Abstract Since its conception as a distinctive form of scholarship, the Scholarship Teaching and Learning (SoTL) has evolved into legitimized field. Despite rapid evolution, there still exists confusion surrounding definition distinctions from scholarly teaching. Additionally, although it is widely recognized across many disciplines, have been few conversations about role SoTL within field student affairs graduate preparation programs. This article sets foundation for this discussion. It...

Growing attention to Black men's development and outcomes has encouraged scholars further consider how the intersection of race gender influence these students' collegiate experiences (McGuire, Berhanu, Davis, & Harper, 2014; Pelzer, 2016). However, "it is one thing study gendered (e.g., racism) it another men as persons" (McGuire et al., 2014, p. 257). Even less known about racialized realities trans masculine students (Duran, 2018; Jourian, 2017). Through a secondary analysis data...

This study examines social closure processes in the organizational field of higher education and their implications with respect to Historically Black Colleges Universities (HBCUs). Using institutional comparison-group data from Integrated Postsecondary Education Data System (IPEDS), we analyze how identity claims non-reciprocation reveal salient between-group boundaries among different types four-year colleges universities. Compared other traits that could potentially give rise this field,...

Hope and Obstacles in Black College Students Laila I. McCloud (bio) Eugene T. Parker III Scholars have documented the ways that collegians engage with are impacted by personal, academic, societal obstacles (Beasley & McClain, 2021; Salami et al., 2021). Accordingly, there is an increased need for additional exploration into how college students navigate these (Williams 2020). people been actively engaged US higher education over a century, it important to highlight traits promote positive...

Purpose The purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships enhance ethical leadership development. Design/methodology/approach This exploratory qualitative inquiry used Relational-Ethical-Affective-Dialogic (READ) model a framework examine experiences 13 undergraduate mentees faculty/staff mentors in formal program. Each participant engaged one semi-structured...

Several states, including Texas, have implemented an "excess semester credit hours (ESCH)" policy. State ESCH policies assess a fee to students at public institutions when they exceed set number of lifetime cumulative (e.g. with more than the 120 needed for bachelor's degree). In this article, we investigate case study Texas institutions' communication state policies. We analyze 119 documents collected from November 2019 April 2020 conduct deductive content analysis websites using theory...

Artificial Goods:Credentialism and Student Affairs Professional Development Laila I. McCloud (bio) Niki Messmore Because of ongoing pessimism frustration with the increased work expectations that do not correlate financial compensation, student affairs professionals are left wondering what future is (21st Century Task Force, 2020). Graduate preparation programs professional associations have maintained their position as significant socialization agents for field (Duran & Allen, 2020; Perez,...

In this Critical Discourse Analysis (CDA) of Higher Education and Student Affairs (HESA) introductory syllabi, we sought to understand the language used in higher education syllabi as they reflected social justice discourses. Specifically, explored use equity, diversity, inclusion HESA how nominalized words were communicate discourses education. Since programs are designed prepare practitioners, exploring instructional documents provides a perspective current past state and, possibly,...

Abstract In this article, authors explore how and why cisheteronormativity operates within scholarship on Black collegiate women engage critical cultural theories to suggest student affairs scholar‐practitioners can be more intentionally inclusive in their conceptual, methodological, programmatic choices.

Abstract McCloud offers guidance on fostering a culture of intentionality within the scholarship teaching, learning, and practice highlighting role collaborative partnerships, ongoing assessment, professional development in advancing this critical agenda.

Abstract This article introduces the concept of a scholarship practice and its potential for improving student affairs research practice. Student graduate preparation faculty members scholar‐practitioners can engage in by using to inform their findings guide own work. We focus on notion as two‐way loop between practitioners researchers back practitioners. apply these concepts affairs.