Daisy Author-X-Name-Last: Ramirez Author-Name: Chantra Nhien Author-X-Name-First: Chantra Author-X-Name-Last: Nhien Title: Advancing Equity in Graduate Pathways: Examining the Factors that Sustain and Develop Computing Graduate Aspirations Abstract: In light of the need to both grow and diversify graduate enrollments in computing fields, this quantitative study examined variables associated with students’ initial aspirations for computing graduate school as well as how aspirations were sustained or developed over time. Using a longitudinal sample of undergraduate students who enrolled in introductory computing courses at 15 research universities, findings suggest that environments and interactions that sustain undergraduate students’ initial computing graduate aspirations are quite different than those that contribute to other students’ development of graduate aspirations. Specifically, this study highlights the key role of domain-specific psychosocial beliefs (i.e., computing identity, computing self-efficacy) in shaping students’ aspirations for graduate computing. Results also highlight important equity issues, particularly related to supporting graduate aspirations among underrepresented Students of Color in computing. We offer implications for cultivating gender and racial/ethnic diversity in computing graduate school pathways, which is imperative to generating more inclusive computing environments in the tech industry and academia. Journal: The Journal of Higher Education Pages: 110-136 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1930840 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1930840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:110-136 Template-Type: ReDIF-Article 1.0 Author-Name: Jon McNaughtan Author-X-Name-First: Jon Author-X-Name-Last: McNaughtan Author-Name: Dustin Eicke Author-X-Name-First: Dustin Author-X-Name-Last: Eicke Author-Name: Russel Thacker Author-X-Name-First: Russel Author-X-Name-Last: Thacker Author-Name: Sydney Freeman Author-X-Name-First: Sydney Author-X-Name-Last: Freeman Title: Trust or Self-Determination: Understanding the Role of Tenured Faculty Empowerment and Job Satisfaction Abstract: Faculty job satisfaction is critical to the success of students and institutions of higher education. Satisfaction of faculty has often been tied to the autonomy of faculty to complete their work with many faculty viewing themselves as independent contractors whose roles and identities are separate from the institution’s, but the implications of this mentality are scarcely understood. This study applies the empowerment framework which encompasses constructs like trust and self-determination to enhance understanding of the relationship between faculty’s perception of their level of empowerment and job satisfaction. Utilizing the empowerment framework, we provide insight on how the multiple dimensions of faculty empowerment are associated with job satisfaction. We employ a confirmatory factor analysis to develop a structural equation model (SEM) that can account for the relationships between empowerment and job satisfaction. Our sample includes associate and full professors (N = 913) from 20 states and findings indicate that the trust and personal consequence constructs within the empowerment framework are most salient. It is intended that this research will inform both faculty and higher education administrators on specific dimensions of empowerment which should be emphasized for achieving job satisfaction to promote the success of faculty and the students they serve. Journal: The Journal of Higher Education Pages: 137-161 Issue: 1 Volume: 93 Year: 2022 Month: 01 X-DOI: 10.1080/00221546.2021.1935601 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1935601 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:1:p:137-161 Template-Type: ReDIF-Article 1.0 Author-Name: Marcela G. Cuellar Author-X-Name-First: Marcela G. Author-X-Name-Last: Cuellar Author-Name: Alicia Bencomo Garcia Author-X-Name-First: Alicia Author-X-Name-Last: Bencomo Garcia Author-Name: Kem Saichaie Author-X-Name-First: Kem Author-X-Name-Last: Saichaie Title: Reaffirming the Public Purposes of Higher Education: First-Generation and Continuing Generation Students’ Perspectives Abstract: For more than a century, scholars and policymakers have commented and debated on the purposes of higher education. These conversations reflect a combination of public and private goals, with an increasing emphasis on social mobility. The perspective of students, especially those currently enrolled and first-generation college goers for whom social mobility is likely salient, are often not part of these conversations. This study examines how first-generation and continuing generation students describe the purposes of higher education during college. Students note a strong emphasis on the private goals of higher education from society and parents. However, students’ narratives reflect how they grapple with multiple purposes with some also recognizing a change in their views. Differences by generational status also emerged, emphasizing a continued need to balance public and private goals. Journal: The Journal of Higher Education Pages: 273-296 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1979849 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1979849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:273-296 Template-Type: ReDIF-Article 1.0 Author-Name: Julie R. Posselt Author-X-Name-First: Julie R. Author-X-Name-Last: Posselt Author-Name: Anne-Marie Nuñez Author-X-Name-First: Anne-Marie Author-X-Name-Last: Nuñez Title: Learning in the Wild: Fieldwork, Gender, and the Social Construction of Disciplinary Culture Abstract: This paper examines the creation and negotiation of disciplinary culture, through ethnographic fieldwork about socialization in a critical learning environment: scientific fieldwork. Field-based science has received scant research attention relative to its importance as a degree requirement, a professional rite of passage, and a site where sexual harassment and assault are disturbingly commonplace. We conducted a comparative ethnographic case study of two field-based geoscience courses, one each for undergraduate and graduate students. The data include 264 hours of participant-observation and 34 interviews with students and faculty. Three prominent qualities of the culture — eroding temporal and spatial boundaries, navigating challenging conditions, and normalizing alcohol — reflect and/or reinforce disciplinary norms of informality, togetherness, and toughness. We observed these qualities and norms could be leveraged for exclusion or inclusion; they are tools that, together, create a gendered disciplinary culture. Some women resisted the narrow definition of these norms, reframing toughness to include mental toughness, for example. Implications for course design and field leadership, as well as the possibilities and limits of disciplinary cultural change, are discussed. Journal: The Journal of Higher Education Pages: 163-194 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1971505 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1971505 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:163-194 Template-Type: ReDIF-Article 1.0 Author-Name: Julie J. Park Author-X-Name-First: Julie J. Author-X-Name-Last: Park Author-Name: Jude Paul Matias Dizon Author-X-Name-First: Jude Paul Matias Author-X-Name-Last: Dizon Title: The Push for Asian American Native American Pacific Islander-Serving Institutions: Highlighting the Perspectives of Student Activists Abstract: This paper documents the involvement of students who advocated for what eventually became the federal designation for Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs). Through interviews with 12 student activists, we document students’ motivations for mobilizing, as well as the challenges they encountered. Students identified motivations such as gaining additional resources, seeking recognition through the legislation, and fostering proactive approaches to activism. Challenges included motivating their peers beyond immediate self-interest and the overshadowing of individual subgroup concerns within the broader Asian American and Pacific Islander community. We comment on the ways in which the push for AANAPISIs represents a racial project within a broader process of racial formation, and highlight both the possibilities and limitations of student advocacy. Journal: The Journal of Higher Education Pages: 195-219 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1979848 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1979848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:195-219 Template-Type: ReDIF-Article 1.0 Author-Name: Christopher C. Jett Author-X-Name-First: Christopher C. Author-X-Name-Last: Jett Title: “Third Floor Respect”: A Black Masculinist Examination of Morehouse College’s Mathematics Learning Community Abstract: The disproportionate representation of Black men in mathematics has perplexed researchers for decades, and the undergraduate space has been championed as a lever to help remedy this issue. Thus, more research is needed that examines Black men’s experiences as mathematics majors. To advance knowledge in the field of higher education, this yearlong ethnographic study uses Black masculinity theory to examine Morehouse College’s mathematics learning community, which is comprised of 16 graduating seniors. I use demographic surveys, semi-structured interviews, and observations to investigate the experiences of these 16 mathematics majors. “Third floor respect” is a concept used to denote the mathematical prowess among Black male mathematics majors on the third/top floor of the academic building. Third floor respect is the central finding that ultimately described this mathematics learning community’s peer interactions and departmental attributes. Implications for practice and research are shared to advance asset-based empirical mathematics learning community scholarship, refute deficit narratives concerning Black men’s mathematical abilities, and broaden the participation of Black men in mathematics. Journal: The Journal of Higher Education Pages: 248-272 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1971486 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1971486 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:248-272 Template-Type: ReDIF-Article 1.0 Author-Name: Benjamin S. Selznick Author-X-Name-First: Benjamin S. Author-X-Name-Last: Selznick Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Laura S. Dahl Author-X-Name-First: Laura S. Author-X-Name-Last: Dahl Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Title: Developing Appreciative Attitudes Toward Jews: A Multi-Campus Investigation Abstract: The purpose of this paper was to examine the institutional conditions and educational practices associated with the development of first-term students’ appreciative attitudes toward Jews. Using a longitudinal design, we administered a theoretically derived and empirically validated measure of interfaith experiences to 7,194 first-term students enrolled in one of 122 institutions. Analytically, we weighted data to reflect national figures regarding first-year students and used hierarchical linear modeling to account for students nested within institutions. Results indicated that development during the first term in college was related to having space for support and spiritual expression, attending two or more interfaith activities, and productively engaging in provocative experiences that spurred dissonance and subsequent meaning making about worldview diversity. Implications for research and practice are discussed. Journal: The Journal of Higher Education Pages: 297-325 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1990632 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1990632 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:297-325 Template-Type: ReDIF-Article 1.0 Author-Name: Chase D. McNamee Author-X-Name-First: Chase D. Author-X-Name-Last: McNamee Author-Name: Noah D. Drezner Author-X-Name-First: Noah D. Author-X-Name-Last: Drezner Title: Breaking Stereotypes About Alumni Donors: Who Gives First? A Discrete-Time Hazard Model Abstract: Institutions of higher education are relying on philanthropy and fundraising at a greater level than ever before seen. This increased focus has led scholars to investigate various predictors regarding which alumni are likely to give and which are likely to give the most. To date, however, scholars have not yet examined the role of timing and when alumni give their first gift to their alma mater. Using discrete-time hazard modeling (DTHM), this paper seeks to re-center the current conversation surrounding educational philanthropy by exploring not simply who gives the most, but rather who gives and when. Using data of alumni from a predominantly White, private-research university in the United States (n = 3,404), we find that those alumni who were in cultural clubs, as well as Black and multi-racial alumni, are more likely to give their first gift at an earlier date than other alumni. Additionally, alumni that participated in fewer student activities while at school appear more likely to give their first gift sooner, while gender, income, and alumni activity participation show no significance in the model. This study upends some commonly held stereotypes of who are donors to higher education. We share implications for practice and future research. Journal: The Journal of Higher Education Pages: 220-247 Issue: 2 Volume: 93 Year: 2022 Month: 02 X-DOI: 10.1080/00221546.2021.1964918 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1964918 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:2:p:220-247 Template-Type: ReDIF-Article 1.0 Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Nida Denson Author-X-Name-First: Nida Author-X-Name-Last: Denson Title: Institutional Racial Representation and Equity Gaps in College Graduation Abstract: College graduation rates for racially minoritized students are adversely affected by structural barriers and hostile campus racial climates, which lead to notable equity gaps within and across institutions. Theory and prior literature suggest that the representation of racially minoritized students and instructors may play a role in shaping these disparities, but the evidence to date is limited and has yielded divergent findings. Therefore, the present study directly explored the link between the representation of several minoritized racial groups and equity gaps in six-year graduation rates. The results indicate that same-race representation and the representation of students and instructors from other racially minoritized groups were associated with greater racial equity in graduation outcomes; in fact, no Black-White and Latinx-White gaps were present when Black or Latinx students, respectively, comprised at least half of undergraduates at that institution. Moreover, these patterns occurred predominantly at institutions with virtually no fully online students, which suggests the importance of face-to-face interactions that facilitate situational racial cues and interpersonal experiences that may foster success for racially minoritized students. Journal: The Journal of Higher Education Pages: 399-423 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1971487 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1971487 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:399-423 Template-Type: ReDIF-Article 1.0 Author-Name: Michael N. Bastedo Author-X-Name-First: Michael N. Author-X-Name-Last: Bastedo Author-Name: D’Wayne Bell Author-X-Name-First: D’Wayne Author-X-Name-Last: Bell Author-Name: Jessica S. Howell Author-X-Name-First: Jessica S. Author-X-Name-Last: Howell Author-Name: Julian Hsu Author-X-Name-First: Julian Author-X-Name-Last: Hsu Author-Name: Michael Hurwitz Author-X-Name-First: Michael Author-X-Name-Last: Hurwitz Author-Name: Greg Perfetto Author-X-Name-First: Greg Author-X-Name-Last: Perfetto Author-Name: Meredith Welch Author-X-Name-First: Meredith Author-X-Name-Last: Welch Title: Admitting Students in Context: Field Experiments on Information Dashboards in College Admissions Abstract: In this paper, we address whether the provision of contextual information about where students live and learn has the potential to expand postsecondary opportunities to students from disadvantaged neighborhoods and high schools. To examine this question, we describe the results of field experiments with admissions officers working in eight universities who re-read real applications from previous admissions cycles with a dashboard of contextual data about the applicant’s neighborhood and high school. In this low-stakes context, admissions officers from institutions utilizing holistic admissions practices were more likely to recommend admitting low-SES applicants when provided with contextual data. The experiment also primed admissions readers to treat students from highly disadvantaged high school and neighborhood contexts more favorably relative to the results of the high-stakes official read, even when the dashboard was not shown to study participants. The results of this experiment suggest that contextualized data can improve equity in admissions, but fidelity to holistic admissions practices is crucial. Journal: The Journal of Higher Education Pages: 327-374 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1971488 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1971488 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:327-374 Template-Type: ReDIF-Article 1.0 Author-Name: Claire Callender Author-X-Name-First: Claire Author-X-Name-Last: Callender Author-Name: Gabriella Melis Author-X-Name-First: Gabriella Author-X-Name-Last: Melis Title: The Privilege of Choice: How Prospective College Students’ Financial Concerns Influence Their Choice of Higher Education Institution and Subject of Study in England Abstract: A hallmark of English higher education (HE) over the last twenty years has been policies seeking to increase provider competition and student choice. Central to this has been student funding policy changes, leading to rising college costs. This article asks if prospective HE students’ concerns about college costs and the financial strategies they anticipate using because of them, widen or limit their choice of HE institution and subject of study. It calls on the findings from a nationally representative survey of 1,374 English college applicants and uses latent class analysis to develop a typology of students’ planned financial coping mechanisms: Minimizing costs; Managing costs and maximizing returns; and No financial concerns; which prove to be socially stratified. Minimizing costs students are the most disadvantaged and adopt mechanisms which constrain their choices of where and what to study, unlike students in the other groups. Thus, government policies aimed at improving student choice potentially have the opposite effect for the most disadvantaged, perpetuating existing inequalities in access to, and the experience of, HE. Journal: The Journal of Higher Education Pages: 477-501 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1996169 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1996169 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:477-501 