Collegiate Contexts Research Articles

Promotion Strategies of Traditional Chinese Sports and Sports Commitment of Athletes in Selected Universities in Henan, China

This study evaluates the implications of strategic initiatives in cultural preservation, modernization, public awareness, policy support, international collaboration, and health and wellness integration on student engagement, drawing from the "Healthy China 2030 Plan Outline" and the cultural significance of traditional Chinese sports. Enjoyment, organizational support, and psychological interventions are crucial in maintaining sports commitment. The research identifies a substantial positive association between effective promotional techniques, especially those emphasizing cultural preservation and public knowledge, and increased levels of sports commitment. The results indicate that promotional strategies consistent with the core values of traditional Chinese sports can increase student engagement, so supporting the overarching objectives of the "Healthy China" project by fostering physical and mental wellness. The study suggests that focused, culturally aware promotional techniques are vital for maintaining and enhancing interest in traditional Chinese sports in the collegiate context.

Affirmations of Black Being: Explicating the Potentialities of Self-Love in Higher Education

ABSTRACT Research has chronicled the experiences of Black students transitioning into college and best practices for supporting Black students as they move through the collegiate context. The collegiate context is nested in white supremacy, and a microcosm of white culture. Thus, this study is rooted in the assumption that racism experienced within college is a reflection of its permanence, and sets the stage for the importance of examining Black students’ sense of self-love. In this paper, we utilize critical frameworks to examine how seven Black students conceptualize self-love within anti-Black environments. An analysis of testimonies and interviews generated by participants produced several considerations on the praxis of self-love in and beyond the educational context. Specifically, findings point to the ways Black students conceptualize self-love as affirmations of the Black being, manifesting as presence, knowing, feeling, seeing, doing, and regard.

Developing Relational Leaders Through Sorority Engagement: A Quantitative Approach

The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members’ relational leadership development. We close by discussing our findings and offering implications for future practice and research.

Centering relationships in collegiate leadership curricula.

The relational leadership model and the five practices of exemplary leadership are widely used models that both emphasize a relational approach to leadership and center the collegiate context as a transformative environment for practicing and developing leadership. This article highlights two different applications of these models and provides important considerations for designing relational leadership curricula and programs for college students.

The mental health of student-athletes: a systematic scoping review

ABSTRACT The purpose of this study was to provide a systematic scoping review of the research focussing on student-athletes’ mental health (MH). More specifically, we aimed to describe and synthesise: (a) the study and sample characteristics of the dual career (DC) and MH research literature, (b) the types of MH outcomes examined in student-athlete populations, (c) comparisons of student-athletes’ MH in relation to other populations of interest, and (d) the variables associated with student-athletes’ MH. Articles were collected from four databases: SPORTDiscus, PsycInfo, Scopus, and PubMed. In total, 159 studies spanning three decades met the inclusion criteria. Most studies were conducted within the North American collegiate context. The majority (62.5%) examined mental ill-health outcomes (e.g. disordered eating, depression, anxiety), 22.6% examined positive mental health outcomes (e.g. subjective well-being, psychological well-being), and 13.8% combined both perspectives. Most studies using non-student-athlete comparison groups found that student-athletes were at a similar or decreased risk for MH problems, although notable exceptions were identified. Finally, 49 distinct variables were associated with student-athletes’ MH. Most variables related to generic or sport-specific factors, with only a limited number of studies examining DC-specific factors. Findings from our scoping review are critically discussed in view of the existing literature.

Conceptualizing life competencies: EFL teachers' qualitative perspective

PurposeMeeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.Design/methodology/approachOne-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.FindingsThe results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.Research limitations/implicationsThis study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.Originality/valueCareer readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

Higher Education and Student Affairs: Applying Expertise in Student Leadership Development and the Collegiate Context.

Higher education and student affairs are fields of study that focus on the institution and student experience in post-secondary education at the graduate level. Located in colleges of education, these departments often offer academic leadership minors often taught by student affairs leadership educators.

Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate ed. by Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor

Reviewed by: Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate ed. by Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor Jodi L. Linley and Alex C. Lange Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate Eboni M. Zamani-Gallaher, Devika Dibya Choudhuri, and Jason L. Taylor (Editors) New York, NY: Routledge, 2020, 222 pages, $47.95 (softcover) As noted by leading scholar Kristen Renn in the Foreword of this edited volume: "Paradoxically, college is both better than ever and as bad as, in some cases worse, than it has ever been for LGBTQIA college students" (p. vii). Both historical and contemporary accounts back up this assertion (Graves, 2018; Lange, Duran, & Jackson, 2019). Alongside recent scholarship that explores queer and trans college student contexts (e.g., Nicolazzo, 2017; Stewart, Renn, & Brazelton, 2015), Zamani-Gallaher, Choudhuri, and Taylor offer in this new text a collection of "work that blends both theory and practice" toward an expansive understanding of identities, contexts, policies, and possibilities (p. xi). Consistent with the book's title, the editors invite readers to engage in "rethinking" through 12 chapters organized into three sections: identity, contexts, and policies and possibilities. The authors in part 1 of the book rethink identities, expanding readers' understandings of who belongs under the LGBTQIA umbrella of identities and the differential experiences of these subcommunities. Authors in part 2 encourage readers to rethink contexts by considering the environments LGBTQIA students find themselves in, including classrooms and other institutional settings. The final four chapters of part 3 help readers rethink policies and possibilities with considerations for individual research and praxis as well as policy building. The editors intended for the volume to assist students in graduate preparation programs for higher education and student affairs, as well as researchers, practitioners, and policy analysts. While we agree that all of these groups may find utility in the volume, we believe it will be most helpful to those new to learning about LGBTQIA identities, communities, and the higher education supports that foster thriving for these students. This book as a whole would be a great addition to a course focused specifically on LGBTQIA students, with individual chapters being better suited for courses focused on diversity and equity, policy, and campus environments. In addition to the editors' arrangement of the chapters, we identified another way to organize them into three sections; that is, readers might engage chapters based on their familiarity and reason(s) for reading the text. First, for those new to learning about and understanding LGBTQIA students, chapters [End Page 535] 1 (Choudhuri & Curley), 2 (Dockendorff), 4 (Bell), and 6 (Mollet & Lackman) prove useful in learning more about LGBTQIA communities overall. Choudhuri and Curley provide an overview of the multiplicity of LGBTQIA identities, while Dockendorff dives deep into the lives and experiences of intersex students and Bell explores LGBTQIA+ students with disabilities. Mollet and Lackman's chapter represents a great blending of author perspectives, student voices, and intersecting analysis of asexual students' lives. Those who wish to advocate for a community's visibility and complex nature may find a good model for doing so in this chapter. The second section we propose is for readers wishing to engage and advocate for LGBTQIA students interpersonally and structurally on college campuses; they may find chapters 5 (Taylor), 7 (Mobley, McNally, & Moore), 8 (Whitehead & Gulley), 10 (Dockendorff, Nanney, & Nicolazzo), and 12 (Squire) to have the most direct implications. While Taylor suggests considerations for improving classroom spaces, the chapter would be further strengthened by attention to discipline-specific pressures and institutional type, such as those discussed by other authors (e.g., Garvey & Rankin, 2015; Linley & Nguyen, 2015). Some of the best considerations of college contexts are found in chapters 7 and 8. Mobley and colleagues provide an excellent blending of literature, biography, and institutional case studies, giving the reader a sense of LGBTQIA students' lives at historically Black colleges and universities (HBCUs). Similarly, Whitehead and Gulley's review of the literature on LGBTQIA students in community college settings blends limited existing studies and extrapolations from 4-year college settings to help readers consider the various dimensions of context for LGBTQIA community college students. The...

