Student leadership positions in colleges and universities have been a defining aspect of the college experience (Renn and Reason 2021). Often linked to greater rates of persistence and retention to degree completion, common practices in student affairs encourage undergraduate students to become club leaders, peer mentors, resident assistants (RAs), student government representatives, and more (Astin
School counselor (SC) preparation programs are charged with training future school counselors in accordance to the American School Counseling Association (ASCA) National Model and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Although role ambiguity within the SC profession has been a long-standing issue (Cinotti, 2014; Culbreth et al., 2005), the pandemic exacerbated
When colleges and universities address racism, they do so as reactionary responses to discrete racialized incidents. Further, they rarely follow through on their written commitments to racial equity and justice (Ahmed 2012). This includes how university leaders responded to rampant anti-Asian hate during the COVID-19 pandemic, exacerbated by the perpetual foreigner stereotype. This stereotype portrays
“Come celebrate with me that everyday something has tried to kill me and has failed.” — Lucille Clifton (1993) Black intellectuals and scholars throughout history have used empirical work and personal testimony to chronicle the ways a whitestreamed higher education system, and the people committed to upholding it, have inflicted violence on Black people. From
There are two basic requirements for an institution to be considered legally authorized by a state for the purpose of Title IV program eligibility: (1) the state must authorize the institution by name to operate postsecondary educational programs; and (2) the state must have a process to review and act on complaints concerning the schools,
The number of students who enroll in college and take on debt without receiving a college degree is striking. Of all students enrolled at public four-year universities, less than 60 percent will graduate with a degree within six years. For students enrolled at two-year colleges, the likelihood of graduation is even worse, with only about
Introduction Many institutions are looking for strategies to address the increasing number of undergraduate academic integrity violations and build a culture of accountability among faculty, staff, and students. There are many unanswered questions in the literature and institutional data that address the factors that lead to cheating. For example, does gender impact the likelihood that
Student debt in the United States has now reached a total of $1.3 trillion (Kamentz 2017). The reasons for this large sum are many; most noticeably, tuition fees have increased by 9% since 2011 (College Board 2017) and enrollment has increased by 17% from 2004 to 2014 (National Center 2016). As such, more students going
Against the backdrop of a March 2015 cover of the The Economist titled “The Whole World is going to University,” Dr. Steven Brint provided commentary on the increasingly prevalent “college for all” argument. Brint, who currently serves as the Vice Provost for Undergraduate Education at UC-Riverside and is the author of sociology staples such as
The University of Virginia has been rocked by controversy since Rolling Stone ran Sabrina Erdely’s article “A Rape on Campus: A Brutal Assault and Struggle for Justice at UVA.” As disturbing as the events in the article and the culture they illustrate are, it is far worse, framed by the timing of the publication just