Template-Type: ReDIF-Article 1.0 Author-Name: Huriya Jabbar Author-X-Name-First: Huriya Author-X-Name-Last: Jabbar Author-Name: Lauren Schudde Author-X-Name-First: Lauren Author-X-Name-Last: Schudde Author-Name: Marisol Garza Author-X-Name-First: Marisol Author-X-Name-Last: Garza Author-Name: Saralyn McKinnon-Crowley Author-X-Name-First: Saralyn Author-X-Name-Last: McKinnon-Crowley Title: Bridges or Barriers? How Interactions between Individuals and Institutions Condition Community College Transfer Abstract: Institutional practices and conditions at community colleges can improve rates of transfer, as can access to transfer student capital. However, we know little about how institutions attempt to build students’ transfer capital, or about students’ experiences within community colleges as they accumulate transfer capital. In this paper, we examine how students’ institutional experiences, particularly their engagement with student supports at community colleges and transfer destinations, influence their understanding of, and ability to navigate, the transfer process. We view the accumulation of transfer student capital as an interactionist model between the students and their institution, where students’ transfer knowledge and success is conditioned by an interaction between their background and institutional conditions. We draw on longitudinal qualitative interview data with transfer-intending community college students over the course of 3 years to understand how students access, receive, and accumulate transfer capital as they work toward their educational goals. By leveraging student experiences, our study can inform community colleges and transfer destinations about practices and policies interpreted as most effective from the perspective of students. Our work also connects to broader conversations about how institutions reproduce, ameliorate, or exacerbate inequalities based on student background. Journal: The Journal of Higher Education Pages: 375-398 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1953339 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1953339 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:375-398 Template-Type: ReDIF-Article 1.0 Author-Name: Samuel D. Museus Author-X-Name-First: Samuel D. Author-X-Name-Last: Museus Author-Name: Jacqueline Mac Author-X-Name-First: Jacqueline Author-X-Name-Last: Mac Author-Name: Amy C. Wang Author-X-Name-First: Amy C. Author-X-Name-Last: Wang Author-Name: Adrianne Sarreal Author-X-Name-First: Adrianne Author-X-Name-Last: Sarreal Author-Name: Raquel Wright-Mair Author-X-Name-First: Raquel Author-X-Name-Last: Wright-Mair Author-Name: Josh Manlove Author-X-Name-First: Josh Author-X-Name-Last: Manlove Title: How Asian American and Native American Pacific Islander-serving Institution (AANAPISI) Initiatives Respond to Institutional Racism Abstract: In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed. Journal: The Journal of Higher Education Pages: 452-476 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1996168 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1996168 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:452-476 Template-Type: ReDIF-Article 1.0 Author-Name: Walter G. Ecton Author-X-Name-First: Walter G. Author-X-Name-Last: Ecton Author-Name: Amberly B. Dziesinski Author-X-Name-First: Amberly B. Author-X-Name-Last: Dziesinski Title: Using Punctuated Equilibrium to Understand Patterns of Institutional Budget Change in Higher Education Abstract: In this paper, we employ Punctuated Equilibrium Theory to consider institutions’ shifting goals, priorities, and constraints, and to explore the nature of change at colleges and universities in the United States. By exploiting annual changes in institutional budget decisions over a 29-year period, we seek to understand the extent to which institutions exhibit patterns of punctuated equilibrium, which are characterized by long periods of relative equilibrium (stasis) and of occasional extreme changes (punctuations). Broadly, we find that institutions of higher education allocate funds in a pattern characteristic of Punctuated Equilibrium, and that certain types of institutions are more likely than others to exhibit this pattern. Taken in whole, this paper calls into question a prevailing perspective on change in higher education — that change is slow-moving, moderate, and incremental. Instead, we posit that a framework of Punctuated Equilibrium may better describe how researchers and practitioners should consider institutional change within higher education. Journal: The Journal of Higher Education Pages: 424-451 Issue: 3 Volume: 93 Year: 2022 Month: 04 X-DOI: 10.1080/00221546.2021.1985884 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1985884 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:3:p:424-451 Template-Type: ReDIF-Article 1.0 Author-Name: Leonard D. Taylor Author-X-Name-First: Leonard D. Author-X-Name-Last: Taylor Title: Toil and Trouble: Contextualizing Student Success Work at Research Universities Abstract: Through this study, I examined the experiences and perspectives of 16 administrators, faculty, and staff members (i.e. institutional actors) responsible for student success efforts in research universities. Using sociocognitive discourse analysis, I illuminated the social practices of institutional actors engaged in student success work, more especially how their’ experiences with and within their respective contexts shaped their approaches to and capacity for student success work. These insights contribute to and complicate student success research, especially discussions of how student success practices are implemented. Given these insights, institutions can identify and address how their environments impede the implementation of student success practices, and how to support and empower institutional actors as they do student success work within these environments. Journal: The Journal of Higher Education Pages: 622-650 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.2010514 File-URL: http://hdl.handle.net/10.1080/00221546.2021.2010514 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:622-650 Template-Type: ReDIF-Article 1.0 Author-Name: Zaynab Sabagh Author-X-Name-First: Zaynab Author-X-Name-Last: Sabagh Author-Name: Nathan C. Hall Author-X-Name-First: Nathan C. Author-X-Name-Last: Hall Author-Name: Alenoush Saroyan Author-X-Name-First: Alenoush Author-X-Name-Last: Saroyan Author-Name: Sarah-Geneviève Trépanier Author-X-Name-First: Sarah-Geneviève Author-X-Name-Last: Trépanier Title: Occupational Factors and Faculty Well-Being: Investigating the Mediating Role of Need Frustration Abstract: Research evidence suggests that faculty members’ well-being is a serious concern in academia. However, little is known about the academic job demands and resources, which are specific to the professional context and faculty work, that influence faculty well-being. Moreover, the psychological processes how job characteristics lead to well-being outcomes among faculty are to date underexamined. We addressed these gaps and investigated the mediating impact of frustration of basic psychological needs on the relationship between academic job factors and faculty well-being. Survey data were collected from 592 faculties employed in 13 Canadian research-intensive universities. The questionnaire measured faculty perceptions of a) pressure and support in relation to academic tasks b) work-home conflict, c) workplace frustration of psychological needs, and d) varied well-being outcomes (engagement, commitment, burnout, and health). Structural equation modeling showed that work-home conflict and low academic resources positively predicted burnout and health problems but negatively predicted engagement. Work-home conflict, academic pressure, and insufficient support predicted greater basic need frustration that in turn negatively influenced faculty well-being. Findings highlight the need for future research to better identify aspects of academic work that obstruct or sustain faculty basic needs in order to provide need supportive academic culture that bolsters faculty well-being. Journal: The Journal of Higher Education Pages: 559-584 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.2004810 File-URL: http://hdl.handle.net/10.1080/00221546.2021.2004810 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:559-584 Template-Type: ReDIF-Article 1.0 Author-Name: Leo Pedraza Author-X-Name-First: Leo Author-X-Name-Last: Pedraza Author-Name: Rong Chen Author-X-Name-First: Rong Author-X-Name-Last: Chen Title: Examining Motivator Factors of STEM Undergraduate Persistence through Two-Factor Theory Abstract: This study investigates undergraduate STEM persistence through two-factor theory. Using nationally representative data and multinomial regression, we conceptualize known determinants of persistence as hygiene and motivator factors to test the persistence outcomes among college students who majored in STEM: earning a STEM degree, non-STEM degree, and degree non-completion. We propose that hygiene factors provide a baseline means of persistence in higher education, whereas the motivator factors improve the probability of student persistence in STEM majors. Our findings demonstrated that motivator factors improve the persistence model when added to hygiene factors. Hygiene factors were generally associated with STEM persistence by staying in college, while motivator factors mostly predicted persistence by remaining in the STEM major. Given the importance of motivator factors, we also tested the differential relationship between motivator factors and student persistence in STEM majors by gender and race/ethnicity due to underrepresentation in STEM fields. Journal: The Journal of Higher Education Pages: 532-558 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.1999722 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1999722 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:532-558 Template-Type: ReDIF-Article 1.0 Author-Name: Maritza Morales-Gracia Author-X-Name-First: Maritza Author-X-Name-Last: Morales-Gracia Author-Name: Joshua Dorman Author-X-Name-First: Joshua Author-X-Name-Last: Dorman Author-Name: Maricela Bañuelos Author-X-Name-First: Maricela Author-X-Name-Last: Bañuelos Author-Name: Elizabeth S. Park Author-X-Name-First: Elizabeth S. Author-X-Name-Last: Park Author-Name: Jennifer Cabrera Author-X-Name-First: Jennifer Author-X-Name-Last: Cabrera Author-Name: Loris Fagioli Author-X-Name-First: Loris Author-X-Name-Last: Fagioli Author-Name: Rachel B. Baker Author-X-Name-First: Rachel B. Author-X-Name-Last: Baker Title: Policy in Theory and Policy in Practice: Community College Students’ Perceptions of Cross-Enrollment Abstract: Most community college (CC) students nationwide aspire to transfer from CC to a 4-year baccalaureate granting institution, yet most students who aspire to transfer never achieve this goal. Cross-enrollment, facilitated enrollment in a course at a four-year college while simultaneously enrolled in classes at a CC, is one policy that may increase transfer rates. Our study is motivated by low uptake of this opportunity. We conducted 12 semi-structured focus groups with a diverse sample of California CC students to understand their perceptions related to cross-enrollment opportunities. Three themes emerged from our study: (1) cross-enrollment information is inaccessible, (2) sense of belonging and self-efficacy influence student perceptions of cross-enrollment, and (3) cross-enrollment is met with both enthusiasm and apprehension. We discuss the challenges and benefits to cross-enrollment that students consider and several recommendations, suggested by students themselves, to reduce barriers to cross-enrollment and transfer pathways. Journal: The Journal of Higher Education Pages: 651-675 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.2010515 File-URL: http://hdl.handle.net/10.1080/00221546.2021.2010515 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:651-675 Template-Type: ReDIF-Article 1.0 Author-Name: Karina G. Salazar Author-X-Name-First: Karina G. Author-X-Name-Last: Salazar Title: Recruitment Redlining by Public Research Universities in the Los Angeles and Dallas Metropolitan Areas Abstract: Given racial inequality in the United States is grounded in policies and practices that have historically governed where People of Color live, where colleges go and do not go to recruit prospective students may be an important source of racial inequality in college access. This study examines the spatial distribution of out-of-state recruiting visits to public high schools in the Los Angeles and Dallas metropolitan areas by four public research universities. I develop a conceptual framework that incorporates concepts from critical geography and whiteness as property (Harris, 1993) to ground recruiting visits within each metropolitan areas’ sociohistorical spatial politcs. Descriptive statistics and geospatial visualizations reveal that schools in White communities are more likely to receive a recruiting visit, receive multiple visits by each university, and receive visits by more than one university than schools in Communities of Color with comparable income and educational achievement characteristics. Findings also suggest that universities in the study engage in “recruitment redlining”—the circuitous avoidance of predominantly Black and Latinx communities along recruiting visit paths—by mimicking systemic relations of power and racism within geographic space that contribute to the social, economic, and educational disenfranchisement of Communities of Color. Journal: The Journal of Higher Education Pages: 585-621 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.2004811 File-URL: http://hdl.handle.net/10.1080/00221546.2021.2004811 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:585-621 Template-Type: ReDIF-Article 1.0 Author-Name: Mike Hoa Nguyen Author-X-Name-First: Mike Hoa Author-X-Name-Last: Nguyen Title: Building Capacity at Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI): Transforming the Educational Experiences of Asian American and Pacific Islander (AAPI) Students Abstract: This study examines how Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) build capacity for student success. By contrasting a community college on the West Coast and a regional comprehensive university on the East Coast, new pathways are forged to recognize the critical role that federally-funded AANAPISIs play in supporting Asian American and Pacific Islander students. Implications for policy, practice, and research are also offered to advance the operations and understanding of AANAPISIs. Journal: The Journal of Higher Education Pages: 503-531 Issue: 4 Volume: 93 Year: 2022 Month: 06 X-DOI: 10.1080/00221546.2021.1996170 File-URL: http://hdl.handle.net/10.1080/00221546.2021.1996170 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:4:p:503-531 Template-Type: ReDIF-Article 1.0 Author-Name: Dongbin Kim Author-X-Name-First: Dongbin Author-X-Name-Last: Kim Author-Name: Sehee Kim Author-X-Name-First: Sehee Author-X-Name-Last: Kim Author-Name: Amanda Flores Author-X-Name-First: Amanda Author-X-Name-Last: Flores Author-Name: Angela M. Palek Author-X-Name-First: Angela M. Author-X-Name-Last: Palek Title: Are Primary Funding Sources and Debt Level Associated with Career Outcomes Among Recent STEM Doctoral Graduates? Abstract: This study examines how primary funding sources during doctoral program including loans, RAships, TAships, fellowships, and personal/family support, are associated with career outcomes among STEM doctoral graduates. Using the 2013 Survey of Earned Doctorates (SED) data commissioned by the NSF, we conducted a series of logistic and multinomial models and found that primary funding sources with different debt levels have distinct effects on career prospects among recent STEM doctoral graduates. Implications for theory, policy, and future research are discussed. Journal: The Journal of Higher Education Pages: 792-817 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2031706 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2031706 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:792-817 Template-Type: ReDIF-Article 1.0 Author-Name: Brittany Hunt Author-X-Name-First: Brittany Author-X-Name-Last: Hunt Author-Name: Jae Hoon Lim Author-X-Name-First: Jae Hoon Author-X-Name-Last: Lim Author-Name: John A. Williams Author-X-Name-First: John A. Author-X-Name-Last: Williams Title: Unsung Heroes on Campus: Minority Veterans’ Transition Experiences by Race Abstract: This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera’s Hegemonic Whiteness and Yosso’s Cultural Capital, we collected and analyzed 17 student veterans’ in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings confirm that student veterans of color face acute cultural alienation and racism on college campuses and enact various cultural capitals and strands of resiliency to cope, while also ascribing to beliefs of meritocracy and colorblindness inherited from their military service. Future research on student veterans should continue to examine the heterogeneity among student veterans, especially those located at the intersection of multiple marginalities, to provide an anti-racist portrayal of student veterans as a diverse population. Journal: The Journal of Higher Education Pages: 769-791 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2031705 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2031705 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:769-791 Template-Type: ReDIF-Article 1.0 Author-Name: Antar A. Tichavakunda Author-X-Name-First: Antar A. Author-X-Name-Last: Tichavakunda Title: University Memorials and Symbols of White Supremacy: Black Students’ Counternarratives Abstract: Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol—the namesake of an enslaver—memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati explicitly for the “education of White boys and girls.” The author begins with the assumption that the namesake is a symbol of White supremacy. Using Critical Race Theory, the author analyzes 1) to what extent this symbol shapes students’ campus experiences and 2) the mechanisms by which students’ learned of the racist histories behind the symbol. The data presented demonstrates how counternarratives surrounding this symbol were shared and how the concept of racial realism—the belief that racism is permanent—might be useful in understanding how Black students are not completely demoralized by such symbols. Journal: The Journal of Higher Education Pages: 677-701 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2031707 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2031707 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:677-701 Template-Type: ReDIF-Article 1.0 Author-Name: Luis Fernando Macías Author-X-Name-First: Luis Fernando Author-X-Name-Last: Macías Title: International for Processing Purposes: A Critical Examination of DACA Recipients’ Post-Secondary Admissions in Ohio Abstract: In 2011, Ohio passed state-wide legislation prohibiting undocumented students from receiving in-state resident tuition (ISRT). In 2013, a student-led advocacy campaign resulted in the Ohio Board of Regents extending ISRT consideration to recipients of Deferred Action for Childhood