La filmación de clase en contexto de colegialidad: estrategia que favorece los procesos reflexivos respecto de la práctica pedagógica

In recent decades, the reflection on the teaching practices has been considered as an important means among the teacher trainers. Nevertheless, chilean research note that the universities of this country have not achieved that students of Teaching Programs may develop reflections on their pedagogical procedures systematically. This situation is no far from the reality of students of Pedagogia Media en Ciencias Naturales y Biologia from Universidad Catolica de Temuco. They achieve only in some cases, and intuitively, reflections that may help them improve their performance. The purpose of this research is to strengthen the levels of students’ reflection. In this context, the investigation is a qualitative one with a unique case study design. It points to the relevance of the use of class filming as a strategy which favors reflective processes on the pedagogical practice in collegiate contexts. It concludes that the participants appreciate the strategy of class filming, given that it favors the self assessment of their performance. Likewise, a mobility of the levels of reflection from the descriptive to the critic one, is shown. Nevertheless, it is important to highlight that the mobility depends on the time the participants spend on the reflective process.

Effective management of scarce resources: a case study of American collegiate sport clubs

ABSTRACTVoluntary, non-profit sport clubs are considered an important sport provider for communities across the world, with management effectiveness of great importance to promote long-term organizational health and sustainability. Due to a scarcity of volunteers and financial resources, the management of human and financial resources are major difficulties inhibiting club effectiveness. The current study explored the goals and management effectiveness of American collegiate sport clubs (ACSC) through focus groups with 13 sport clubs, interviews with two recreation professional staff, and six publicly accessible documents pertaining to the management practices of ACSC at a large university in the United States. While the ACSC were found moderately effective at managing their human and financial resources, when compared to their ascribed goals and best practices established in the literature, many prescribed management practices were not adhered to. Implications for effective management practices specific to the collegiate context are presented, with a call for greater education of student officers to support clubs’ organizational effectiveness.

Hispanic and Catholic, or Hispanic-Catholic? Racialized Religious Identity for Self-Identified “Hispanic” Students at a Predominantly White Institution

Drawing from in-depth interviews with undergraduates at a predominantly non-Hispanic white and secular university in the U.S., I investigate how those self-identified as both Hispanic and Catholic negotiate the identity statuses that classify them as minorities on their campus. While participants in this study who did not identify as Hispanic also did not make connections between religious affiliation and racial/ethnic group membership, most Hispanic undergraduates did make these connections. I found that self-identified Hispanic students used the meanings they attach to Catholic religious affiliation to help them also make sense of their racialized Hispanic identities in the university space. Despite coming from diverse geographic, social class, and cultural backgrounds, these students move toward creating a shared definition of what it means to be a racialized Hispanic person (or Latinx person with Spanish-speaking ancestors) in this particular collegiate context. I conclude with suggestions for future research.

Experiential Learning in Family Life Education Methodology: Low, Medium, and High Dosage Projects

Background: Family Life Education Methodology (FLEM) is an integral component of the family science collegiate curriculum. Given the range of topics and that material is not immediately interesting to students, teaching FLE courses is consistently reported as difficult. Purpose: The goal of this study is to evaluate an experiential learning approach to FLEM that addresses these pedagogical issues by expanding on the low, medium, and high dosage projects as proposed by Vaterlaus and Asay. Methodology/Approach: This approach was implemented with four FLEM classes in a midsize university ( N = 120). Students completed a low, medium, and high dosage project throughout each course, and completed written evaluations after each project, which were analyzed using qualitative analysis. Findings/Conclusions: Students reported multiple benefits for each project. The low dosage project was associated with learning what FLEM is, finding, and building on passions. The medium dosage project was associated with tangible and self-learning. The high dosage project was associated with outside learning and making a difference in the community. Implications: The proposed approach utilized multiple opportunities for experiential learning that appear beneficial for student learning. Replication is needed in other collegiate contexts to validate the approach.

