Joy Gaston Gayles

The Influence of Student Engagment and Sport Participation on College Outcomes Among Division I Student Athletes

This study examined factors related to student athletes’ engagement in educationally purposeful activities and the impact of their experiences on cognitive and affective outcomes. We found that background characteristics have little influence on the extent to which student athletes engage in educational activities; however, engagement had positive effects on college outcomes.

The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?

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.

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

The purpose of this study was to assess individuals’ perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to student affairs practice. Using focus group interviews, data were collected from graduate students and student affairs practitioners. Three major themes that focus on requiring diversity in the curriculum, what should be included in diversity courses, and effective ways of linking theory to practice are discussed.

Civic Responsibility and the Student Athlete: Validating a New Conceptual Model

This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation.

Faculty Teaching Diversity through Difficult Dialogues: Stories of Challenges and Success.

Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in higher education programs. The findings highlight challenges experienced by faculty, as well as strategies for managing difficult dialogues.

Setting up for the Next Big Thing: Undergraduate Women Engineering Students' Postbaccalaureate Career Decisions.

Abstract: Using social cognitive career theory and the cognitive information processing model as frameworks, in this constructivist case study we examined the career-related experiences and decisions of 10 women engineering undergraduate seniors who accepted full-time positions. From the data analysis 3 major themes emerged: critical undergraduate experiences, alignment of self-knowledge and occupational knowledge, and gender dynamics. These themes highlight important experiences and sources of information that shaped and informed participants’ career decisions. The article concludes with practical implications and directions for future research in supporting women engineering students’ transition into the workforce.

Put Theory Into Practice

Audrey J. Jaeger, Stephany Dunstan, Courtney Thornton, Alyssa B. Rockenbach, Joy G. Gayles, and Karen J. Haley argue that applying our theoretical frameworks in everyday decision making will help us to be more efficient and effective—and they provide a user-friendly analogy to guide us in this endeavor.

Opportunities and Challenges for First-Year Student-Athletes Transitioning From High School to College

This chapter discusses the transition from high school to college for student-athletes. The concepts of athlete identity and leadership development are discussed through the lens of the high school athlete who attends college as a collegiate athlete and those students who are dealing with a loss of their high school athlete identity.