Arrivals (DACA), a subsection of the larger population of undocumented students. This qualitative study examines the impact of DACA on ISRT policies and their implementation, particularly in states that have incongruent ISRT policy environments impacting their growing immigrant communities. This qualitative work utilizes a critical race methodology to analyze the perspectives of nine racially diverse DACA recipients as they applied to predominately white institutions (PWIs) of higher education across the state. Regardless of acknowledged or unacknowledged ISRT eligibility, evidence suggests public institutions of higher education in Ohio categorize DACA college applicants as “international for processing purposes (IFPP)” which creates additional, often unclear, administrative steps for applicants. These steps, when coupled with microaggressive interactions with staff who are largely unaware or misinformed about DACA, jeopardize applicants’ college enrollment. The result is a complex and inequitable admissions process full of incongruent policies and reliance on a racist-nativist infrastructure in the implementation of Ohio’s ISRT policy. Journal: The Journal of Higher Education Pages: 818-846 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2031703 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2031703 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:818-846 Template-Type: ReDIF-Article 1.0 Author-Name: Ebony O. McGee Author-X-Name-First: Ebony O. Author-X-Name-Last: McGee Author-Name: Dara Naphan-Kingery Author-X-Name-First: Dara Author-X-Name-Last: Naphan-Kingery Author-Name: Monica L. Miles Author-X-Name-First: Monica L. Author-X-Name-Last: Miles Author-Name: Ocheze Joseph Author-X-Name-First: Ocheze Author-X-Name-Last: Joseph Title: How Black Engineering and Computing Faculty Exercise an Equity Ethic to Racially Fortify and Enrich Black Students Abstract: U.S. universities are fraught with institutional barriers that challenge Black faculty members’ ability to thrive in academia, while they also make attempts to broaden access and participation in fields like engineering and computing. The diversity-related service requested of Black faculty members can negatively complicate their chances for tenure and promotion. This qualitative research centers on the narratives of 39 Black faculty members in engineering and computing, guided by the equity ethic framework, which we use to understand their motivations to reduce racial inequities in their fields. We found that due to being overburdened with service requests, Black faculty responded by guarding their time and energy to focus instead on self-initiated, diversity-related service. In this paper, we focus on how these Black faculty members work to broaden participation in their fields by mentoring Black students during critical academic junctures while offering supportive anti-deficit teaching and mentoring. We argue that their self-initiated activities are a form of service that is critical to widening Black participation in engineering and computing and should not be overlooked in reviewing yearly raises or in the tenure and promotion process. Journal: The Journal of Higher Education Pages: 702-734 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2031704 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2031704 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:702-734 Template-Type: ReDIF-Article 1.0 Author-Name: Kelly Ochs Rosinger Author-X-Name-First: Kelly Ochs Author-X-Name-Last: Rosinger Author-Name: Justin Ortagus Author-X-Name-First: Justin Author-X-Name-Last: Ortagus Author-Name: Robert Kelchen Author-X-Name-First: Robert Author-X-Name-Last: Kelchen Author-Name: Alexander Cassell Author-X-Name-First: Alexander Author-X-Name-Last: Cassell Author-Name: Lynneah Ciera Brown Author-X-Name-First: Lynneah Ciera Author-X-Name-Last: Brown Title: New Evidence on the Evolution and Landscape of Performance Funding for Higher Education Abstract: This study draws upon the first detailed longitudinal dataset on performance-based funding (PBF) to document the evolution and current landscape of PBF in American higher education. We show that while PBF has become increasingly common, states have experimented with adopting, abandoning, and re-adopting PBF over time. We also find a new wave of PBF adoption occurring in the 2010s following the Great Recession. However, PBF remains a relatively weak policy lever with a small share of funds at stake in most states and some states not funding PBF even when it exists in legislation. Equity considerations vary in the student groups they include and less than half of two-year and three-quarters of four-year PBF systems include race when allocating performance funds. Our findings complicate some common characterizations of PBF and offer new insight for researchers examining how PBF policy design shapes student and institutional outcomes. Journal: The Journal of Higher Education Pages: 735-768 Issue: 5 Volume: 93 Year: 2022 Month: 07 X-DOI: 10.1080/00221546.2022.2066269 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2066269 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:5:p:735-768 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2042158_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220823T191300 git hash: 39867e6e2f Author-Name: Hannah Tessler Author-X-Name-First: Hannah Author-X-Name-Last: Tessler Title: Is Rejection a More Common Experience for Asian Americans? How Differences in College Application Strategy Affect Admissions Results Abstract: Using data from the High School Longitudinal Study (HSLS:09), this study examines the experience of college acceptance and rejection among white and Asian American students applying to four-year postsecondary institutions. The results suggest that Asian male students in particular face higher rejection rates relative to whites with similar academic profiles. First, Asians participate in more supplementary preparation, apply to more schools, and consider more selective colleges than whites net of other characteristics, which suggests that they may anticipate more rejection than whites. After controlling for individual and background characteristics, Asian male students are eighty percent more likely to be rejected by their desired institution compared to whites. This effect is most prominent for high performing Asian male applicants to highly selective schools and lower performing Asian male applicants to less selective schools. Separate analyses by race show that the predictors for college rejection differ substantially for Asian and white applicants. When disaggregated by ethnic group, Chinese and Southeast Asian students, and more specifically Chinese males, face the highest odds of rejection net of other explanatory factors. The author posits that the rejections faced by Asian male students may affect their feelings of resentment about the college application experience. (198 words) Journal: The Journal of Higher Education Pages: 901-933 Issue: 6 Volume: 93 Year: 2022 Month: 09 X-DOI: 10.1080/00221546.2022.2042158 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2042158 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:6:p:901-933 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2042155_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220823T191300 git hash: 39867e6e2f Author-Name: Kristen M. Cummings Author-X-Name-First: Kristen M. Author-X-Name-Last: Cummings Author-Name: KC Deane Author-X-Name-First: KC Author-X-Name-Last: Deane Author-Name: Brian P. McCall Author-X-Name-First: Brian P. Author-X-Name-Last: McCall Author-Name: Stephen L. DesJardins Author-X-Name-First: Stephen L. Author-X-Name-Last: DesJardins Title: Exploring Race and Income Heterogeneity in the Effects of State Merit Aid Loss Among Four-Year College Entrants Abstract: Despite the robust literature on the effects of financial aid, the effects of financial aid loss remain largely understudied. We employ a regression discontinuity design, leveraging a minimum GPA scholarship renewal threshold, to examine the effect of losing state merit aid eligibility on college student stop-out, transfer, and bachelor’s degree completion. We estimate the effects of GPA-based eligibility loss for low- and higher-income students, Black and White students, and the interactions of the two separately. Using longitudinal state administrative data from academic years 2011 to 2014 on four cohorts of students attending public four-year colleges, we find evidence that the effects of eligibility loss at the first renewal checkpoint differ among the subgroups of interest. Losing eligibility for a state merit aid scholarship at the first renewal checkpoint leads to increased stop-out among higher-income White students and increased transfer to a community college among low-income Black students. State merit aid loss has no statistically significant effect on on-time bachelor’s degree completion but causes a decrease in the probability of 150% time bachelor’s degree completion for Black students. We close with implications for policy and research. Journal: The Journal of Higher Education Pages: 873-900 Issue: 6 Volume: 93 Year: 2022 Month: 09 X-DOI: 10.1080/00221546.2022.2042155 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2042155 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:6:p:873-900 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2036033_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220823T191300 git hash: 39867e6e2f Author-Name: Susan K. Gardner Author-X-Name-First: Susan K. Author-X-Name-Last: Gardner Title: In the Seventh Year You Will Not Rest: Faculty Members’ Sensemaking of Productivity During the Sabbatical Abstract: Utilizing the concepts of time and academic capitalism in the neoliberal university, this qualitative study examined 12 tenured faculty members’ sensemaking of productivity from their sabbatical leaves from one research university in the United States. The commodification of time and outputs from the sabbatical in remunerative terms as well as internalized feelings of guilt or shame were themes that emerged from this study. Journal: The Journal of Higher Education Pages: 847-872 Issue: 6 Volume: 93 Year: 2022 Month: 09 X-DOI: 10.1080/00221546.2022.2036033 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2036033 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:6:p:847-872 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2044976_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220823T191300 git hash: 39867e6e2f Author-Name: Karen L. Webber Author-X-Name-First: Karen L. Author-X-Name-Last: Webber Author-Name: Rachel A. Burns Author-X-Name-First: Rachel A. Author-X-Name-Last: Burns Title: The Price of Access: Graduate Student Debt for Students of Color 2000 to 2016 Abstract: Despite an increase in enrollments across public and private higher education sectors, Black/African American and Hispanic students in graduate and professional programs are disproportionately affected by educational debt. Using nationally-representative data from NPSAS:2000 and NPSAS:2016, findings show that, in general, Black/African American and Hispanic graduate students borrowed more than students of other races and experienced the largest percentage increase in borrowing from 2000 to 2016. While debt is typically higher for all graduate students in private versus public institutions, the highest debt was incurred by Black/African Americans in private for-profit programs. Implications are discussed, including the need to provide opportunities for enrollment without creating disproportionately higher debt for students of color. Journal: The Journal of Higher Education Pages: 934-961 Issue: 6 Volume: 93 Year: 2022 Month: 09 X-DOI: 10.1080/00221546.2022.2044976 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2044976 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:6:p:934-961 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082761_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jennifer M. Blaney Author-X-Name-First: Jennifer M. Author-X-Name-Last: Blaney Author-Name: Annie M. Wofford Author-X-Name-First: Annie M. Author-X-Name-Last: Wofford Author-Name: Soojeong Jeong Author-X-Name-First: Soojeong Author-X-Name-Last: Jeong Author-Name: Jina Kang Author-X-Name-First: Jina Author-X-Name-Last: Kang Author-Name: David F. Feldon Author-X-Name-First: David F. Author-X-Name-Last: Feldon Title: Autonomy and Privilege in Doctoral Education: An Analysis of STEM Students’ Academic and Professional Trajectories Abstract: Guided by theories of socialization and possible selves, this study examines how STEM doctoral students perceive their academic and professional trajectories. More specifically, we rely on four years of interview data from 66 doctoral students in the biological sciences to explore students’ perceived trajectories, focusing on the salient identities and experiences that shape the way students identify and describe their graduate experiences over time. Findings reveal wide variation in terms of how students described their trajectories, with some students describing linear trajectories and/or unchanging career interests, while others described their developmental trajectories as highly turbulent and non-linear. These perceived trajectories were largely shaped by student-advisor interactions, the value students placed on becoming “independent” scientists, and the privilege students brought with them to their graduate programs. Journal: The Journal of Higher Education Pages: 1037-1063 Issue: 7 Volume: 93 Year: 2022 Month: 11 X-DOI: 10.1080/00221546.2022.2082761 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082761 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:7:p:1037-1063 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082760_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: LaWanda W.M. Ward Author-X-Name-First: LaWanda W.M. Author-X-Name-Last: Ward Author-Name: Candace N. Hall Author-X-Name-First: Candace N. Author-X-Name-Last: Hall Title: Seeking Tenure While Black: Lawsuit Composite Counterstories of Black Professors at Historically White Institutions Abstract: In tenure and promotion denial lawsuits against historically White institutions, Black professors submit evidence of discrimination based on implicit and explicit bias and gendered racism, yet legal redress rarely occurs because many courts will not recognize structural inequities as a persisting reality in academia. Informed by intersectional theory and methodology, this qualitative study synthesized data from legal documents of four tenure denial lawsuits filed by Black professors, with the results presented as a fictionalized composite counternarrative affirming these professors’ lived experiences. Drawing on scholarship about tenure and promotion, the study identifies intersectional barriers to tenure attainment for Black professors that include inadequate institutional support, divergence from established institutional tenure and promotion policies, inconsistent application of tenure and promotion guidelines, and problematic academic politics. The study findings illuminate how inequitable, often haphazard tenure and promotion processes can result in litigation and extend scholarship about the retention of Black professors in the academy. The project delineates a path toward more humanity-affirming academic work environments with unequivocal institutional commitments to faculty retention. To translate these values into practice, the authors assert the need for a new approach to tenure and promotion policy anchored in anti-discrimination, referred to as critical procedural justice. Journal: The Journal of Higher Education Pages: 1012-1036 Issue: 7 Volume: 93 Year: 2022 Month: 11 X-DOI: 10.1080/00221546.2022.2082760 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082760 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:7:p:1012-1036 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082783_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Joel Breakstone Author-X-Name-First: Joel Author-X-Name-Last: Breakstone Author-Name: Mark Smith Author-X-Name-First: Mark Author-X-Name-Last: Smith Author-Name: Nadav Ziv Author-X-Name-First: Nadav Author-X-Name-Last: Ziv Author-Name: Sam Wineburg Author-X-Name-First: Sam Author-X-Name-Last: Wineburg Title: Civic Preparation for the Digital Age: How College Students Evaluate Online Sources About Social and Political Issues Abstract: The ability to find credible information online is necessary for informed civic engagement in the 21st century. This need is particularly acute for young people, who often turn to the Internet to learn about social and political issues. Preparing students to evaluate online content, particularly as it concerns social and political issues, aligns with broader efforts to reinvigorate the civic mission of colleges and universities. We analyzed how college students (n= 263) evaluated online sources about public policy issues. Results showed that a majority employed ineffective strategies for evaluating digital information. Many of the strategies students used mirrored advice found on college and university websites. These findings suggest a need to reconsider post-secondary approaches to teaching online evaluation strategies. Journal: The Journal of Higher Education Pages: 963-988 Issue: 7 Volume: 93 Year: 2022 Month: 11 X-DOI: 10.1080/00221546.2022.2082783 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082783 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:7:p:963-988 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082759_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jennifer M. Johnson Author-X-Name-First: Jennifer M. Author-X-Name-Last: Johnson Author-Name: Jake D. Winfield Author-X-Name-First: Jake D. Author-X-Name-Last: Winfield Title: Institutionalizing Success: Practices and Policies at HBCUs that Promote Student Development and Degree Attainment Abstract: A central purpose of Historically Black Colleges and Universities (HBCUs) is to educate Black students, often in conditions where resources, financial and otherwise, are limited. This study explores how institutional policies and practices foster success among Black students attending HBCUs within these conditions. Using an HBCU-based model for Black College Student Success, we examine the perceptions of institutional actions that promote success among 20 HBCU alumni. Through constructivist qualitative inquiry, we found evidence for each component of the model in the practices of institutional actors of the 12 institutions studied. We also found evidence of additional domains where practices at HBCUs promoted student success. Journal: The Journal of Higher Education Pages: 989-1011 Issue: 7 Volume: 93 Year: 2022 Month: 11 X-DOI: 10.1080/00221546.2022.2082759 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082759 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:93:y:2022:i:7:p:989-1011 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2131966_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Ashley B. Clayton Author-X-Name-First: Ashley B. Author-X-Name-Last: Clayton Author-Name: Langley P. McClay Author-X-Name-First: Langley P. Author-X-Name-Last: McClay Author-Name: Raeshan D. Davis Author-X-Name-First: Raeshan D. Author-X-Name-Last: