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Alcohol consumption among college students continues to be a significant public health concern for colleges and universities across the country. However, a preponderance of research primarily included White samples from predominantly white institutions. Unsurprisingly, this practice limits what is known regarding alcohol consumption among African American male college students on historically Black campuses. Notably, as a "rite of passages" from childhood to adulthood, early exposure to alcohol consumption has been viewed as a cultural norm in African American families. The negative consequences associated with alcohol abuse, early exposure to alcohol, and the prevalence of problem drinking among college students in general, mandated further research facilitating a better understanding of this public health concern on historically Black campuses. This study examined alcohol use among African American male college students, investigating relationships between demographics and socio-cultural factors as predictors of alcohol consumption among African American male college students who drink. A convenience sample of 94 students was used. A multiple regression was conducted to test whether demographics and socio-cultural factors were predictors of alcohol consumption. Findings from this study will advance social work research and stimulate discussions about substance abuse disparities among African American male college students who consume alcohol. Furthermore, this research highlights the public health issue, prompting the development of prevention and intervention programs aimed at addressing the social problem of alcohol consumption among African American male college students at historically Black universities. [ABSTRACT FROM AUTHOR]

This document is a guest editorial introducing a special issue of the journal "Social Work in Public Health" focused on the health and well-being of Black men. The editorial highlights the significant health disparities faced by Black men in the United States, including higher rates of chronic illnesses and mental health concerns. It emphasizes the need for targeted and culturally responsive interventions, as well as research and education that prioritize Black men's health. The special issue covers topics such as Black fathers' role in maternal health, chronic disease prevention, mental health stigma, innovative interventions, and the importance of social work education in addressing these issues. The editorial concludes by calling for collective efforts to advance health equity and create a more inclusive society. [Extracted from the article]

Decades of research have found African Americans to be unfairly marginalized by healthcare systems. As U.S. colleges released their plans to re-open for in-person classes for the Fall 2021 semester and beyond, research is needed into how African American students view vaccine mandates, such as the one levied in March 2021 by Rutgers University and many other institutions. Subsequently, the purpose of this study is to explore how African American students feel regarding vaccine mandates and a return to in-person learning. In all, this survey study engaged with 180 African American college students currently enrolled in postsecondary education in the United States. Results suggest Black women are more comfortable with COVID-19 vaccinations than Black men, and Black women are more willing to take the COVID-19 vaccine to return to in-person learning on campus. Implications of this work outline how Black women may return to in-person higher education at greater numbers than Black men, perhaps further marginalizing Black men from higher education. Students with disabilities and students attending 4-year institutions also expressed the most discomfort and least likelihood to take a COVID-19 vaccine if it were mandated. Implications for equity and campus safety are addressed. [ABSTRACT FROM AUTHOR]

The complex phenomenon of global climate change has been demonstrated to have a grave impact on human wellbeing when global economy, human safety and security on global scale become the points of covenant. The vast majority of climate change researchers are driven by preservation of human lives and environmental circumstances. Since atmospheric carbon dioxide concentration is constantly on the rise, its impact on food supplies, human safety, global economy, and health issues becomes the center of attention. Consequently, perception of climate change, perceived as the discernment of disaster, exacerbates human wellbeing in regard to health, economy, and security in a disproportionate scale. This analysis presents the perception of African American college students on the increasingly serious consequences of human involvement on catastrophic climate change impacting their wellbeing with respect to health, economy, security, and raising sea level. These findings reveal that climate change's desolation, from human influences is resulting in severe storms, tornados, droughts, distressing heat waves, polluted air, more unstable global economy and more global insecurity. In conclusion, this complex phenomenon, perceived as disaster, manifests itself as a barrier to the wellbeing of African American students when the issues of health, global security and global economic are at stake. Allocation of resources to raise the awareness of the public and involvement of world leaders and policy developers to fragility of our planet is in grave need. [ABSTRACT FROM AUTHOR]

This article explores the efforts of white student activists at the University of Texas at Austin in the 1950s to advocate for integration and civil rights. While some students pushed for equal access to education regardless of race, others opposed integration and wanted to maintain UT as a white university. The article also highlights the challenges faced by African American students, including racism and limited social contact with white students. Despite some progress, the article suggests that more direct action would be needed in the future to achieve meaningful integration. [Extracted from the article]