Stigma Consciousness and Evaluative Concerns: A Pathway to Psychological Distress for Academically Stigmatized Students

The psychological health of ethnic minority college students, specifically Black and Hispanic/Latinx students, warrants particular attention given their experience of ethnic stigmatization in higher education settings (e.g., lowered expectations surrounding intellectual ability). When faced with ethnic stigmatization, especially in an inherently evaluative collegiate context, concerns about negative performance evaluation may trigger increased threat vigilance, self-monitoring for mistakes, and rumination about potential failure. Thus, the evaluative concerns component of perfectionism may be a mechanism through which ethnic stigma consciousness relates to psychological distress for these students. The current investigation explored the relationships between stigma consciousness, evaluative concerns perfectionism, and psychological distress (i.e., anxiety, depression) in a large sample of Hispanic/Latinx and Black college students in the United States. The moderated mediational analysis revealed that for Hispanic/Latinx students evaluative concerns served as a mechanism through which ethnic stigma consciousness related to psychological distress. For Black students, there was no relationship between stigma consciousness and psychological distress. Findings suggest that preventative and/or treatment approaches aimed at reducing psychological distress among Hispanic/Latinx college students take into consideration the contextual impact of ethnic stigmatization. Treatments may incorporate assessment and targeting of this maladaptive component of perfectionism to disrupt the pathway to psychological distress.

Expanding Agency: Centering Gender Identity in College and University Student Records Systems

Expanding Agency:Centering Gender Identity in College and University Student Records Systems Jodi L. Linley (bio) and Cindy Ann Kilgo (bio) For many years, I felt that my gender identity did not quite reflect who I was; however, I was not able to verbalize or even completely conceptualize this feeling until my third year of doctoral study. At the 2015 ACPA Convention, I attended an educational session where space was held for trans folx in the audience. After attending this session, I felt empowered to share my gender identity as genderqueer with a small group of friends and colleagues at the Convention. Upon return to the University of Iowa (UI), I shared my gender identity with friends and colleagues at my institution. I started asking people, including faculty whose courses I was taking, to refer to me with genderneutral pronouns. I realized that UI had no policies or procedures in place for students to share their pronouns with faculty or staff, so I decided to contact all of my professors to let them know about my pronouns in the hopes that they would accurately use them. Despite being a doctoral student in a program where I knew all the program faculty, I still felt nervous contacting each person. Unfortunately, most trans* students must repeatedly share their name and pronouns each semester with a new set of faculty, a situation that can range from uncomfortable to dangerous (Beemyn, Curtis, Davis, & Tubbs, 2005). Upon realizing that UI lacked policies and procedures for students to share their gender identity and pronouns with faculty and staff, I started inquiring about how to create gender-expansive policies. This article details the process we—a doctoral student at the time, and a faculty member—engaged in to change the ways the university asks for and reports student name, gender pronouns, sex, and gender identity. One year after we initiated the process to create new policy, changes were actualized in the University student records systems and admission applications. CONTEXTS FOR INITIATING CHANGE There is a burgeoning body of literature on the experiences of trans* collegians that tells a coherent story: the campus climate for trans* students is not supportive or affirming and is often hostile and unwelcoming (see Beemyn & Brauer, 2015; McKinney, 2005; Nicolazzo, 2016; Rankin, Weber, Blumenfeld, & Frazer, 2010). Trans* students face messages and practices that promote compulsory heterogenderism (Nicolazzo, 2017) at all important junctures of the college-going process, from high school guidance counseling to the admission application process, from college [End Page 359] transition to college engagement (Marine, 2017). Trans* students are emotionally and physically exhausted from having to constantly face the gender binary discourse on campus (Nicolazzo, 2016). Despite overall negative climates in educational contexts, another emerging body of literature illustrates the ways trans* college students engage kinship networks as pathways to successfully navigate oppressive collegiate contexts (Nicolazzo, 2016). More specifically, trans* college students have found and have created kinship networks in material, virtual, and affective domains (Nicolazzo, Pitcher, Renn, & Woodford, 2017). While trans* students have mobilized resiliency in environments where their gender identities are not recognized and affirmed, "education efforts to improve understanding and acceptance of transgender people are crucial" (National Center for Transgender Equality, 2016, p. 5). College student educators have the potential to assuage the burden faced by trans* students in college, including faculty whose central role in fostering college student success has long been established in the higher education literature (see Pascarella & Terenzini, 2005). For trans* college students in one study, students whose faculty used their name and pronouns correctly perceived their faculty as supportive of their success (Linley et al., 2016). But how do faculty know students' names and pronouns? And once they know, how will they use them? Beemyn and Brauer (2015) recommended that collegiate student records systems have fields in place for faculty and staff to be able to easily access students' names and gender pronouns. At UI, we sought opportunities to facilitate faculty and staff access to trans* students' names and pronouns of reference as well as opportunities to educate the campus community about trans* identities. The outcome we ultimately pursue is eradication of systemic oppression of trans* people in higher education; the initiative described...