Davis Author-Name: Tenisha L. Tevis Author-X-Name-First: Tenisha L. Author-X-Name-Last: Tevis Title: Considering Both HBCU and PWI Options: Exploring the College Choice Process of First-Year Black Students Abstract: The purpose of this multiple case study was to examine the motivational factors behind Black students’ decisions to attend either a historically Black college/university (HBCU) or a predominantly white institution (PWI) when applying to both institutional systems. The study sample included 24 total participants: 12 first-year students from an HBCU and 12 first-year students from a PWI. The primary mode of data collection was one-on-one semi-structured interviews with each participant lasting for approximately one hour. We found in the college choice process, Black students: (a) Discussed College Options with Family and School/Community Members; (b) Learned about HBCUs and PWIs through Tours, Admissions Staff, and Media, (c) Considered Family, Strategy, and Academics in Their Decision to Apply to Both; and (d) Based Final Decision on Affordability, Campus Culture, and Location. Our findings have the potential to inform how practitioners along the educational pipeline can better support Black students’ college choice process. Journal: The Journal of Higher Education Pages: 34-59 Issue: 1 Volume: 94 Year: 2023 Month: 01 X-DOI: 10.1080/00221546.2022.2131966 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2131966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:1:p:34-59 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2131963_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Jessica Belue Buckley Author-X-Name-First: Jessica Belue Author-X-Name-Last: Buckley Title: From “Cliques” to “Common Ground”: Social Class, Layered Belonging, and Characteristics of Symbolic Boundaries in the Transition From Public High Schools to a Public University Abstract: Using ongoing interviews and focus groups, this longitudinal study examines perceptions of eight students entering a state-serving, public university about the role of social class in identifying symbolic boundaries in different layers of the environment (e.g., from small group to school-wide) in the transition from high school to college. Findings reveal that while diverse students from different, public high schools perceived boundaries in high school that fostered bonding capital, in their transition to higher education, they perceived a difference in the (a) permeability, (b) content, and (c) salience of symbolic boundaries in a public institution, which fostered bridging social capital and an environment conducive to cross-class interaction. In addition, classed microsystem boundaries in high school seemed to cloud mesosystem boundaries, leading to perceptions of lower sense of belonging in high school as a whole. Findings provide insight into ways institutions may work to promote interaction across class diversity and student belonging on campus by adapting classed boundaries within environments. Journal: The Journal of Higher Education Pages: 8-33 Issue: 1 Volume: 94 Year: 2023 Month: 01 X-DOI: 10.1080/00221546.2022.2131963 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2131963 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:1:p:8-33 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082782_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Peter Riley Bahr Author-X-Name-First: Peter Riley Author-X-Name-Last: Bahr Author-Name: Yiran Chen Author-X-Name-First: Yiran Author-X-Name-Last: Chen Author-Name: Rooney Columbus Author-X-Name-First: Rooney Author-X-Name-Last: Columbus Title: Community College Skills Builders: Prevalence, Characteristics, Behaviors, and Outcomes of Successful Non-Completing Students Across Four States Abstract: This study investigates community college skills builders—students who enroll for a short time, take courses concentrated in career and technical education (CTE), are highly successful in their coursework, but typically leave college without a postsecondary credential. Drawing on administrative data from Colorado, Ohio, Michigan, and California, we use k-means cluster analysis to identify a distinct group of skills builders in each state. We analyze their prevalence, characteristics, course-taking, and educational and labor market outcomes. We then develop criteria that state systems or individual institutions can use to identify skills builders in their student populations. Skills builders comprised similar proportions of students in each state, between 11 and 14 percent, and were qualitatively similar across states. Their average earnings were flat or trending downward prior to college but reversed after college, rising at a statistically significant rate. Fields of study and certificate completion rates among skills builders varied across states. Identifying skills builders will strengthen state and institutional efforts to communicate student successes that cannot be measured with credential completions, while also equipping institutions with the information needed to better serve skills builders. Journal: The Journal of Higher Education Pages: 96-131 Issue: 1 Volume: 94 Year: 2023 Month: 01 X-DOI: 10.1080/00221546.2022.2082782 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082782 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:1:p:96-131 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2131970_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Rachel B. Baker Author-X-Name-First: Rachel B. Author-X-Name-Last: Baker Author-Name: Sabrina M. Solanki Author-X-Name-First: Sabrina M. Author-X-Name-Last: Solanki Author-Name: Connie Kang Author-X-Name-First: Connie Author-X-Name-Last: Kang Title: Horizontal and Vertical Racial Segregation in Higher Education: Examining Trends in California Public Colleges Abstract: Conceptualizing and measuring trends in segregation in higher education is difficult as both vertical and horizontal sorting is prevalent and patterns vary across racial groups. In this paper, we measure various trends in racial segregation in California for 20 years. We find significant sorting by race both between and within sectors of higher education, though the overall levels of segregation are lower in California’s colleges than they are in California’s high schools. These trends have and remained relatively stable over time. We also find important differences between groups. We see that most Latinx-White and Black-White segregation is due to students attending different schools within the same sector, while Asian-White segregation is increasingly due to students attending schools in different sectors. We also find evidence that policy and structural changes, such as opening a new campus, can affect patterns of segregation across and within sectors. Journal: The Journal of Higher Education Pages: 60-95 Issue: 1 Volume: 94 Year: 2023 Month: 01 X-DOI: 10.1080/00221546.2022.2131970 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2131970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:1:p:60-95 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2145074_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20220907T060133 git hash: 85d61bd949 Author-Name: Stephen John Quaye Author-X-Name-First: Stephen John Author-X-Name-Last: Quaye Title: Editor’s Note Journal: The Journal of Higher Education Pages: 1-7 Issue: 1 Volume: 94 Year: 2023 Month: 01 X-DOI: 10.1080/00221546.2022.2145074 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2145074 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:1:p:1-7 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082784_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kamaria B. Porter Author-X-Name-First: Kamaria B. Author-X-Name-Last: Porter Author-Name: Sandra R. Levitsky Author-X-Name-First: Sandra R. Author-X-Name-Last: Levitsky Author-Name: Elizabeth A. Armstrong Author-X-Name-First: Elizabeth A. Author-X-Name-Last: Armstrong Title: Gender Equity and Due Process in Campus Sexual Assault Adjudication Procedures Abstract: Title IX prohibits sex discrimination in federally funded education programs. In 2011, the Department of Education under President Obama issued a Dear Colleague Letter (DCL) advising schools of their obligation to protect Title IX rights by more effectively responding to campus sexual assault. Many observers hoped that this would promote gender equity. Yet it also generated a backlash, as critics charged schools with stripping accused students of due process rights in campus adjudication procedures. We conducted content analysis of the 2016–17 sexual misconduct policies of 381 American colleges and universities to analyze how well adjudication procedures created in response to the DCL attended to both gender equity and due process requirements. The state of adjudication at this pivotal moment provides an empirical baseline from which to assess equity in university sexual misconduct procedures. We found that most school procedures for investigating and adjudicating complaints of sexual misconduct included hybrid models that incorporated due process protections while acknowledging (but often not fully meeting) Title IX obligations. To our knowledge, this is the only large-scale national study of how schools have reconciled Title IX and due process rights in adjudication procedures. Journal: The Journal of Higher Education Pages: 200-226 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2022.2082784 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082784 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:200-226 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082785_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tara D. Hudson Author-X-Name-First: Tara D. Author-X-Name-Last: Hudson Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Title: Campus Conditions and College Experiences that Facilitate Friendship Across Worldview Differences Abstract: Supporting students’ friendships across social boundaries is one powerful way in which colleges and universities can contribute to the civic mission of higher education. Using data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a national, multi-institutional study, we examined how institutional conditions and various forms of student engagement predicted the number of interworldview friendships among college students at the end of their first year on campus. Multilevel regression results identified factors at three levels of context (personal/individual, community/institution, and network/group) associated with the number of interworldview friendships at Time 2 (dependent variable). Notably, at the community/institution level, we found the availability of co-curricular opportunities for interworldview engagement to be positively associated with interworldview friendship at the end of the first year, while several other institutional features were negatively associated. At the network/group level, we found positive associations between both formal and informal social engagement and interworldview friendship at the end of the first year, while associations between academic majors and interworldview friendship varied. Although some college students may gravitate toward interworldview friendships regardless of institutional conditions, our results affirm that these relationships thrive when structures are in place to encourage social interactions and cooperation across worldview differences. Journal: The Journal of Higher Education Pages: 227-255 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2022.2082785 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082785 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:227-255 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2089513_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carla L. Wilkin Author-X-Name-First: Carla L. Author-X-Name-Last: Wilkin Author-Name: Amrinder Khosa Author-X-Name-First: Amrinder Author-X-Name-Last: Khosa Author-Name: Steven Burch Author-X-Name-First: Steven Author-X-Name-Last: Burch Title: Identity in Doctoral Supervision: Perspectives on Agency and Structure Abstract: Motivated by growing trends to require doctoral students to be supervised by panels rather than single supervisors, our study investigates how these resulting structural changes affect students’ and supervisors’ agency and the co-construction of their identity. Using role theory as a framework to analyze the narratives of a matched sample of students and supervisors, findings reveal the effect of socially enacted roles on members’ engagement, with purposed conformance evident in their goal-directed agency. Besides the pivotal role of primary supervisors in ensuring a common purpose to achieve timely completion of the required research, findings demonstrate the importance of developing members’ shared understanding of the adjustments to structure and agency required to achieve diversity and excellence. Journal: The Journal of Higher Education Pages: 139-173 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2022.2089513 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2089513 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:139-173 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082787_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Benjamin Fields Author-X-Name-First: Benjamin Author-X-Name-Last: Fields Author-Name: Steven Brint Author-X-Name-First: Steven Author-X-Name-Last: Brint Title: The Disruption in U.S. Public Higher Education Enrollments, 2009–2019: Sources of Inter-State Variation by Tier Abstract: The trend toward continuous expansion of U.S. post-secondary enrollments was reversed in the 2010s. Using pooled state-level data in between-within models, we examine public higher education enrollment trends during the 2009–2019 period. We emphasize variation in the net associations of covariates by tiers. State economic conditions showed stronger net associations with regional comprehensive and community college enrollments than with research university enrollments. The proportion of 19–25 year-olds in the state population showed stronger net associations on research university enrollments than on enrollments in other sectors. The effects of state-level inequality, under-represented group populations, and Republican-controlled states also varied by tier in ways that align with the dominant orientations among conservative elites. Inequality and Republican Party preferences showed net negative associations with community college enrollments, while the proportion of under-represented groups in the 19–25 population showed net negative associations with research university enrollments. Journal: The Journal of Higher Education Pages: 256-285 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2022.2082787 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082787 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:256-285 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2177056_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Stephen John Quaye Author-X-Name-First: Stephen John Author-X-Name-Last: Quaye Title: Editor’s Note Journal: The Journal of Higher Education Pages: 133-138 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2023.2177056 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2177056 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:133-138 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2131964_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Genia M. Bettencourt Author-X-Name-First: Genia M. Author-X-Name-Last: Bettencourt Author-Name: Ryan S. Wells Author-X-Name-First: Ryan S. Author-X-Name-Last: Wells Author-Name: Scott M. Auerbach Author-X-Name-First: Scott M. Author-X-Name-Last: Auerbach Author-Name: Justin T. Fermann Author-X-Name-First: Justin T. Author-X-Name-Last: Fermann Author-Name: Ezekiel Kimball Author-X-Name-First: Ezekiel Author-X-Name-Last: Kimball Title: How STEM Undergraduates Choose, Navigate, and Integrate Interdisciplinarity in College and Beyond Abstract: Higher education has increasingly been called upon to develop interdisciplinary programs — particularly in STEM fields — that prepare students to address multi-faceted, real world problems. While the tensions between disciplinary cultures and interdisciplinary programs have been previously studied, relatively little is known about the experiences of students in interdisciplinary programs. In this grounded theory study, we interviewed 45 STEM students and alumnx from an interdisciplinary program at a public research institution to examine how individuals understand and integrate interdisciplinary perspectives into their academic pathways. Our findings demonstrate that participants moved through stages of interdisciplinarity regarding choice, navigation, and integration. Journal: The Journal of Higher Education Pages: 174-199 Issue: 2 Volume: 94 Year: 2023 Month: 02 X-DOI: 10.1080/00221546.2022.2131964 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2131964 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:2:p:174-199 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2131975_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Daniel J. Blake Author-X-Name-First: Daniel J. Author-X-Name-Last: Blake Title: Racialized Exclusion of Faculty Couples of Color at Predominantly White Institutions Abstract: As universities face unprecedented pressure to diversify, campus communities must reckon with the fact that nearly one-third of underrepresented and racially minoritized (URM) faculty are in an academic couple. Despite the prevalence of URM academic couples, research rarely captures their perspectives, which could shed light on their experiences with dual-career hiring and inform faculty diversification efforts by revealing barriers to their inclusion. Guided by critical race theory, this study draws upon couple and individual interviews with nine URM faculty couples, and reveals how they endure racialized devaluation of their merit and racialized sexism against women partners. Implications for recruitment and retention are discussed. Journal: The Journal of Higher Education Pages: 287-309 Issue: 3 Volume: 94 Year: 2023 Month: 04 X-DOI: 10.1080/00221546.2022.2131975 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2131975 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:3:p:287-309 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082786_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tolani Britton Author-X-Name-First: Tolani Author-X-Name-Last: Britton Author-Name: Raquel M. Rall Author-X-Name-First: Raquel M. Author-X-Name-Last: Rall Author-Name: Felecia Commodore Author-X-Name-First: Felecia Author-X-Name-Last: Commodore Title: The Keys to Endurance: An Investigation of the Institutional Factors Relating to the Persistence of Historically Black Colleges and Universities Abstract: Historically Black Colleges and Universities (HBCUs) have a unique history, mission, and role in educating underrepresented and underserved students in the United States. In light of the recent uptick in institutional closures across sectors, understanding the factors associated with college survival for HBCUs is critical. Using linear probability models and data from the Integrated Postsecondary Data System from 1988–2017, we measure which institutional factors are associated with a greater likelihood that HBCUs