Objectives: Black and Asian American emerging adults are at higher risk of experiencing racial/ethnic discrimination and related distress. Racial/ethnic discrimination may increase vulnerability for depressive symptoms by diminishing individuals' positive self-concept. While low global self-esteem has been noted as a crucial process linking discrimination and depressive symptoms, it is unclear if it plays a unique role beyond other relevant aspects of one's self-concept: racial/ethnic private regard and centrality. Moreover, although different racial/ethnic groups are known to experience discrimination in distinctive ways, little is known about how relative processes of self-esteem and racial/ethnic identity may differ across these groups. We investigated the generalizability and specificity of discrimination to distress linkages across Asian and Black Americans. Method: Undergraduate Black (N = 109) and Asian American (N = 90) students self-reported racial/ethnic discrimination, depressive symptoms, and self-concept. Results: Global self-esteem indirectly linked the association between discrimination and depressive symptoms among Black Americans beyond the effects of racial/ethnic identity. Only among Black Americans, discrimination was associated with lower private regard. Conclusions: Finding highlight group-specific processes underlying Black and Asian Americans' experiences of discrimination and depressive symptoms. Findings also demonstrate shared processes of discrimination–depressive symptoms linkage across groups and underscore the need to address the pervasive issues of racism and discrimination. Public Significance Statement: This study illustrates that Black and Asian American emerging adults may have different self-concept processes through which they experience racial/ethnic discrimination and depressive symptoms. Whereas racial/ethnic discrimination was linked to lower personal self-worth and mood among Asian Americans, for Black Americans discrimination was associated with both lower personal and racial/ethnic self-concept, and lower self-esteem was in turn related to higher depressive symptoms. Regardless of group differences, the negative association between racial/ethnic discrimination and Asian and Black American emerging adults' emotional health was palpable and calls for continued attention. [ABSTRACT FROM AUTHOR]

This article explores the role of the registrar in Historically Black Colleges and Universities (HBCUs) in promoting compliance with the Family Educational Rights and Privacy Act (FERPA). It discusses how the cultural environment and organizational structure of HBCUs can impact FERPA implementation and adherence. The article emphasizes the importance of educating and training registrar office personnel on FERPA, as well as engaging in professional development opportunities. It also highlights the need for a counterculture that prioritizes FERPA integration and the protection of student records. The text concludes by emphasizing the registrar's role in safeguarding student records in a nurturing and culturally validating environment. [Extracted from the article]

This document provides an introduction to culturally responsive pedagogy (CRP) and critical race theory (CRT) in education research. CRP focuses on challenging institutional structures and cultural practices to promote student achievement and well-being by incorporating and valuing students' cultural strengths. CRT examines how race and racism are embedded in social structures and institutions, aiming to understand and challenge systemic racism and racial inequalities. The document also includes summaries of articles that explore the concepts of culturally responsive pedagogy and culturally sustaining pedagogy in education. These articles emphasize the importance of incorporating diverse perspectives and experiences into the curriculum and teaching practices to promote equity and social justice. They also discuss the barriers faced by students of color in traditional educational settings and propose strategies to address these challenges. The articles draw on theories such as critical race theory, raciolinguistics, and sociocultural theory to inform their analysis. Overall, the articles highlight the need for culturally relevant teaching methods and inclusive classrooms that value students' diverse backgrounds and identities. [Extracted from the article]

Being resilient and hopeful in the face of adversity can promote health and academic outcomes. We sought to determine whether religiosity and family functioning pre-pandemic predicted resilience and hope during the pandemic in a sample of 105 African American and Latinx college students with asthma (Mage = 19.09 years, SD = 1.01). Participants completed an online survey prior to the pandemic and one during the pandemic. In simple regressions, controlling for age, race/ethnicity, gender, and asthma control, greater religious commitment, better family functioning, and less COVID-19 impact were associated with higher resilience scores. Only greater religious commitment was associated with higher hope scores. In a hierarchical regression predicting resilience from all variables, religiosity and family functioning were associated with resilience above and beyond COVID-19 impact and covariates. Findings highlight the importance of family functioning and religiosity--two cultural factors that are salient in African American and Latinx communities--in resiliency and hope. [ABSTRACT FROM AUTHOR]

