Nancy J. Evans

Group Cohesion: A Review and Reevaluation.

The concept of cohesion has played a major role in group dynamics and group therapy research through several decades. Investigators cite cohesion as a contributing factor in various group processes, including conformity (Back, 1951; Braver, 1975; Festinger et al., 1952; Gerard, 1954; O’Keefe et al., 1975; Rasmussen and Zander, 1954), productivity (Goodacre, 1951, 1953; Lodahl and Porter, 1961; Thomas, 1957), and behavior change (Bednar et al., 1974; Yalom, 1975). It has been related to maintenance of membership (Cartwright, 1968) and the success a group enjoys in achieving the goals it sets for itself (Newcomb et al., 1965). In spite of the importance that has been placed on cohesion

The Experiences of Lesbian and Bisexual Women in College Residence Halls

SUMMARY In-depth interviews were conducted with ten lesbian and bisexual women university students to learn about their experiences living in college residence halls. Many of the women reported experiencing a hostile environment as a result of direct and indirect harassment and lack of support from roommates, resident assistants, and other residents. Participants also reported supportive factors that helped to make the environment more comfortable. In particular, these students appreciated residence life staff who actively confronted homophobic acts and showed their support by providing information on lesbian, gay, and bisexual topics. Interviewees provided suggestions for improving the climate in residence halls and for training residence hall staff to work more effectively with lesbian, gay, and bisexual students. Implications are offered for addressing homophobia and heterosexism in womens residence halls.

A Longitudinal Study of Learning Style Preferences on the Myers-Briggs Type Indicator and Learning Style Inventory

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

Freshmen Impressions: How Investigating the Campus Climate for LGBT Students Affected Four Freshmen Students

The participation of four first-year students as investigators in an ethnographic study of the environment for lesbian, gay, bisexual, and transgender students influenced their perceptions, self-awareness, and behavior, supporting and extending theories of sexual identity development, attitude change, and social justice ally development. We offer implications for educators.

The Social Construction of Prejudice among Black and White College Students

The purpose of this study was to determine if there is a distinctive difference between the prejudice of Black and White college students at a predominantly White Midwest university. Using focus groups, we explored the perceptions that Black and White undergraduate students have of each other and how they socially encounter each other on campus. We offer recommendations for practice based on the results of this study.

Student Development in Tribal Colleges and Universities

Tribal colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, tribal colleges are influential in advancing self-awareness, interpersonal sensitivity, intellectual development, acculturation, and identity development of their enrolled students. While theories of student development have helped to explain the psychosocial, cognitive, and moral development of students in American higher education, very little research has specifically investigated the development of American Indian students, particularly those enrolled in tribal colleges. Theories of adult development and learning, acculturation, and identity development are gaining greater attention in the human development literature and have potential for enhancing understanding of the development that American Indian students experience. These theories, however, rarely consider the effects of higher education on development. In this article, we present a brief overview of several adult development, acculturation, and identity development theories, along with what little research does exist relating these theories to American Indian students. We speculate about the impact that tribal college environments have on development and discuss potentially influential factors in these environments that enhance development. Finally, we present implications for practice and future research focusing on the development of American Indian students in tribal college settings.

Response to Patrick Love's "Informal Theory": A Rejoinder

This rejoinder to Patrick Love’s article, “Informal Theory: The Ignored Link in Theory-to-Practice,” which appears earlier in this issue of the Journal of College Student Development, was written at the invitation of the Editor. In the critique, we point out the weaknesses of many of Love’s arguments and propositions. We provide an alternative point of view regarding application of theory in practice and encourage further discourse on the definition and role of informal theory in student affairs practice.

Addressing Religious Difference in Social Justice Education

In this article, I assert that religious differences and interfaith conflict are important topics for discussion on college campuses and should be considered within the context of social justice education. Starting with a hypothetical scenario centering on a conflictual situation resulting from religious differences that takes place within a student affairs classroom, I propose that principles of social justice education can be used in such situations to develop the interfaith leaders for whom Patel and Meyer (2009) argued.