Tony W. Cawthon

Spiritualty and HIV Disease: An Integrated Perspective

Spirituality is an important resource that individuals use to cope with a chronic illness such as HIV disease. Spirituality has both a religious and an existential component that share the concepts of meaning in life, hope, self-transcendence, and rituals. An integrated perspective utilizing these shared concepts is proposed to assist HIV-positive individuals in coping with the challenges of their disease. Nursing interventions include promoting hope, teaching, sharing information, and creating a sense of empowerment in people with HIV to address spiritual issues. The article concludes with a case study that emphasizes application of the integrated perspective of spirituality with an HIV-positive person.

Coming Home: Student Veterans' Articulation of College Re-enrollment

This study described student veterans’ navigation of college re-enrollment. Fifteen participants interviewed at one institution were less likely to seek academic support and more inclined to pursue social support in the form of associating with fellow veterans with whom they felt more comfortable. They downplayed or hid their veteran status from campus community members. Recommendations for acknowledging and supporting student veterans are discussed.

Resilient Scholars: Reflections from Black Gay Men on the Doctoral Journey

Using an intersectionality and Black queer studies framework, this article presents reflections from Black gay men who are current doctoral students or recent graduates of higher education, student affairs, and leadership studies programs to provide a deeper understanding of the challenges and successes that they experienced during their doctoral journey. The authors conclude with recommendations for providing comprehensive support for doctoral students who are at the intersection of identities, specifically Black gay men.

Investigation of Remedial Education Course Scores as a Predictor of Introduction-Level Course Performances A Case Analysis at One For-Profit Institution

This study explores whether performance in remedial English and remedial math is a predictor of success in a college-level introduction English or college-level math class; and whether demographic variables increase the likelihood of remedial English and remedial math as a predictor of success in a college-level introduction English or college-level introduction math course. Participants included two cohorts of students from a degree-granting, for-profit institution taking either face-to-face or online courses. There were 1,091 students for math and 1,297 students for English in the fall quarter of 2007 cohort and 1,098 students for math and 1,372 students for English in the fall quarter 2008 cohort. Analysis showed that remedial class performances for both math and English were weakly associated with college-level class performance. Additionally, results showed that family income and race/ethnicity appear to be significant predictors of performance in their corresponding college-level course.