This study aimed to explore if religious coping strategies to gain control were related to well-being in a sample of African American college students. An additional purpose was to determine how religious coping strategies were associated with facets of spirituality. A multiple regression analysis was used to determine if collaborative religious coping, active religious surrender, and self-directing religious coping positively predicted well-being, and passive religious deferral and pleading for direct intercession negatively predicted well-being. Results demonstrated pleading for direct intercession positively predicted well-being and self-directing religious coping negatively predicted well-being. Bivariate correlations also revealed religiousness and cognitive orientation towards spirituality were negatively related to collaborative religious coping, active religious surrender, pleading for direct intercession, and self-directing religious coping. These results may have important implications for understanding factors that impact well-being and coping strategy use among African American college students. [ABSTRACT FROM AUTHOR]

The article focuses on Alex Haley's "Roots," examining its influence on perceptions of African heritage among African Americans and its implications for identity politics and heritage tourism. It delves into the complexities of 'roots' and 'routes' within diaspora studies, exploring intersections with kinship, race, and the commodification of genealogy while questioning essentialist notions of identity.

This article examines a university's anti-discrimination campaign and its implications for addressing racism in higher education. The authors argue that the campaign's messaging aligns with national narratives of racial equity, effectively silencing counter-narratives and undermining the need for anti-racist action. The text also discusses the use of critical race theory in anti-racist scholarship and movements in education, highlighting the challenges of addressing systemic racism in Canadian universities. Additionally, the article emphasizes the importance of counternarratives and structural analysis in promoting true equity. The document provides a list of references and sources related to race and education, offering valuable resources for further research on these topics. [Extracted from the article]

Introduction: Eating behaviors encompass disordered eating behaviors (e.g., overeating, binge eating, and associated symptoms of binge eating) and intuitive eating. Certain disordered eating behaviors, including binge eating, are more prevalent among female and ethnic/racial-minority college students than male and/or non-Hispanic White college students. However, sex and ethnic/racial differences among college students with other disordered eating (e.g., associated symptoms of binge eating) and intuitive eating behaviors remain unclear. Methods: In 2022, 887 college students (Mage = 20.9 ± 2.6 years) self-reported their sex, ethnicity/race, disordered eating behaviors (e.g., overeating, binge eating, associated symptoms of binge eating), and intuitive eating. To examine sex and ethnic/racial differences among these students, we used modified Poisson regressions for students who reported disordered eating and linear regressions for students who reported intuitive eating. Results: Except for overeating, disordered eating behaviors were more prevalent among female [adjusted prevalence ratio (aPR) = 1.3-1.8] than male college students after adjusting for sociodemographic variables, whereas intuitive eating scores did not differ by sex. Across ethnic/racial groups, disordered eating was more prevalent among all ethnic/racial-minority college students (aPR = 1.2-2.3) than non-Hispanic White college students after adjusting for sociodemographic variables. Moreover, non-Hispanic Black or African American college students had higher intuitive eating scores than non-Hispanic White college students (adjusted ß = 0.7, 95% CI = -0.2, 1.6). Conclusion: In our sample, notable differences emerged in the prevalence of disordered eating behaviors and mean scores by sex and ethnicity/race, while differences in intuitive eating scores emerged based on ethnicity/race. [ABSTRACT FROM AUTHOR]

The opportunity gap has contributed to unequal educational opportunities and success among Black youth, college students, and early career professionals. The American Psychological Association, Association for Black Psychologists, and Academics for Black Survival and Wellness (A4BL) have called psychologists to act in support of Black lives in higher education. Most research and guidance on this topic are communicated in a siloed manner (e.g. content for multicultural psychology courses) and across single domains (e.g. teaching). However, closing the gap warrants widespread change at many levels, requiring psychology professors to have a multifaceted impact simultaneously through their many roles. This article reviews (1) the opportunity gap in higher education and among early career psychologists; (2) psychology's contribution to this gap; (3) evidencebased strategies to address the gap in higher education and in training the next generation of psychologists; and (4) 1 psychology professor's multifaceted plan and actions in response to A4BL call to action including notable outcomes and lessons learned. [ABSTRACT FROM AUTHOR]

