C. Casey Ozaki

Moving Toward Self-Authorship: Investigating Outcomes of Learning Partnerships

This qualitative study investigates how the Learning Partnerships Model (LPM; Baxter Magolda, 2001, 2004a) could be operationalized in the context of an academic advising retention program. The findings focus on what epistemological outcomes emerge for students who entered the program as formula followers. Findings suggest that although students likely will not self-author in one semester, there are specific changes (e.g., beliefs, cognitive interdependence, and affect regulation) that emerge as precursors to subsequent self-authorship development.

Which Box(es) Do I Check? Investigating College Students' Meanings behind Racial Identification.

Abstract How students racially identify continues to be critical for tracking and monitoring disparities in a number of outcomes. Little is known, however, about the meanings of race students enact when encountering the ubiquitous “race questions” used to operationalize these groups. This mixedmethods study explored college students’ (N = 637) underlying meanings behind racial identification, finding six distinct patterns of racial meanings that provide insight into the fluidity of racial demographics and implications for practice.

Gendered Student Ideals in STEM in Higher Education

Using the framework of feminist standpoint theory, this study explored the everyday work of undergraduate STEM students to identify STEM institutional cultural norms and standards that organize and inform the organization of everyday work for undergraduate women majoring in math and physics. Data collection and analysis focused on how the interface between undergraduate women and STEM education was organized as a matter of everyday encounters between students, faculty, and administration through their experiences inside and outside the classroom. Undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. These characteristics are evidence of a masculine STEM institution, which also creates a masculine ideal that women students are expected to meet and exacerbates their discomfort in the STEM environment.

Preserving the Legacy of Dr. Jill Biden in a Post-Obama Era: Implications for Student Affairs Professionals at Community Colleges

ABSTRACT Community college student affairs and services units are foundation to students’ academic goals and success. As such, these professionals are often central to the critical initiatives and trends developing throughout 2-year institutions to support the overarching goals of student success. For the most part, these initiatives originated during Barack Obama’s presidency with increased attention paid to community colleges led by Dr. Jill Biden. The future of community colleges and their initiatives is questionable in the era of the Trump presidency. This article explores how Education Secretary, Betsy DeVos, and the broader Trump administration may influence how 2-year institutions and their student affairs professionals will need to operate in response to their policies and philosophy of education.

Student Affairs Professionals in the Community College: Critically Examining Preparation Programs From a Social Justice Lens

ABSTRACT To support the success of community college students, the role of student affairs professionals is critical. Therefore, adequate preparation of student affairs professionals who work in community college settings is paramount. However, literature focused on the intersection between the community college, student affairs, and graduate preparation is sparse, suggesting that too little is known about the preparation of student affairs professionals exiting graduate education and entering a community college setting. We frame this dearth of literature as an issue of social justice. The lack of focus on community colleges within student affairs preparation programs further reinforces a systemic cycle of oppression related to the perception that community colleges are not an integral part of the higher education landscape. We point to potential entry points for the exploration of this topic through systematic inquiry. The goals of this work are to bring awareness to the paucity of literature on this topic, ask scholars to join us in adding to what is known about this topic, and encourage readers to think critically about this topic.

Possible Selves, Possible Futures: The Dynamic Influence of Changes in the Possible Selves on Community College Returnees' Persistence Decisions.

This qualitative study explored the external and internal reasons involved in students’ decisions to return to college after an extended absence. Specifically, it sought to explore the role of students’ concepts of who they might be (or want to avoid becoming) in the college and career domains of their lives, their possible selves. Analysis of participant interviews revealed two educational paths that were partially shaped by students’ college possible selves as they initially entered college. The different educational paths and influence of possible selves and other important factors came to light as students discussed critical decision-making points along their journeys.This qualitative study explored the external and internal reasons involved in students’ decisions to return to college after an extended absence. Specifically, it sought to explore the role of stud...

The Emerging Community College Scholar: Transitioning and Actualizing Your Scholarly Agenda

During the 2014 Council for the Study of Community Colleges annual meeting, the authors of this manuscript facilitated a discussion with emerging scholars concerning the transition from student to community college scholar. The purpose of this article is to provide new scholars with personal reflections, helpful tips, and tools for actualizing their research agenda. Specifically, we discuss practical ways to connect your teaching, professional life, and research; publish your work; and tap into existing networks of community college scholars.

McGLYNN, ANGELA PROVITERA. (2011). ENVISIONING EQUITY: EDUCATING AND GRADUATING LOW-INCOME, FIRST-GENERATION, AND MINORITY COLLEGE STUDENTS

In recent years, the U.S. has seen increased political, economic, and civic calls for more Americans to attend and persist in higher education. The growing importance of a postsecondary education for career and earning potential, in addition to the threat to America’s competitive international positioning, has led postsecondary faculty, administrators, and other academic leaders as well as United States policymakers to recognize the need for a synthesis of literature on this topic and best practices to enable and support desired change in educational outcomes. In response to this educational context, Angela Provintera McGlynn has attempted to address this need with Envisioning equity: Educating and graduating low-income, first-generation, and minority college students. As a veteran community college professor, McGlynn draws from her experience to present a compelling case for higher education. She progressively argues the following:

Media Review: Development and Assessment of Self-Authorship: Exploring the Concept Across Cultures

Self-authorship originated as the fourth phase of Robert Kegan’s (1994) portrayal of holistic adult development, a conception of “the evolution of meaning-making in which the internal capacity to generate and manage one’s beliefs, identity, and social relations emerged” (Baxter Magolda, 2010, p. 267). This theory gained traction in the field of higher education and student affairs with Baxter Magolda’s (2001) seminal longitudinal study of self-authorship, and has since been the subject of much research, application to practice, debate, and discussion. Development and Assessment of Self-Authorship: Exploring the Concept Across Cultures reflects the development of thought and research on self-authorship from an international, cross-disciplinary perspective.