will remain open when compared to institutions that closed. Findings indicate that institutions located in urban locales are more likely to continue operation when compared to rural institutions. Also, having remedial academic programs and greater spending on student services are associated with an increased likelihood of remaining open. Importantly, these are not the same factors associated with a higher rate of survival for Predominantly White Institutions (PWIs). We conclude by sharing the implications of this research for institutional policies in higher education. Journal: The Journal of Higher Education Pages: 310-332 Issue: 3 Volume: 94 Year: 2023 Month: 04 X-DOI: 10.1080/00221546.2022.2082786 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082786 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:3:p:310-332 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2093077_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Antonio Duran Author-X-Name-First: Antonio Author-X-Name-Last: Duran Author-Name: T.J. Jourian Author-X-Name-First: T.J. Author-X-Name-Last: Jourian Title: A Narrative Inquiry Study Examining Gender and Sexuality Center Professionals’ Engagement with Anti-Racism Abstract: Guided by a framework combining scholarship on critical consciousness and anti-racism in education, this narrative inquiry study sought to understand how practitioners within Gender and Sexuality Centers (GSCs) perceive their engagement with anti-racism. Centering the stories of 20 GSC professionals, findings revealed the racialized differences in practitioners’ motivations, how professionals conceptualized anti-racism actions as involving and extending beyond programming for people of color, as well as how they engaged in reflection with themselves and others. We then offer implications for research and practice. Journal: The Journal of Higher Education Pages: 333-356 Issue: 3 Volume: 94 Year: 2023 Month: 04 X-DOI: 10.1080/00221546.2022.2093077 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2093077 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:3:p:333-356 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2134683_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Guillermo Ortega Author-X-Name-First: Guillermo Author-X-Name-Last: Ortega Author-Name: Nikola Grafnetterova Author-X-Name-First: Nikola Author-X-Name-Last: Grafnetterova Title: Navigating the Recruitment Maze: Latinx Athletes’ Journey to College Athletics Abstract: Despite Latinxs steadily rising in number among the U.S. population, these students have been systematically excluded from the study of intercollegiate athletics. Guided by Yosso’s (2005) Community Cultural Wealth model, this qualitative study explored the recruitment experiences of 12 National Collegiate Athletic Association (NCAA) Division I Latinx college athletes. Through one-on-one interviews, this study sought to examine the pathways for Latinx college athletes to NCAA Division I institutions. The study unveiled three themes: (1) coach empowerment, (2) familial support, and (3) athletic networking. The findings depicted that the chances to become recruited to an NCAA Division I institution are not equal for Latinx high school students. Rather, those who possessed certain capital were more likely to navigate the recruitment maze and secure themselves a spot on an NCAA roster. The article concludes with recommendations for academic and athletic stakeholders. Journal: The Journal of Higher Education Pages: 357-380 Issue: 3 Volume: 94 Year: 2023 Month: 04 X-DOI: 10.1080/00221546.2022.2134683 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2134683 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:3:p:357-380 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2082762_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Monnica Chan Author-X-Name-First: Monnica Author-X-Name-Last: Chan Author-Name: Zachary Mabel Author-X-Name-First: Zachary Author-X-Name-Last: Mabel Author-Name: Preeya Pandya Mbekeani Author-X-Name-First: Preeya Pandya Author-X-Name-Last: Mbekeani Title: Incentivizing Equity? The Effects of Performance-Based Funding on Race-Based Gaps in College Completion Abstract: Performance-based funding models for higher education, which tie state support for institutions to performance on student outcomes, have proliferated in recent decades. Some states now tie most of their higher education appropriations to completion outcomes and include bonus payments for historically underrepresented groups to address equity gaps in postsecondary attainment. Using a Synthetic Control Method research design, we examine the heterogenous impact of these funding regimes in Tennessee and Ohio on completion outcomes for racially minoritized students and students from historically overrepresented racial groups. Across both states, we generally estimate null or negative effects on credentials conferred to racially minoritized students and null or positive effects on credentials conferred to students from historically overrepresented racial groups. As a result, we find that performance-based funding policies widened the racial gap in certificate completion in Tennessee and in baccalaureate degree completion in Ohio. Across both states, the estimated impacts on associate degree outcomes are also directionally consistent with performance-based funding exacerbating racial inequities in associate degree attainment. Journal: The Journal of Higher Education Pages: 381-413 Issue: 3 Volume: 94 Year: 2023 Month: 04 X-DOI: 10.1080/00221546.2022.2082762 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2082762 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:3:p:381-413 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2203628_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kevin Cokley Author-X-Name-First: Kevin Author-X-Name-Last: Cokley Author-Name: Ramya Garba Author-X-Name-First: Ramya Author-X-Name-Last: Garba Author-Name: Keoshia Harris Author-X-Name-First: Keoshia Author-X-Name-Last: Harris Author-Name: Nolan Krueger Author-X-Name-First: Nolan Author-X-Name-Last: Krueger Author-Name: Marlon Bailey Author-X-Name-First: Marlon Author-X-Name-Last: Bailey Author-Name: Shaina Hall Author-X-Name-First: Shaina Author-X-Name-Last: Hall Title: Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition Abstract: This study examined student-faculty interactions and university environment as predictors of devaluing academic success and the intention to persist among a sample of Black college students attending historically and/or predominantly White institutions (H/PWIs) and historically Black colleges and universities (HBCUs). Results indicated the hypothesized model fit the data reasonably well across schools. However, notable differences were found. The paths from respectful student-faculty interactions and university environment to devaluing academic success were significant for students attending HBCUs but not H/PWIs. Additionally, university environment was a significant mediator of devaluing academic success for HBCUs but not H/PWIs. Findings suggest that the university environment and student-faculty interactions play a more important role in the academic attitudes of Black students attending HBCUs than H/PWIs. Journal: The Journal of Higher Education Pages: 444-472 Issue: 4 Volume: 94 Year: 2023 Month: 06 X-DOI: 10.1080/00221546.2023.2203628 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2203628 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:444-472 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2141453_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: George Spencer Author-X-Name-First: George Author-X-Name-Last: Spencer Title: The Costs of Time: Examining the Extent of the Credit Loss Penalty in College Transfer Abstract: Drawing on data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and the Postsecondary Education Transcript Study (PETS), this study examined the risks associated with losing credits in the process of transferring between colleges. The effects of credit loss are considered on the timing of degree completion and student loan debt among vertical transfers who first enroll at community colleges in addition to lateral transfers from four-year colleges. Findings suggest that credit loss functions differently across transfer pathways. Whereas transfers from four-year public colleges owe more in student loans when credits are lost, vertical transfers have a lower probability of completing a bachelor’s degree—though they also appear to be marginally protected if they move to public four-year colleges. Journal: The Journal of Higher Education Pages: 473-497 Issue: 4 Volume: 94 Year: 2023 Month: 06 X-DOI: 10.1080/00221546.2022.2141453 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2141453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:473-497 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2146570_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Elizabeth S. Park Author-X-Name-First: Elizabeth S. Author-X-Name-Last: Park Author-Name: Peter McPartlan Author-X-Name-First: Peter Author-X-Name-Last: McPartlan Author-Name: Sabrina Solanki Author-X-Name-First: Sabrina Author-X-Name-Last: Solanki Author-Name: Di Xu Author-X-Name-First: Di Author-X-Name-Last: Xu Title: When Expectation Isn’t Reality: Racial Disparities in Overestimation and STEM Attrition Among First-Year Students in College Abstract: Existing research indicates that underrepresented-in-STEM racially minoritized students with similar academic preparation are less likely than their counterparts to persist in STEM, raising the question of factors that may contribute to racial disparities in STEM participation beyond academic preparation. We extend the current literature by first examining race-based differences in what students expect to receive and their actual grades in introductory STEM college courses, a phenomenon termed as overestimation. Then, we assess whether overestimation differentially influences STEM interest and persistence in college. Findings indicate that first-year STEM students tend to overestimate their performance in general, and the extent of overestimation is more pronounced among racially minoritized students. Subsequent analyses indicate that students who overestimate are more likely to switch out of STEM, net of academic preparation. Results from regression models suggest that race-based differences in overestimation can be explained by pre-college academic and contextual factors, most notably the high school a student attended. Journal: The Journal of Higher Education Pages: 526-556 Issue: 4 Volume: 94 Year: 2023 Month: 06 X-DOI: 10.1080/00221546.2022.2146570 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2146570 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:526-556 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2187175_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Margaret W. Sallee Author-X-Name-First: Margaret W. Author-X-Name-Last: Sallee Author-Name: Christopher W. Kohler Author-X-Name-First: Christopher W. Author-X-Name-Last: Kohler Author-Name: Luke C. Haumesser Author-X-Name-First: Luke C. Author-X-Name-Last: Haumesser Author-Name: Joshua C. Hine Author-X-Name-First: Joshua C. Author-X-Name-Last: Hine Title: Falling Through the Cracks: Examining One Institution’s Response to Food Insecure Student-Parents Abstract: Although studies have addressed how universities respond to the needs of student-parents and food-insecure students independently, few studies examine students with these intersecting identities. This article explores how institutional culture affects the ways that universities respond to the needs of food-insecure student-parents. Using Schein’s analysis of culture, the article considers the ways that one institution’s culture assumes that the normative college student is both food secure and childless, creating obstacles for anyone who does not fit that norm. Although the university had programs in place to support food insecure student-parents, the data suggest that the campus continues to privilege the normative student. Journal: The Journal of Higher Education Pages: 415-443 Issue: 4 Volume: 94 Year: 2023 Month: 06 X-DOI: 10.1080/00221546.2023.2187175 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2187175 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:415-443 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2134684_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Melissa Whatley Author-X-Name-First: Melissa Author-X-Name-Last: Whatley Title: A Quasi-Experimental Approach to Understanding Study Abroad’s Impact on Academic Success Among Community College Students Abstract: The purpose of this study is to provide robust estimates of the potential link between study abroad participation and community college students’ academic outcomes, namely academic qualifications (GPA), progression toward degree (credits passed), and credential completion. Theoretically, study abroad is thought to impact students’ outcomes, academic and otherwise, through its value as an educational experience that disrupts students’ normal learning routines. Using both propensity score modeling and difference-in-differences analysis, I find limited evidence of a causal connection between study abroad participation and any of the three outcomes explored in this study. While a consistent significant positive relationship between study abroad and both GPA and percentage of credits passed was observed in propensity score matching models, this relationship was not found in difference-in-differences models, suggesting residual selection bias in the former set of models. While this study’s results are likely to be viewed as problematic by practitioners in international education who champion the benefits of international education, it is important to note that study abroad may be related to outcomes that are more proximal to the abroad experience itself (e.g., gains in intercultural competence) and that study abroad does not appear to harm students’ academic prospects. Journal: The Journal of Higher Education Pages: 498-525 Issue: 4 Volume: 94 Year: 2023 Month: 06 X-DOI: 10.1080/00221546.2022.2134684 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2134684 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:4:p:498-525 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2168408_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jiangying Guo Author-X-Name-First: Jiangying Author-X-Name-Last: Guo Author-Name: Jiwei Chen Author-X-Name-First: Jiwei Author-X-Name-Last: Chen Title: Can China’s Higher Education Expansion Reduce the Educational Inequality Between Urban and Rural Areas? Abstract: China’s higher education expansion policy implemented in 1999 has substantially increased higher education opportunities. This paper investigates whether rural students do benefit more from the expansion policy and achieve educational equity between urban and rural areas. Based on the four waves of nationwide micro survey data, collected in 2000, 2005, 2010 and 2015, we find that the expansion policy increases the rural-urban gap in higher education participation in the short- and medium-term, but reduces the educational inequality in the long-term. However, when we examine the impact of the expansion policy on access to elite higher education, the results show that the expansion policy is not conducive to reducing the rural-urban gap in elite higher education participation. Therefore, to achieve educational equity between rural and urban areas, compensation policies should be designed to benefit rural students. Journal: The Journal of Higher Education Pages: 638-663 Issue: 5 Volume: 94 Year: 2023 Month: 07 X-DOI: 10.1080/00221546.2023.2168408 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2168408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:5:p:638-663 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2138385_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Claire Wladis Author-X-Name-First: Claire Author-X-Name-Last: Wladis Author-Name: Alyse C. Hachey Author-X-Name-First: Alyse C. Author-X-Name-Last: Hachey Author-Name: Katherine Conway Author-X-Name-First: Katherine Author-X-Name-Last: Conway Title: Time Poverty: A Hidden Factor Connecting Online Enrollment and College Outcomes? Abstract: This study explored the relationships between voluntary online course enrollment (pre-pandemic), time poverty, and college outcomes. Results indicate that students who enrolled in at least one fully online course were significantly more time poor than other students; these differences were largely explained by age, parental status, and paid work. Yet, despite being more time poor, students who enrolled in online courses were more likely to successfully complete their courses, especially after controlling for time poverty. While students who took at least one online course were less likely to be retained in college and accumulated on average fewer credits, outcomes in online courses did not explain these differences; rather, other factors that make students both more likely to enroll online and to drop out or take fewer credits likely play a role. In particular, time poverty fully mediated the relationship between online enrollment and credit accumulation. Journal: The Journal of Higher Education Pages: 609-637 Issue: 5 Volume: 94 Year: 2023 Month: 07 X-DOI: 10.1080/00221546.2022.2138385 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2138385 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:5:p:609-637 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2134688_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nicholas A. Bowman Author-X-Name-First: Nicholas A. Author-X-Name-Last: Bowman Author-Name: Nicholas R. Stroup Author-X-Name-First: Nicholas R. Author-X-Name-Last: Stroup Author-Name: Solomon Fenton-Miller Author-X-Name-First: Solomon Author-X-Name-Last: Fenton-Miller Title: The Enrollment of Racially Minoritized Students in Law School: Factors Predicting Within-School Changes Over Time Abstract: Given the substantial lack of racial diversity within the U.S. legal profession, it is important to understand how to improve the representation of racially minoritized students at law schools. This study uses panel data from the 2010s to consider several types of factors that may shape the number and percentage of incoming law school students from several racially minoritized groups: finances (regarding financial aid and cost of attendance), demographic representation (of current students, faculty, and community members), and rankings (from U.S. News). The results of fixed effects analyses revealed that increases in the representation of Latinx and Asian students as well as Faculty of Color predict subsequent decreases in the percentage of incoming racially minoritized students, which suggests that law schools’ efforts to recruit racially minoritized students may depend on recent changes in student and faculty representation. Moreover, increases in the ingroup racial representation within the state (in which the law school is primarily housed) and U.S. News rankings are both associated with greater subsequent numbers of incoming Black and Latinx law students; the provision of conditional scholarships and the combined total of tuition and fees are also significant