Dr. Frank E. Ross

Abstract

The purpose of this grounded theory qualitative study was to generate a theoretical model describing how mentoring impacts sexual identity development of university students. Seventeen self-identified gay male university students in this study were participants in one of three possible formal or informal mentoring environments: a university-sponsored gay, lesbian, or bisexual (GLB) mentoring program where the mentors are faculty or staff; a university-sponsored GLB mentoring program where the mentors are peers; or a university that does not offer a GLB mentoring program and any GLB-related mentoring has been informal and completely incidental to the student's university work. A variety of data collection methods were used to explore how a sexual minority male university student's participation in mentoring activities impacts the process of his sexual identity development.

Mentoring was found to play a strong role in sexual identity development, specifically through the process of cultural exploration. During this time, men essentially learned how to live as gay men and how to function as members of the gay community. Mentors assisted in that process by helping students overcome a number of developmental challenges. Students experienced positive outcomes as a result of mentoring, including increased well-being, success as a college student, and a commitment to give back to the gay community. Cultural competence was achieved when men successfully integrated their individual and group sexual identities.

$10.00
Click here to buy.
PDF will be emailed to you upon receipt.

Dr. Debra F. Geller

Abstract

The nation's colleges and universities have long been challenged to recruit and retain student affairs professionals. Studies have consistently shown that attrition in the field is high, with an average student affairs professional's career spanning only six years. Researchers have suggested that professional development programs might be implemented as a tool for extending the careers of student affairs professionals.

Training and development literature suggests that the most effective professional development programs are those that are designed to meet the specific strategic objectives of the implementing organization. This study sought to design such a program, based on the specific succession planning needs of the student affairs organization at one large, public university.

The study site is a large research university in a multi-campus state system, in a state facing economic hardship. It is experiencing the same demographic shifts as the national trend: its workforce is aging. As many of its student affairs managers approach retirement, development of future leaders is a strategic objective for its student affairs organization.

The objective of this study was to design a program for building talent pools to meet the need for student affairs leadership. The study used three mechanisms to accomplish this goal:

• Managers who had been promoted at the site were interviewed in order to identify the credentials, competencies, and characteristics that determine which professionals reach their career aspirations.

• Student affairs professional and management staff at the site were surveyed to establish the level of interest in, and support for, career advancement and professional development.

• Training experts with experience administering programs for staff in the public university setting were interviewed to identify best practices in professional development.

Based on the data collected, a proposal for implementing a professional development program that meets the specific needs of the student affairs organization has been produced.

$10.00
Click here to buy.
PDF will be emailed to you upon receipt.

Dr. Sharon Elaine Woodlief

Abstract

The purpose of my study was to explore how, and to what extent, the UCSB faculty-in-residence program provided multicultural awareness education opportunities to student residents outside of the classroom.

This research explored Housing and Residential Services, which housed the faculty-in-residence program whose mission is, in part, to provide faculty with an understanding of student life and a variety of opportunities to meet with students outside of the classroom; and to create a shared responsibility among faculty, students and staff for the development of the intellectual, social, cultural, and ethical dimensions of the residence hall community.

I engaged in a case study of the relatively newly emerging UCSB faculty-in-residence program in order to demonstrate that multicultural awareness education takes place in the residential "laboratory" of student housing, beyond formal curricula taught in a classroom. The goal was to explore the extent of the effect of the activities offered by the faculty-in-residence program on student resident attitudes and competencies about multicultural awareness.

I am interested to know if a university tries to utilize its resources outside of the traditional classroom setting to education and empower students about multicultural awareness. I also co-facilitated a workshop to find out 1) if it was an out-of-classroom dynamic in which multicultural awareness education could emerge; and 2) what did student feel about multicultural awareness and issues of diversity.

The outcome data showed that some student residents were more active than others. However, there was an overall sense of value – expressed by students and the faculty-in-residence – for the program's possibilities to actively provide this type of programming and activities for student residents living in the west side (called the "farside") of the campus community.

Based on the findings, the formal program in place that is designed for multicultural awareness education is not meeting the student residents' demands and expectations.

$10.00
Click here to buy.
PDF will be emailed to you upon receipt.