Keywords: Students of color; first-year seminars; retention; academic achievement; Hispanic-Serving Institution EN Students of color first-year seminars retention academic achievement Hispanic-Serving Institution 1457 1474 18 08/23/23 20230901 NES 230901 Introduction Urban public universities play a critical role in the higher education missions of access and success of historically underrepresented and economically disadvantaged populations. In their model of student success, Terenzini and Reason ([108]) theorized similarly that the phenomenon of student success could be explained through the relationships - albeit not necessarily in a linear manner (Reason, [83], [84]) - of various discretely clustered factors ranging from student-level characteristics and individual student experiences to organizational ones (including the institutional practices). Stewart ([101]) further called for more research that does not compare students of color with White students but instead explores student success within the group of students of colors, which we follow in this study. In the following section, we present our conceptual framework by reviewing theoretical propositions in the student-environment interaction theories, the role of student characteristics and pre-college factors in student success outcomes, and research on the effects of FYSs. Moreover, as Cabrera ([9]) found, a university's transition from a PWI to an HSI prompts White students' affective responses to the institutional narrative on Whiteness and masculinity, which in turn may affect Hispanic male students' psychological well-being and internationalization of unfair comparisons of their academic performance and experiences to other students (Gloria et al., [37]; Perez II, [77]). [Extracted from the article]

I Black Campus Life i explores the campus life of a small group of Black engineering students at an HWI through their academic majors and institutionally supported campus organizations (e.g., Black Student Union and National Society of Black Engineers). The major takeaway of this book is that at HWIs, campus life is often racialized and shaped by the traditions of whiteness, leaving the quality and availability of culturally inclusive campus life for Black students scant. [Extracted from the article]

Objective: Racial inequities in mental health care utilization (MHCU) are well documented. Marginalized racial groups are more likely to report psychosis-like experiences (PLEs) and are at elevated risk for racial discrimination and trauma, impacting PLE severity. Little is known about how factors associated with race impact treatment seeking among individuals reporting PLEs. The present study examined associations between race, trauma, discrimination, PLEs, and MHCU among people endorsing high levels of PLEs. Method: Participants were Asian/Asian American, Black/African American, or White/European American college students ages 18–25 years meeting PLE self-report measure cutoff scores (N = 177). Binary logistic and multiple linear regressions were used to examine associations between past, current, and prospective MHCU and race, potentially traumatic events, discrimination, and PLEs. Results: Participants endorsing more PLEs were more likely to report past and current treatment and to be considering future services. Asian/Asian American and Black/African American participants were less likely to endorse past, current, and prospective future mental health care. Potentially traumatic events predicted increased utilization of past treatment. Conclusions: Results suggest service differences among participants, such that Black/African American and Asian/Asian American young adults reporting PLEs were less likely than White/European American counterparts to seek treatment even when accounting for traumatic events and discrimination. These findings highlight the need to further elucidate MHCU among marginalized racial groups experiencing psychosis-like symptoms. Public Significance Statement: Marginalized racial groups are less likely to receive adequate mental health care. The present study examined this issue within the context of psychosis-like experiences (PLEs), which are fairly common, and have been associated with an elevated risk for psychotic disorders and other mental health concerns. Asian/Asian American and Black/African American college students were significantly less likely than their White/European American counterparts to report past or current use of mental health services or express interest in future treatment. Since prevention of psychosis relies heavily on early identification and treatment, it is important to consider the association between race and contextual factors with treatment-seeking patterns, and potentially increase efforts to enhance treatment acceptability for diverse populations and engage groups less likely to receive care. [ABSTRACT FROM AUTHOR]

The article explores the concept of BlackCrit, which focuses on anti-Blackness in education, and proposes expanding it to include the role of non-Black People of Color (NBPOC) in perpetuating anti-Blackness. It discusses the emergence of BlackCrit and the need for a specific focus on Blackness within critical race theory. The article also examines the presence of anti-Blackness in various contexts, including Japanese media portrayals, racial attitudes among Asian Americans, and within Black communities themselves. It introduces the Critnoir framework, which stratifies anti-Blackness into three levels, and emphasizes the importance of addressing anti-Blackness in educational settings. [Extracted from the article]

Attending predominantly White institutions have been associated with certain challenges of academic success for African American college students. Although there are challenges, studies indicate that ethnic-racial socialization (ERS) may be an adaptive mechanism for African Americans. The current study investigates how ERS mitigates the effects of racial discrimination on the academic outcomes of 282 African Americans. Memories of school-related discrimination were negatively associated with academic outcomes, however, ERS dimensions were related to better academic outcomes. Certain ERS dimensions mitigate the effects of peer-related discrimination on academic engagement. Implications for utilizing ERS in university settings to enhance academic achievement are discussed. [ABSTRACT FROM AUTHOR]