predictors. These findings have salient implications for policy and practice. Journal: The Journal of Higher Education Pages: 557-580 Issue: 5 Volume: 94 Year: 2023 Month: 07 X-DOI: 10.1080/00221546.2022.2134688 File-URL: http://hdl.handle.net/10.1080/00221546.2022.2134688 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:5:p:557-580 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171210_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Byeongdon Oh Author-X-Name-First: Byeongdon Author-X-Name-Last: Oh Author-Name: ChangHwan Kim Author-X-Name-First: ChangHwan Author-X-Name-Last: Kim Title: Changing Undergraduate Funding Mix and Graduate Degree Attainment Abstract: Previous studies of the role of college students’ funding sources in their educational outcomes have focused on individual funding sources and have not paid much attention to the mixing of multiple sources. As rising college tuition has heightened the financial burden on college students, the use of multiple funding sources has become an adaptive funding strategy for completing a college degree. Using discrete funding-source information from the National Survey of College Graduates, this study offers the first exploration of the change in funding mixes across three cohorts — born in 1953–1962, 1963–1972, and 1973–1982 respectively — and their association with graduate degree attainment. The proportion of students who utilized only one or two funding sources decreased, while those who juggled three or more sources increased. Contrary to the oldest cohort, for whom the association between undergraduate funding mix and graduate degree attainment was relatively weak, in the recent cohort, students mobilizing multiple sources became less likely to obtain a graduate degree compared to those fully funded by their families. Journal: The Journal of Higher Education Pages: 664-689 Issue: 5 Volume: 94 Year: 2023 Month: 07 X-DOI: 10.1080/00221546.2023.2171210 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171210 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:5:p:664-689 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171216_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Toni Templeton Author-X-Name-First: Toni Author-X-Name-Last: Templeton Author-Name: Chaunté L. White Author-X-Name-First: Chaunté L. Author-X-Name-Last: White Author-Name: Catherine L. Horn Author-X-Name-First: Catherine L. Author-X-Name-Last: Horn Title: The Far Reach of the Texas Top Ten Percent Plan: Consideration of Professional School Degrees Abstract: The purpose of this paper is to document the indirect effects of the Texas Top Ten Percent Plan on professional school degrees awarded and to propose the far reach of the law as an alternative argument in support of race-conscious admissions policies challenged under the strict scrutiny standard. Designed around the two tests of strict scrutiny, this study first highlights the essential need for a diverse constituency of professionals to enable societal advancement as a compelling state interest established by the courts and then provides empirical evidence to support additional narrowly tailored race-conscious admissions policies. Complementary interrupted time series analysis and logistic regression find that current admissions policies fail to improve diversity in professional school degrees awarded. Journal: The Journal of Higher Education Pages: 581-608 Issue: 5 Volume: 94 Year: 2023 Month: 07 X-DOI: 10.1080/00221546.2023.2171216 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171216 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:5:p:581-608 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2195769_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Román Liera Author-X-Name-First: Román Author-X-Name-Last: Liera Title: Expanding Faculty Members’ Zone of Proximal Development to Enact Collective Agency for Racial Equity in Faculty Hiring Abstract: This study examined how a professional development initiative on racial equity facilitated the expansion of faculty members’ agency to use a critical race-consciousness lens to disrupt White supremacy in faculty hiring policy and practice. I analyzed interview data from faculty members who participated in a 10-month professional development training. Findings reveal how language, tools, and peer-to-peer interactions mediated learning through agency to disrupt White supremacy in faculty hiring. The findings illustrated the significance of professional development focusing on structural and institutional racism within the context of White supremacy. Journal: The Journal of Higher Education Pages: 766-791 Issue: 6 Volume: 94 Year: 2023 Month: 09 X-DOI: 10.1080/00221546.2023.2195769 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2195769 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:6:p:766-791 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2192162_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Monica Gaughan Author-X-Name-First: Monica Author-X-Name-Last: Gaughan Title: Intersectional Dynamics and Academic Advancement in the United States Abstract: I use the intersectionality framework to understand how processes of tenure and promotion operate as a system that systematically advantages members of some groups while systematically disadvantaging members of other groups. Empirically, I examine how gender, race, ethnicity, and nativity combine to structure the institution of tenure and promotion in US universities. Consistent with original conceptualizations of intersectionality as a lens that illuminates social structure, this empirical work demonstrates that foreign-born White men are the most advantaged members in the institution of tenure and promotion. Only by accounting for all bases simultaneously does the latent function of the promotion and tenure institution come to light: One that especially advantages White men while disadvantaging women and people of color, both foreign and domestic. Journal: The Journal of Higher Education Pages: 720-744 Issue: 6 Volume: 94 Year: 2023 Month: 09 X-DOI: 10.1080/00221546.2023.2192162 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2192162 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:6:p:720-744 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171211_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Drew M. Anderson Author-X-Name-First: Drew M. Author-X-Name-Last: Anderson Author-Name: Lindsay Daugherty Author-X-Name-First: Lindsay Author-X-Name-Last: Daugherty Title: Community Colleges Can Increase Credential Stacking by Introducing New Programs Within Established Technical Pathways Abstract: “Stackable” credentials offer opportunities for college students to start by earning short-term credentials in vocational and technical fields, then stack additional credentials as they progress in careers, building skills in the classroom and in the workforce. Stackable credentials come at a cost: colleges expend resources in developing and offering stackable credential programs, students pay to enroll, and government aid programs support colleges and students. Given these investments, it is important to know whether stackable programs generate value for students and local economies. This study analyzes the introduction of new certificate or associate degree program options at Ohio community colleges during school years 2004–2005 to 2016–2017. Comparing among students who had just completed a credential, the students whose college had an additional program within their field of study were more likely to re-enroll and earn additional credentials within two years. The additional short-term enrollment did not significantly decrease students’ participation in employment or transfers to a university, indicating that stackable credentials fit with their career and educational progression. Journal: The Journal of Higher Education Pages: 745-765 Issue: 6 Volume: 94 Year: 2023 Month: 09 X-DOI: 10.1080/00221546.2023.2171211 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171211 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:6:p:745-765 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171213_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Colleen S. Conley Author-X-Name-First: Colleen S. Author-X-Name-Last: Conley Author-Name: Brynn M. Huguenel Author-X-Name-First: Brynn M. Author-X-Name-Last: Huguenel Author-Name: Jenna B. Shapiro Author-X-Name-First: Jenna B. Author-X-Name-Last: Shapiro Author-Name: Alexandra C. Kirsch Author-X-Name-First: Alexandra C. Author-X-Name-Last: Kirsch Title: Developmental Trajectories and Predictors of Psychological Well-Being and Distress Across the College Years Abstract: Psychological well-being and distress are critical components of college adjustment that are intricately entwined with student retention and success during and after college. This 5-wave longitudinal study used growth mixture modeling to explore heterogeneous trajectories of psychological well-being (self-esteem) and distress (depression, anxiety, stress) spanning just before college to the end of the fourth year. Students (N = 5,537) most commonly were best characterized by trajectories of stable positive or moderate adjustment, though some were better characterized by trajectories of low or variable adjustment. These latter subgroups may represent the highest-need students, for whom identifying pre-college risk and protective factors is crucial. Some notable differences emerged in trajectories for women versus men. Further, several individual characteristics at the cusp of college predicted these four-year trajectories. The strongest psychological functioning predictors were self-esteem, distress, and stress (less consistently, resilience and self-efficacy). The most predictive cognitive-affective strategy was avoidant emotional coping, followed by cognitive reappraisal and expressive suppression (less consistently, problem-focused and active emotional coping). Social well-being factors that best differentiated adjustment trajectories were general social support, followed by support from family and then from friends. These findings have implications for targeting at-risk students upon university arrival to promote optimal long-term adjustment. Journal: The Journal of Higher Education Pages: 792-821 Issue: 6 Volume: 94 Year: 2023 Month: 09 X-DOI: 10.1080/00221546.2023.2171213 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171213 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:6:p:792-821 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171212_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Adela Soliz Author-X-Name-First: Adela Author-X-Name-Last: Soliz Author-Name: Cara DeLoach Author-X-Name-First: Cara Author-X-Name-Last: DeLoach Author-Name: Hidahis Mesa Author-X-Name-First: Hidahis Author-X-Name-Last: Mesa Title: How Do Community and Technical Colleges Build Cross-Sector Collaborations? Abstract: Federal and state policies increasingly call upon community and technical colleges to collaborate with industry and other outside stakeholders in order to improve career and technical education programs. We apply a framework from the public administration literature to understand how these collaborations are built. Using data from in-depth interviews with 49 participants engaged in building collaborations to improve workforce education and training across Tennessee, we find that productive networks rely on dynamic individuals that act as boundary spanners, facilitating communication across sectors. In addition, successful collaborations make use of meetings involving multiple interest groups to bridge, rather than reinforce, boundaries between stakeholders. Journal: The Journal of Higher Education Pages: 691-719 Issue: 6 Volume: 94 Year: 2023 Month: 09 X-DOI: 10.1080/00221546.2023.2171212 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171212 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:6:p:691-719 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2173461_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David J. Nguyen Author-X-Name-First: David J. Author-X-Name-Last: Nguyen Author-Name: A. Emiko Blalock Author-X-Name-First: A. Emiko Author-X-Name-Last: Blalock Title: Exploring How Faculty Apply Professional Legitimacy When Advising Students About Graduate Education Abstract: Legitimacy has been used to understand institutional and faculty behaviors within higher education contexts. Faculty members frequently apply the concept of professional legitimacy to their work, such as publishing and teaching. Few studies have considered how legitimacy is enacted when advising undergraduate students about graduate education. Through in-depth interviews with 50 faculty members, our findings illustrate that faculty members enact professional legitimacy in endorsing students by opening their own social networks; redirecting students away from graduate education, and demonstrating how to perform, or think and act like an aspiring academic. Implications for practice and future research conclude the article. Journal: The Journal of Higher Education Pages: 896-920 Issue: 7 Volume: 94 Year: 2023 Month: 11 X-DOI: 10.1080/00221546.2023.2173461 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2173461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:7:p:896-920 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2168411_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dawn Culpepper Author-X-Name-First: Dawn Author-X-Name-Last: Culpepper Author-Name: Damani White-Lewis Author-X-Name-First: Damani Author-X-Name-Last: White-Lewis Author-Name: KerryAnn O’Meara Author-X-Name-First: KerryAnn Author-X-Name-Last: O’Meara Author-Name: Lindsey Templeton Author-X-Name-First: Lindsey Author-X-Name-Last: Templeton Author-Name: Julia Anderson Author-X-Name-First: Julia Author-X-Name-Last: Anderson Title: Do Rubrics Live up to Their Promise? Examining How Rubrics Mitigate Bias in Faculty Hiring Abstract: Many colleges and universities now require faculty search committees to use rubrics when evaluating faculty job candidates, as proponents believe these “decision-support tools” can reduce the impact of bias in candidate evaluation. That is, rubrics are intended to ensure that candidates are evaluated more fairly, which is then thought to contribute to the enhanced hiring of candidates from minoritized groups. However, there is scant — and even contradictory — evidence to support this claim. This study used a multiple case study methodology to explore how five faculty search committees used rubrics in candidate evaluation, and the extent to which using a rubric seemed to perpetuate or mitigate bias in committee decision-making. Results showed that the use of rubrics can improve searches by clarifying criteria, encouraging criteria use in evaluation, calibrating the application of criteria to evidence, and in some cases, bringing diversity, equity, and inclusion work (DEI) into consideration. However, search committees also created and implemented rubrics in ways that seem to perpetuate bias, undermine effectiveness, and potentially contribute to the hiring of fewer minoritized candidates. We conclude by providing stakeholders with practical recommendations on using rubrics and actualizing DEI in faculty hiring. Journal: The Journal of Higher Education Pages: 823-850 Issue: 7 Volume: 94 Year: 2023 Month: 11 X-DOI: 10.1080/00221546.2023.2168411 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2168411 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:7:p:823-850 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2209003_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Drew M. Anderson Author-X-Name-First: Drew M. Author-X-Name-Last: Anderson Author-Name: Katharine M. Broton Author-X-Name-First: Katharine M. Author-X-Name-Last: Broton Author-Name: David B. Monaghan Author-X-Name-First: David B. Author-X-Name-Last: Monaghan Title: Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates’ Field of Study Abstract: Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM. Journal: The Journal of Higher Education Pages: 921-944 Issue: 7 Volume: 94 Year: 2023 Month: 11 X-DOI: 10.1080/00221546.2023.2209003 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2209003 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:7:p:921-944 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171214_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rachel Worsham Author-X-Name-First: Rachel Author-X-Name-Last: Worsham Title: A Differences-in-Differences Analysis of the Impact of the North Carolina Fixed Tuition Program on College Costs Abstract: In 2016, the North Carolina legislature implemented the North Carolina Fixed Tuition Program. This policy ensures that, once enrolled, an undergraduate student’s tuition rate at any of the state’s four-year public colleges will not increase for eight consecutive semesters of enrollment. While touted as an effort to increase affordability by helping students financially plan for college, prior research has found that these policies prompt institutions to raise the cost of attendance for undergraduate students. This study expands previous work on institutional pricing responses to tuition guarantee programs by both extending inquiry to another state context and by examining changes to revenue streams not included in prior work. Using differences-in-differences and event study approaches, I found that institutions in North Carolina increased in- and out-of-state graduate tuition rates and out-of-state undergraduate tuition rates in the wake of the Fixed Tuition Program. Journal: The Journal of Higher Education Pages: 945-971 Issue: 7 Volume: 94 Year: 2023 Month: 11 X-DOI: 10.1080/00221546.2023.2171214 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171214 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:7:p:945-971 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2203629_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael Brown Author-X-Name-First: Michael Author-X-Name-Last: Brown Author-Name: Stephanie Sowl Author-X-Name-First: Stephanie Author-X-Name-Last: Sowl Author-Name: K.M. Steigleder Author-X-Name-First: K.M. Author-X-Name-Last: Steigleder Title: “May I Contribute Some Data to the Discussion?”: Negotiating Data Politics Through General Education Reform Abstract: We present a historical case study of “data-driven” general education policy reform at the City University of New York, where within-system transfer issues prompted the need for curricular reform that was debated and eventually implemented from 2011 to 2017. Through an empirical examination of artifacts such as meeting minutes, internal memoranda, institutional reports, speeches, testimonies and position statements, and recordings of public meetings, we trace the emergence of a policy problem, contests over its framing, and the development of a policy solution for a curricular crisis across competing strands of collaborative governance and conflict over curriculum-making. We illustrate how administrators and their allies engage informatic power to unify the means and ends of curriculum reform- producing curricular policy and new language practices for discussing curriculum that facilitate increased managerialism and the rise of audit culture. When curricular conversation primarily focuses on the use of