Michael J. Stebleton

First-generation students' academic engagement and retention

This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.

Truth or Consequences: Dishonesty in Dating and HIV/AIDS-Related Issues in a College-Age Population

This article examines the issue of dishonesty in dating among college students as it relates to the HIV/AIDS epidemic in the United States. The authors surveyed 171 under-graduates at a large midwestern university in January 1991. They conducted an analysis by gender and found significant differences in responses of male and female students. Of those students involved in monogamous relationships, 36% of the men and 21% of the women reported being sexually unfaithful to their current partner or to any of their previous partners. A greater percentage of women than of men inquired about past sexual histories before engaging in sexual activity. In addition, men admitted they had lied to their sexual partner or partners more often than did women. Because a large portion of HIV/AIDS and STD education involves teaching students to inquire about previous sexual histories, the results of this study should influence the direction and content of behaviorally focused educational programs. The authors also address implications for health educators and clinicians.

Integrating strength-based education into a first-year experience curriculum

This article describes an initiative that integrated a strengths-base curriculum into a first-year experience program at the University of Minnesota-Twin Cities. Using a positive psychology framework, students completed the StrengthsQuest and participated in activities designed to help them learn and apply their signature talent themes. A pre- and postsurvey were included to assess measures related to students’ self-awareness. The results suggest that a curriculum based on strengths positively impacts students’ awareness of their strengths, a factor that, in turn, has positive implications for students’ major/career choices and future decision-making. Strategies for practice and guidelines for future research are highlighted.

Building Bridges: Community College Practitioners as Retention Leaders

Community colleges face struggles in helping students meet their academic, career, and personal goals. Student affairs practitioners can be innovators by creating initiatives to engage students. Practitioners can act as a bridge between student and academic affairs. This article explores how a group of counselors redefined their roles by designing a first-year experience effort. A program implemented at Inver Hills Community College focused on student success is highlighted. Features, outcomes, and lessons learned are outlined.

Recent Immigrant Students at Research Universities: The Relationship Between Campus Climate and Sense of Belonging

Immigration issues continue to generate attention and vigorous debate at national and international levels; some of these discussions involve immigrant students and issues pertaining to higher education (e.g., DREAM Act). Camarota (2007) noted that from 2000 to 2007, 10.3 million immigrants arrived—the highest 7-year period of immigration in United States history. According to the Center for Immigration Studies, 24.3 million immigrants were reported in 1995; that number grew to 31.8 million in 2001, and is at 37.6 million for 2010 (Camarota, 2010). Based on these immigration trends, immigrant students (defined broadly to include recent immigrants born abroad as well as refugees) will continue to pursue post-secondary education. Many of these individuals will be ethnic minority immigrants who are first-generation college students (Erisman & Looney, 2007). According to figures from the National Center for Education Statistics, more than 12% of the total undergraduate population is comprised of immigrant students (Kim, 2009); yet, research on this growing population remains scant and the literature on student development issues of immigrant groups is still emerging. Research suggests that immigrants’ college experiences are unique from other students and merit further inquiry (Szelényi & Chang, 2002). The purpose of this study was to examine the relationship between campus climate and sense of belonging for recent immigrant generations (i.e., foreign born) who attend large, public research institutions located in the United States.

The Meaning of Work for Black African Immigrant Adult College Students.

The purpose of this study is to explore the meaning of work for Black, sub-Saharan African immigrant adult students pursuing a 4-year college degree. Career development practitioners are in a unique position to help these students make significant life-career decisions. Seven students enrolled at an urban university located in the Midwest were interviewed. Emphasis was placed on sociocultural, historical, political, and other contextual factors that affected life-work choices. Work was viewed holistically as a combination of both paid and unpaid roles. Work narratives were collected and interpreted using Gadamerian hermeneutics grounded in a constructivism paradigm. An analysis of narrative approach was used. Three main findings emerged as themes: Meaning of work was shaped by contextual factors; work experiences were closely connected to family and community; and students’ identities and work roles evolved over time. Theoretical implications and practical strategies for career counselors, with a focus on social justice, are discussed.

Examining Undocumented Latino/a Student Interactions With Faculty and Institutional Agents:

This study explored the experiences of nine undocumented Latino/a students and their perception of interactions with faculty and institutional agents at a predominantly White institution (PWI). Using Charmaz as a lens to analyze individual student interviews, three main findings resulted: sharing one’s story, encountering barriers to full participation, and experiencing significant interactions. Students described numerous obstacles that prevented them from developing validating relationships with faculty and institutional agents, primarily due to their undocumented status.

The Experience of Community College Faculty Involved in a Learning Community Program

A study was undertaken to determine how teaching in learning communities (i.e., courses that are linked or intentionally integrated in terms of learning objectives and shared assignments) affects the perspectives and work of community college faculty members. Interviews with 14 faculty members who taught in learning communities at a Midwestern community college indicated that the benefits of participation included greater empathy for and awareness of students, the development of authentic relationships with students, enhanced engagement in the larger campus community, and active collaboration and professional development with faculty colleagues across disciplines. Study limitations and implications are discussed.

Returning to Our Roots Immigrant Populations at Work

This introductory article to the special issue on immigrants and work provides a historical context of the career development profession. Beginning with Parsons and the early reformers of the 1900s, the authors contend that the field was founded on principles of social justice and multiculturalism with an aim toward societal change. Just as helping professionals assisted the new immigrants of the previous century, there is a need and opportunity to be of service to the immigrants of the 21st century. Unique career-related issues for immigrant clients are discussed. An overview of the six pieces in this volume is briefly described along with common themes.

Understanding immigrant college students: Applying a developmental ecology framework to the practice of academic advising

Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systemsbased approach, I applied Bronfenbrenner’s (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies for practice and ideas for future application as well as use an adapted humanecological model to illustrate immigrant issues.