Expanding Perspectives on Evangelicalism: How Non-evangelical Students Appreciate Evangelical Christianity

Evangelical students pose a distinctive set of challenges to higher education professionals. These students, though advantaged to some degree because of their Christian identity, commonly report feeling marginalized and silenced on college campuses. In light of these tensions, the purpose of this study was to examine how non-evangelical students come to an appreciative understanding of evangelical Christianity. Specifically, the research focused on the specific campus conditions and experiences that influence non-evangelical students’ appreciative attitudes toward evangelicals. Findings reveal distinct demographic, institution type, and academic major differences in those students’ perspectives toward their evangelical peers. Additionally, the results suggest that appreciative attitudes toward evangelicals are associated with non-evangelical students’ interfaith experiences, albeit to differing degrees based on self-identified worldview. Recognizing that the work of helping non-evangelical students develop an appreciative understanding of evangelicals is as complicated as it is challenging, especially in the collegiate context, the authors conclude with a discussion of implications for research and practice.

South African Universities Viewed Through a Community College Lens

Since the end of apartheid, South African leaders have been working to transform all aspects of the racialized society into a nonracialized, nonsexist democratic state, including postsecondary education. This chapter examines the changing South African collegiate context focusing on access, persistence, affordability, accreditation, transfer, and future trends.

We Are (Not) All Bulldogs: Minoritized Peer Socialization Agents’ Meaning-Making About Collegiate Contexts

In this study I examined the ways minoritized students who serve as peer socialization agents made meaning of their collegiate contexts in relation to their identities and socialization positions. Using the framework of Critical Race Theory and the concept of a meaning-making filter, I explored the meaning-making of 13 minoritized peer socialization agents (MPSAs) at a predominantly White institution. MPSAs mobilized meaning-making filters developed by counterspaces and enacted counterstorytelling as an act of resistance to the dominant narrative of the institution.

Procedural Rhetoric: An Alternative to Traditional Academic Writing Programs

A host of movements have been performed to broaden English language learners’ writing scholarship. A major rethink of L2 writing materials is what syllabus designers should pursue in some collegiate contexts; all the more so because writing is considered as a scholarly skill for English language learners to do academic assignments and manifest their academic attainments in different academic areas. Having this in mind, the present study explored the implications of new English writing course syllabuses designed based on procedural rhetoric, which made English majors significantly outperform conventional syllabuses users in terms of content, vocabulary, and language use. The achieved results ensured that university writing courses can bring about more accomplishments when a multi-faceted program aligned with contemporary concerns of academic writing is adopted.

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

Peer learning dynamics have proven powerful in collegiate contexts. These dynamics should be leveraged at the undergraduate level in academic libraries for reference provision and basic information literacy instruction. Drawing on the literature of peer learning, documented examples of peer reference and instruction in academic libraries, and preliminary evidence from current practice at California Polytechnic State University San Luis Obispo, this article provides support from the pedagogical standpoint that undergraduates not only can provide peer reference and instruction, but should. The relevance to other institutions and additional assessment methods for establishing the efficacy of peer instruction are also discussed.

Too Smart to Fail

There is a considerable history of misunderstandings associated with Asian American in education. Although many educators and scholars have begun to pay more attention to unique issues associated with this population, studies exploring these students’ experiences as honors students in collegiate contexts are scant in the educational literature. The purpose of this study is to explore high-achieving Asian American students’ perceptions of their experiences in a collegiate honors program. Using an ecological framework, the authors explored four Asian American students’ unique experiences as members of a collegiate honors program at a large university in the Midwest. Using consensual qualitative research as a methodological framework, six domains were found: (a) experiences in the honors program, (b) resources, (c) perceptions of ethnic identity, (d) career aspirations, (e) suggestions for gifted students, and (f) needs and hopes.