data, normative questions about the purpose and organization of undergraduate curricula are elided. In this case, policy proponents and opponents focused on a narrow definition of what kind of data “counts” for policy making. We argue that governance actors need to allow for and incorporate an array of data resources into their curricular conversation. Journal: The Journal of Higher Education Pages: 851-895 Issue: 7 Volume: 94 Year: 2023 Month: 11 X-DOI: 10.1080/00221546.2023.2203629 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2203629 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:94:y:2023:i:7:p:851-895 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2195771_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Nicole Bedera Author-X-Name-First: Nicole Author-X-Name-Last: Bedera Title: I Can Protect His Future, but She Can’t Be Helped: Himpathy and Hysteria in Administrator Rationalizations of Institutional Betrayal Abstract: It is well-established fact that sexual assault survivors who report the violence they endured are retraumatized by the reporting process, but there is limited research on how these institutional betrayals are enacted. The current study draws on ethnographic observation and interview data to explore how 24 administrators use gendered rationalization frames to justify betrayal in Title IX cases. Specifically, administrators invoke himpathy to define their primary role as protecting the futures of young men. To defend this view from critique, they condemn how survivors use Title IX by casting them as hysterical women who are either mistaken in labeling an experience as sexual assault or suffering from trauma too severe for a Title IX process to repair. Taken together, these frames portray institutional betrayal as moral, even as these ideologies reinforce gender inequality. Journal: The Journal of Higher Education Pages: 30-53 Issue: 1 Volume: 95 Year: 2024 Month: 01 X-DOI: 10.1080/00221546.2023.2195771 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2195771 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:1:p:30-53 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2195770_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Christine N. Dickason Author-X-Name-First: Christine N. Author-X-Name-Last: Dickason Author-Name: Carolyn Heinrich Author-X-Name-First: Carolyn Author-X-Name-Last: Heinrich Author-Name: Mary Smith Author-X-Name-First: Mary Author-X-Name-Last: Smith Title: Delivering on the Promise: The Role of Supplemental Promise Programs in Reducing Barriers to College Success Abstract: As college promise programs proliferate across the country, supplemental promise programs are emerging to fill gaps in services and resources critical for student success, particularly for students with greater economic needs. This mixed-methods study examines the implementation and efficacy of two such programs in Tennessee, Nashville GRAD and Knox Promise, which are distinct in their approaches to providing financial and advising supports to community college students. Findings from interviews with students and program staff suggest that students saw the additional financial supports and interactions with advisers as critical to their continued success. Using administrative data, we further explored the pathways to improved outcomes — college progression (credits earned) and persistence to the next term or academic year — and found that the intensity of student engagement with their advisors and use of program benefits (e.g. textbook and transportation supports) were positively associated with these college outcomes. Journal: The Journal of Higher Education Pages: 92-119 Issue: 1 Volume: 95 Year: 2024 Month: 01 X-DOI: 10.1080/00221546.2023.2195770 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2195770 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:1:p:92-119 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2187176_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Manuel S. González Canché Author-X-Name-First: Manuel S. Author-X-Name-Last: González Canché Author-Name: Jason C. Lee Author-X-Name-First: Jason C. Author-X-Name-Last: Lee Author-Name: Jeffrey L. Harding Author-X-Name-First: Jeffrey L. Author-X-Name-Last: Harding Author-Name: Jonathan M. Turk Author-X-Name-First: Jonathan M. Author-X-Name-Last: Turk Author-Name: Ji Yeon Bae Author-X-Name-First: Ji Yeon Author-X-Name-Last: Bae Author-Name: Chelsea Zhang Author-X-Name-First: Chelsea Author-X-Name-Last: Zhang Title: Post-Baccalaureate Federal Loans De-Subsidization: Impacts on Compositional Attributes, Extensive and Intensive Borrowing Margins, and Anticipatory Effects Abstract: The 2011 Budget Control Act eliminated the in-school interest subsidy for graduate and professional students borrowing under the Stafford Loan Program. As a result, starting on July 1, 2012, graduate and professional students borrowing Stafford Loans became responsible for the interest accruing during their in-school deferment period. This study assesses the effect of this de-subsidization on students’ compositional attributes (e.g. gender, ethnicity, income), borrowing behaviors (e.g. extensity or participation in and intensity or magnitude of borrowing), total annual amounts borrowed, sources of lenders, and anticipatory effects (i.e., changes in borrowing behaviors based on the knowledge of policy change before this policy was implemented). To address this goal, we relied on repeated cross-sectional data drawn from three iterations of the National Postsecondary Student Aid Study. We found evidence of compositional changes that signaled a reduction of white and an increase of first-generation in college for graduate students. We found no evidence of declines in student loan participation; however, we found anticipatory effects with about 45,000 (6%) graduate and professional students maxing out their allowed Stafford amounts before July 2012, a strategy that allowed graduate students continuing graduate school enrollment to be grandfathered this subsidy into the new policy era. Although debt burden increased by 3.86% post-policy, effect heterogeneity tests indicated that law students decreased their total debt amounts by 18.8%, with 83% of this reduction resulting from borrowing less from Stafford loans. Journal: The Journal of Higher Education Pages: 54-91 Issue: 1 Volume: 95 Year: 2024 Month: 01 X-DOI: 10.1080/00221546.2023.2187176 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2187176 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:1:p:54-91 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2187177_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: David F. Feldon Author-X-Name-First: David F. Author-X-Name-Last: Feldon Author-Name: Kaylee Litson Author-X-Name-First: Kaylee Author-X-Name-Last: Litson Author-Name: Brinleigh Cahoon Author-X-Name-First: Brinleigh Author-X-Name-Last: Cahoon Author-Name: Zhang Feng Author-X-Name-First: Zhang Author-X-Name-Last: Feng Author-Name: Andrew Walker Author-X-Name-First: Andrew Author-X-Name-Last: Walker Author-Name: Colby Tofel-Grehl Author-X-Name-First: Colby Author-X-Name-Last: Tofel-Grehl Title: The Predictive Validity of the GRE Across Graduate Outcomes: A Meta-Analysis of Trends Over Time Abstract: This meta-analysis assesses the predictive validity of the Graduate Record Examination (GRE) across outcome variables, including grade point average, for graduate students. In addition to aggregate effects, this paper also assessed changes in observed effects over time as related to increasing diversity in the graduate student population and as a function of gender and racial/ethnic composition of study samples. Framed using a lens of critical whiteness, this analysis examined n = 1,659 individual effects across k = 201 studies. Overall, 62.3% of reported effects were nonsignificant (i.e. no predictive value of GRE scores on student outcomes). Further, the magnitude of observed predictive relationships decreased significantly over time. The aggregate mean effect across all studies and outcomes was small, significant, and positive: GRE score predicted 3.24% of variance across measured outcomes, 4% of variance in overall GPA, and 2.56% of variance in first-year graduate GPA. Sample composition effects by race/ethnicity were notable under some conditions, but nonsignificant, with increasing proportions of people of Color within a study sample associated with poorer predictive validity for GPA. Likewise, the magnitude of negative effects where lower GRE scores predicted stronger student outcomes showed increasing trends from 0.16% of variance for all-white samples to 7.3% for samples comprised entirely of people of Color. Journal: The Journal of Higher Education Pages: 120-148 Issue: 1 Volume: 95 Year: 2024 Month: 01 X-DOI: 10.1080/00221546.2023.2187177 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2187177 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:1:p:120-148 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171215_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Liang Zhang Author-X-Name-First: Liang Author-X-Name-Last: Zhang Title: How Has the Post-9/11 GI Bill Affected Veteran Students’ College Loans? A Longitudinal Analysis of NPSAS Using Propensity Score Weighting Abstract: Using data from four waves of the National Postsecondary Student Aid Study (NPSAS) in 2004, 2008, 2012, and 2016, this study examines the effect of the PGIB on veterans’ student loans. Results indicate that the PGIB has significantly affected veteran students’ borrowing behavior, with an average $1,100 reduction in Stafford Loans. Veteran students attending for-profit institutions experience a larger loan decrease than their peers at public and private nonprofit institutions. In addition, loan reductions have occurred mainly at the extensive margin. The decrease in student loans is relatively small compared to the increase in veterans’ education benefits under the PGIB, partly due to a rise in the cost of attendance after the implementation of the PGIB, driven by a higher proportion of veteran students attending for-profit institutions. Finally, loan reductions vary across veteran students. Journal: The Journal of Higher Education Pages: 1-29 Issue: 1 Volume: 95 Year: 2024 Month: 01 X-DOI: 10.1080/00221546.2023.2171215 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171215 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:1:p:1-29 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171209_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Cecilia M. Orphan Author-X-Name-First: Cecilia M. Author-X-Name-Last: Orphan Author-Name: Sophia Laderman Author-X-Name-First: Sophia Author-X-Name-Last: Laderman Title: Policy as Potemkin Village: Regional Public University Non-Responsiveness to the Implementation of Performance-Funding in Colorado Abstract: Performance-funding for higher education diffused across the U.S. following the Great Recession that led to funding cuts for the system. Postsecondary funding never returned to pre-Recession levels, and public colleges are held to higher expectations even as the funding they might use to meet these expectations has diminished. This is a challenge Regional Public University (RPU) leaders experience acutely. Policymakers use performance-funding to hold postsecondary institutions accountable for meeting state goals. Policymakers may assume that postsecondary leaders will pursue performance-funding metrics to maintain or increase their institution’s funding. Colorado is an interesting state in which to test this logic, given the state’s ranking of 48th nationally for postsecondary funding. This multiple-site case study analyzed how leaders of four Colorado RPUs responded to performance-funding. Performance management theory framed this study. Findings show little to no institutional responsiveness to the implementation of performance-funding, with RPU leaders expressing skepticism and derision for the policy and pursuing alternative revenue sources. Historically, funding was an important lever states used to hold postsecondary institutions accountable. In the modern era of state disinvestment and high expectation, performance-funding’s ability to drive institutional behavior and promote accountability may be weakened; this study points to this implication. Journal: The Journal of Higher Education Pages: 256-283 Issue: 2 Volume: 95 Year: 2024 Month: 02 X-DOI: 10.1080/00221546.2023.2171209 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171209 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:2:p:256-283 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171206_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Jon McNaughtan Author-X-Name-First: Jon Author-X-Name-Last: McNaughtan Author-Name: Hugo Garcia Author-X-Name-First: Hugo Author-X-Name-Last: Garcia Author-Name: Sarah Schiffecker Author-X-Name-First: Sarah Author-X-Name-Last: Schiffecker Author-Name: Santiago Castiello-Gutierrez Author-X-Name-First: Santiago Author-X-Name-Last: Castiello-Gutierrez Author-Name: Xinyang Li Author-X-Name-First: Xinyang Author-X-Name-Last: Li Title: “Architects of Change or Its Victim”: University Presidents’ Perspectives on the Role of Competing Values During the COVID-19 Crisis Abstract: Presidents have difficult roles regardless of systemic context and in times of crisis their work is especially complex. While the body of work on presidents generally is growing, understanding of their role in crisis is underdeveloped. In this study, we enhance research on presidential crisis leadership by applying the competing values framework to a unique set of interviews with 14 presidents from eight nations. Our results highlight the value tensions that were and are experienced by presidents during crisis as these leaders manage local needs with national guidance. The most common values discussed include control, collaborate, and create, while the value of compete was rarely referenced. Journal: The Journal of Higher Education Pages: 200-226 Issue: 2 Volume: 95 Year: 2024 Month: 02 X-DOI: 10.1080/00221546.2023.2171206 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171206 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:2:p:200-226 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171207_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Matthew J. Mayhew Author-X-Name-First: Matthew J. Author-X-Name-Last: Mayhew Author-Name: Christa E. Winkler Author-X-Name-First: Christa E. Author-X-Name-Last: Winkler Author-Name: Alyssa N. Rockenbach Author-X-Name-First: Alyssa N. Author-X-Name-Last: Rockenbach Author-Name: Renee L. Bowling Author-X-Name-First: Renee L. Author-X-Name-Last: Bowling Title: You Don’t Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College Abstract: This paper examines the developmental trajectories of students’ self-authored worldview commitments over four years of college and the reasons they offered for making associated developmental gains. Through a longitudinal, mixed methods approach, we unearthed four distinctive developmental trajectories of a nationally-representative cohort of 9,470 students enrolled across 122 institutions. We found that provocative encounters with worldview diversity — those that appropriately challenged students to examine their own religious commitments — served as catalysts for growth during college. The varied contexts of those provocative encounters, both inside and outside the college classroom, are highlighted in students’ own words. Implications for research are discussed. Journal: The Journal of Higher Education Pages: 227-255 Issue: 2 Volume: 95 Year: 2024 Month: 02 X-DOI: 10.1080/00221546.2023.2171207 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171207 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:2:p:227-255 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171201_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Robert Kelchen Author-X-Name-First: Robert Author-X-Name-Last: Kelchen Author-Name: Justin Ortagus Author-X-Name-First: Justin Author-X-Name-Last: Ortagus Author-Name: Kelly Rosinger Author-X-Name-First: Kelly Author-X-Name-Last: Rosinger Author-Name: Alex Cassell Author-X-Name-First: Alex Author-X-Name-Last: Cassell Title: Investing in the Workforce: The Impact of Performance-Based Funding on Student Earnings Outcomes Abstract: A growing number of states use performance-based funding (PBF) systems to tie appropriations to student outcomes. Yet while many studies have examined the effects of PBF on enrollment and completion outcomes, no research has considered whether PBF affects post-college outcomes. This is of particular importance as more states directly incentivize colleges to improve student earnings and have students major in high-demand fields. We used the first detailed longitudinal dataset of state PBF policies to examine the effects of PBF on student earnings and found some modest positive effects concentrated among students who were already enrolled in college when PBF was first implemented. However, these small increases could also reflect other trends occurring prior to the implementation of PBF and analyses show this increase was not sustained among later cohorts. Journal: The Journal of Higher Education Pages: 172-199 Issue: 2 Volume: 95 Year: 2024 Month: 02 X-DOI: 10.1080/00221546.2023.2171201 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171201 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:2:p:172-199 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2171199_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Courtney L. Luedke Author-X-Name-First: Courtney L. Author-X-Name-Last: Luedke Author-Name: Daniel Corral Author-X-Name-First: Daniel Author-X-Name-Last: Corral Title: “The Least I Could Do is Get That Four-Year Degree That They Sacrificed so Much for” Undocumented Latina/o Families and the College Navigation Process Abstract: Undocumented students face significant barriers in accessing postsecondary education. Previous research has focused on how individuals and schools impacted their experiences of enrolling in college. This critical qualitative study of testimonios with 15 undocumented Latina/o students examines how their families shaped and supported their college navigation process. Using a funds of knowledge framework, we find that parents and siblings shaped undocumented students’ college choices through dichos, or culturally situated advice. Once students attended college, many expressed a desire to give back to their parents and inspire other family members to pursue college. Students also articulated the utility of their degree as an avenue to give back to their local communities. We discuss the need for institutions to honor the collectivist orientation of Latina/o/x students and their families through recruitment and engagement efforts with these students. Journal: The Journal of Higher Education Pages: 149-171 Issue: 2 Volume: 95 Year: 2024 Month: 02 X-DOI: 10.1080/00221546.2023.2171199 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2171199 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:2:p:149-171 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2216611_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: George Spencer Author-X-Name-First: George Author-X-Name-Last: Spencer Author-Name: Janine de Novais Author-X-Name-First: Janine Author-X-Name-Last: de Novais Author-Name: Emily Carolyn Chen-Bendle Author-X-Name-First: Emily Carolyn Author-X-Name-Last: Chen-Bendle Author-Name: Elizabeth Ndika Author-X-Name-First: Elizabeth Author-X-Name-Last: Ndika Title: A Dream Deferred: Post-Traditional College Trajectories and the Evolving Logic of College Plans Abstract: Despite high college expectations and enrollments among young people, their trajectories through higher education have become increasingly complex. Even after initially starting as “traditional” students, many college graduates are only able to complete a bachelor’s degree after a series of stops and starts across multiple institutions. While there is a growing body of research regarding nontraditional students, we know very little about how these individuals make sense of their trajectories. This qualitative study draws on interviews with 40 college graduates who attained a bachelor’s degree following an extended and interrupted path. We consider how these individuals, who we define as post-traditional graduates, come to understand the value of college, distinguishing between the moral value, referred to as the expressive logic, and more practical and economic explanations, referred to as the instrumental logic. Our study found that an instrumental logic characterized the beginning of their college journeys, but what sustained our participants over time was an expressive logic: an evolved understanding of college as a process conferring personal development and moral worth. Journal: The Journal of Higher Education Pages: 350-372 Issue: 3 Volume: 95 Year: 2024 Month: 04 X-DOI: 10.1080/00221546.2023.2216611 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2216611 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:3:p:350-372 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2203630_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: OiYan Poon Author-X-Name-First: OiYan Author-X-Name-Last: Poon Author-Name: Douglas H. Lee Author-X-Name-First: Douglas H. Author-X-Name-Last: Lee Author-Name: Eileen Galvez Author-X-Name-First: Eileen Author-X-Name-Last: Galvez Author-Name: Joanne Song Engler Author-X-Name-First: Joanne Author-X-Name-Last: Song Engler Author-Name: Bri Sérráno Author-X-Name-First: Bri Author-X-Name-Last: Sérráno Author-Name: Ali Raza Author-X-Name-First: Ali Author-X-Name-Last: Raza Author-Name: Jessica M. Hurtado Author-X-Name-First: Jessica M. Author-X-Name-Last: Hurtado Author-Name: Nikki Kahealani Chun Author-X-Name-First: Nikki Kahealani Author-X-Name-Last: Chun Title: A Möbius Model of Racialized Organizations: Durability of Racial Inequalities in Admissions Abstract: This study focuses on how admissions at selective colleges and universities represent key racialized organizations. We analyzed data from 50 individual interviews of admissions professionals, through a theory of racialized organizations to recognize admissions as practices that consistently reproduces systemic inequities. We reveal how organizational structures centering an array of institutional priorities can maintain the systemic reproduction of intersectional racial inequalities, by privileging priorities like budgetary constraints, geographic diversity, and other interests, minimizing racial diversity as a priority. Our study bears key implications for future research and practice, by demonstrating that much like a Möbius strip, admissions organizations are difficult to fundamentally change for diversity and equity goals. Even with seemingly dramatic alterations to practices (e.g. test-optional policies) in isolation, Möbius strips generally maintain their structure. Institutional priorities, especially fiscal priorities, maintain the durability in racially unequal admissions outcomes through logics of racial capitalism. Unless institutional priorities fundamentally change, admissions processes will likely continue to reproduce inequalities. Research and systemic change efforts in college admissions should go beyond focusing on isolated elements (e.g. test requirements) and approaches to admissions (e.g. percent plans) to confront admissions and enrollment management systems, by interrogating underlying institutional logics and routines. Journal: The Journal of Higher Education Pages: 399-424 Issue: 3 Volume: 95 Year: 2024 Month: 04 X-DOI: 10.1080/00221546.2023.2203630 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2203630 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:3:p:399-424 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2250696_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Claire Wladis Author-X-Name-First: Claire Author-X-Name-Last: Wladis Author-Name: Alyse C. Hachey Author-X-Name-First: Alyse C. Author-X-Name-Last: Hachey Author-Name: Katherine Conway Author-X-Name-First: Katherine Author-X-Name-Last: Conway Title: Did Emergency Remote Teaching and the COVID-19 Pandemic Exacerbate Inequities? Considering Institution Type, Gender, and Race/Ethnicity Abstract: This study explores the extent to which college context (two- vs. four-year), gender, and race/ethnicity correlated with worsening course outcomes during emergency remote teaching during the COVID-19 pandemic, by comparing outcomes within students between the fall 2019 pre-pandemic and spring 2020 pandemic terms. In particular, it explores the extent to which prior voluntary online course-taking is related to patterns among these groups. Results from this study suggest that students at two-year colleges, men, and Black and Hispanic students had worse outcomes during emergency remote teaching, if they had not previously voluntarily enrolled in online courses. However, these differential trends were not observed among students who had voluntarily enrolled in online courses prior to the pandemic. Journal: The Journal of Higher Education Pages: 313-349 Issue: 3 Volume: 95 Year: 2024 Month: 04 X-DOI: 10.1080/00221546.2023.2250696 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2250696 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:3:p:313-349 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2192161_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Frank Fernandez Author-X-Name-First: Frank Author-X-Name-Last: Fernandez Author-Name: Yuan Chih Fu Author-X-Name-First: Yuan Chih Author-X-Name-Last: Fu Author-Name: Xiaodan Hu Author-X-Name-First: Xiaodan Author-X-Name-Last: Hu Author-Name: Juan José Moradel Vásquez Author-X-Name-First: Juan José Author-X-Name-Last: Moradel Vásquez Title: Examining the Influence of Texas’ Strategic Plan for Increasing University Research: Loose Coupling and Research Production at Regional Public Universities Abstract: States have adopted a variety of policies to encourage universities to expand research production, with the hope of supporting economic growth and competitiveness. This paper considers whether a state-level initiative succeeded in influencing university-based research outputs among regional public universities. We test whether the Texas Research Incentive Program increased research production at a set of state universities as measured by total research spending, federally-funded research spending, the number of scholarly publications, and the share of publications published in high impact factor journals. Using a novel dataset and difference-in-differences analytic strategy, we found that TRIP adoption was associated with a 19%-25% increase in research expenditures at emerging research universities in Texas relative to a matched set of comparable universities. However, TRIP did not influence federally-funded research expenditures or journal publication outputs. We also show that federally-funded research expenditures influence publication outputs — both in amount and quality — and that number of full-time faculty influences both federal research expenditures and publication outputs. We discuss contributions to the literature on regional public universities, loose coupling, and research production, as well as implications for policy. Journal: The Journal of Higher Education Pages: 373-398 Issue: 3 Volume: 95 Year: 2024 Month: 04 X-DOI: 10.1080/00221546.2023.2192161 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2192161 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:3:p:373-398 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2182569_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Anthony C. Ogden Author-X-Name-First: Anthony C. Author-X-Name-Last: Ogden Author-Name: Hsiu-Zu Ho Author-X-Name-First: Hsiu-Zu Author-X-Name-Last: Ho Author-Name: Yeana W. Lam Author-X-Name-First: Yeana W. Author-X-Name-Last: Lam Author-Name: Angela D. Bell Author-X-Name-First: Angela D. Author-X-Name-Last: Bell Author-Name: Rachana Bhatt Author-X-Name-First: Rachana Author-X-Name-Last: Bhatt Author-Name: Leslie Hodges Author-X-Name-First: Leslie Author-X-Name-Last: Hodges Author-Name: Coryn Shiflet Author-X-Name-First: Coryn Author-X-Name-Last: Shiflet Author-Name: Donald Rubin Author-X-Name-First: Donald Author-X-Name-Last: Rubin Title: The Impact of Education Abroad Participation on College Student Success Among First-Generation Students Abstract: This study utilized the large-scale, multi-institutional CASSIE dataset to examine the impact of education abroad participation on academic outcomes for first-generation college students. Using robust multivariate matching methodology that effectively minimized self-selection bias, results showed the magnitude of benefit offered by studying abroad was greater for first-generation students than for continuing-generation students. Even after matching on a variety of background and prior achievement variables, first-generation students who studied abroad had higher 4- and 6-year graduation rates, had higher cumulative GPA scores, and took less time to graduate—relative to first-generation students who did not study abroad. These findings suggest that education abroad programming can be leveraged as a high-impact educational practice to promote college completion rates among first-generation students. Journal: The Journal of Higher Education Pages: 285-312 Issue: 3 Volume: 95 Year: 2024 Month: 04 X-DOI: 10.1080/00221546.2023.2182569 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2182569 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:3:p:285-312 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2216610_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Taylor Delaney Author-X-Name-First: Taylor Author-X-Name-Last: Delaney Author-Name: Dave E. Marcotte Author-X-Name-First: Dave E. Author-X-Name-Last: Marcotte Title: The Cost of Public Higher Education and College Enrollment Abstract: How have changes in the price of enrolling full time at public 2- and 4-year colleges affected student decisions about whether and where to enroll in college? Using local differences in the growth of tuition at community colleges and public 4-year colleges, we study the impact of public higher education tuition prices on the post-secondary enrollment decisions of high school graduates over three decades. We model prospective students’ decisions about whether to attend community college, a public four-year university in their state of residence, other colleges, or no college at all, as relative prices change. We identify enrollment impacts by instrumenting tuition prices using policy variation imposed by state appropriations and tuition caps. We estimate that in counties where local community college tuition doubled (about an average for the study period), the likelihood of post-secondary enrollment fell by about 0.05, on a mean of about 0.80. In addition to reducing college enrollment overall, rising tuition at community colleges diverted other students to four-year colleges. Rising relative prices of four-year public colleges similarly diverted some students toward community colleges but did not limit college attendance in the aggregate. We also find evidence of endogeneity in tuition-setting at the institution level. Journal: The Journal of Higher Education Pages: 496-525 Issue: 4 Volume: 95 Year: 2024 Month: 06 X-DOI: 10.1080/00221546.2023.2216610 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2216610 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:4:p:496-525 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2217741_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Kaleb L. Briscoe Author-X-Name-First: Kaleb L. Author-X-Name-Last: Briscoe Title: Black Graduate Students’ Counternarratives and Interrogations of a Hate Crime Abstract: Hate crimes across the country are becoming more prevalent, and there are growing concerns for higher education and college campuses. White supremacy has been noted as a potential driving force escalating hate and discrimination at disproportionate levels, especially for Black students on predominantly white campuses. This qualitative study described the murder of 2nd Lieutenant Richard Collins III by a white supremacist student, Sean Urbanski at a bus stop at the University of Maryland College Park. I used critical race theory in education and critical race methodology to analyze Black graduate students’ counternarratives and interrogations of a hate crime through semi-structured interviews. I described how the juxtaposition of this hate crime influenced campus and national conversations about Black students’ proximity to white supremacy. Lastly, participants’ counternarratives attested to widespread trauma, which adds a new layer to existing literature on Black graduate students’ experiences. Implications for this scholarship offer practice, policy, and research recommendations to eradicate hate crimes on college campuses. Journal: The Journal of Higher Education Pages: 425-449 Issue: 4 Volume: 95 Year: 2024 Month: 06 X-DOI: 10.1080/00221546.2023.2217741 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2217741 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:4:p:425-449 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2203631_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Heather N. McCambly Author-X-Name-First: Heather N. Author-X-Name-Last: McCambly Title: Rising Tides Don’t Create Racialized Change: Analyzing Institutional Change Projects in Postsecondary Philanthropy’s College Completion Agenda Abstract: This paper uses critical archival analysis, paired with textual analysis of grant descriptions, to understand how nine foundations — all with endowments derived from the student loan industry — have motivated their college completion work and the relationship between these commitments and grantmaking over time (2000–2019). Mobilizing concepts of theorization and racialized change work (RCW) to analyze the relationship between funders’ deployed racial frames and their theory of change, this paper offers three primary contributions: 1) A methodological approach to analyzing philanthropic or intermediary-led reform campaigns (e.g. the college completion agenda) as a form of theorization — a core mechanism of institutional change and diffusion — inclusive of funders’ racial projects; 2) Insights on the qualitative, causal pathway by which one foundation created organization-specific interest convergence that facilitated engagement in RCW, and 3) Evidence demonstrating how race-evasive theorizations, even if efficacious mechanisms for change, fail to deinstitutionalize a core mechanism of racialization: investment in deficit-minded, individual-level projects. These insights speak not only to the material differences between race-evasive and race-conscious theorizations, but also organizational pathways toward durable race-conscious commitments in higher education. Journal: The Journal of Higher Education Pages: 526-556 Issue: 4 Volume: 95 Year: 2024 Month: 06 X-DOI: 10.1080/00221546.2023.2203631 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2203631 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:4:p:526-556 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2203627_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Christina W. Yao Author-X-Name-First: Christina W. Author-X-Name-Last: Yao Author-Name: Simone Gause Author-X-Name-First: Simone Author-X-Name-Last: Gause Author-Name: Kaitlyn Hall Author-X-Name-First: Kaitlyn Author-X-Name-Last: Hall Author-Name: Jingtong Dou Author-X-Name-First: Jingtong Author-X-Name-Last: Dou Title: “Why is This Still Happening?”: International Students of Color’s Racial Sensemaking and Perceptions of Racial Conflicts and Racial Movements in 2020 Abstract: The purpose of this study was to examine international students’ racial sensemaking and perceptions of race, racism, and racial conflict in the United States in the years 2020/2021. The past year was one filled with contention, including the politicizing of a global virus and racial conflict from anti-Blackness and anti-Asian violence. Although racism felt far removed from many participants’ personal sphere until the arrival of the pandemic and racial conflicts in the year 2020, George Floyd’s murder served a critical incident that elicited reactions to U.S. racial dynamics, the Black Lives Matter movement, and racial protests. The participants’ experiences challenged what they thought they knew about race and shaped how they moved forward while living and learning in the United States. Journal: The Journal of Higher Education Pages: 450-472 Issue: 4 Volume: 95 Year: 2024 Month: 06 X-DOI: 10.1080/00221546.2023.2203627 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2203627 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:4:p:450-472 Template-Type: ReDIF-Article 1.0 # input file: UHEJ_A_2217740_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20240209T083504 git hash: db97ba8e3a Author-Name: Marialexia Zaragoza Author-X-Name-First: Marialexia Author-X-Name-Last: Zaragoza Author-Name: Gina A. Garcia Author-X-Name-First: Gina A. Author-X-Name-Last: Garcia Title: Latina Faculty at a Catholic Hispanic-Serving Institution: Critical Counter-Stories About Racialized & Gendered Experiences and Servingness Abstract: Studies have shown that Latina faculty have negative racialized and gendered experiences while teaching at their institutions. An emerging body of research shows that these experiences also occur at Hispanic Serving Institutions (HSIs). The purpose of this study was to explore the experiences of Latina faculty at one small, private, four-year Catholic HSI (C-HSI) that was trying to make sense of its C-HSI identity. Using a counter-storytelling approach and one-on-one interviews, we came to understand the racialized and gendered experiences of four Latina faculty through the themes of preservation, the act of being pushed out of the institution, and elusive administrative support. With a national call to recruit more faculty of Color to work in HSIs we argue for a focused effort on supporting currently employed faculty of Color, and specifically Latina faculty, as an aspect of servingness. Arguably, HSIs should serve (and humanize) Latine faculty too, not just students. Implications are offered for research and practice. Journal: The Journal of Higher Education Pages: 473-495 Issue: 4 Volume: 95 Year: 2024 Month: 06 X-DOI: 10.1080/00221546.2023.2217740 File-URL: http://hdl.handle.net/10.1080/00221546.2023.2217740 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:uhejxx:v:95:y:2024:i:4:p:473-495