Although many recognize that families shape the likelihood of getting into college, few examine variation in families' involvement during college or its implications for sustaining inequalities. Using interviews with 51 Black and 61 Asian American college students, our analysis reveals that class and race jointly shape students' perceptions of the financial assistance that they receive from and give to family—whether in the short term (during college) or their plans for the long term (post-college). Advantaged students across race receive more and provide less assistance than disadvantaged students. Both disadvantaged Black and Asian American students share future intentions of support, but only disadvantaged Black students give their families money during college. Race and class affect students' framing of family and designation of the particular family members (whether parents, siblings, extended kin, or fictive kin) included in these exchanges. Lastly, we analyze the ways these different forms of assistance shape students' college struggles; Black students experience the most strain due to their working and giving back during college. Drawing on and developing theories addressing the models and practices of familial diversity, this paper shows how class and race intersect to shape family assistance and its consequences for the persistence of inequality. [ABSTRACT FROM AUTHOR]

The article presents a speech given by Professor Christopher L. Mathis at the University of Colorado Law School's 30th Annual Ira C. Rothgerber Jr. Conference. Topics discussed include the connection of higher education to slavery, the harm inflicted on the Black people by the higher education industry, the passage of laws by four states to offer reparations for their states' or state universities' involvement in Black enslavement or harm, and an explanation on the messiness of reparations.

This study investigated the impact of COVID-19 on tobacco use and mental health in US African American and Latinx college students with asthma. Associations among asthma control, tobacco use, and mental health were also examined. 105 African American and Latinx college students with asthma (18–23 years) completed two online questionnaires (June 2019-March 2020 for Time 1; August 2020-October 2020 for Time 2). Participants completed the Epidemic-Pandemic Impacts Inventory (measure of COVID-19 impact), Asthma Control Test, Generalized Anxiety Disorder scale, Patient Health Questionnaire (measure of depression), Perceived Stress Scale, and items related to tobacco use. Asthma control improved (t = −3.326, p = 0.001) from Time 1 to 2, and e-vapor product use decreased (χ2104 = 6.572, p = 0.010). COVID-19 impact was positively associated with students' symptoms of anxiety, depression, and perceived stress (B = 0.201, p < 0.001; B = 0.179, p < 0.001; and B = 0.199, p = 0.001, respectively) at Time 2. These results remained significant with the Benjamini-Hochberg correction. Asthma control at Time 1 was negatively associated with anxiety symptoms at Time 2 (B = −0.418, p = 0.023); however, associations with perceived stress (B = −0.514, p = 0.019) and all other tobacco product use (B = −0.233, p = 0.030) did not remain significant with the Benjamini-Hochberg correction. As hypothesized, a higher COVID-19 impact score was associated with students endorsing more mental health symptoms. Better control of asthma symptoms before the pandemic predicted fewer anxiety symptoms during the pandemic. [ABSTRACT FROM AUTHOR]

There is currently a dearth of research on African American college students and their interactions in academic libraries. The purpose of this quantitative study is to investigate whether African American college students view academic libraries as welcoming places and to identify factors that are most influential in their perceptions of welcomeness. Adopting the theoretical lens of "library in the life of the user," we administered a national online survey questionnaire to 160 black college students attending non-historically black colleges and universities in the United States. The survey data were analyzed by employing correlation coefficient and multiple regression analysis to test our hypotheses. The analytical results showed that participants felt welcomed in academic libraries, and library as place and information needs were significant factors that affected students' perceptions of welcomeness. Our findings suggest that library patrons are important actors in constituting the atmospheric character of the library. [ABSTRACT FROM AUTHOR]

This study focused on the cultural differences faced by African American students transitioning to a predominantly White institution and the protective factors that aided them with these transitions. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity and served to strengthen the trustworthiness of the study. The focus group was also used as a secondary data source to corroborate the key findings from the individual interviews. Analysis revealed participants were exposed to several risk factors in the university context. Students developed coping strategies to combat these risk factors and promote successful transitions from the home to the university. [ABSTRACT FROM AUTHOR]

This article discusses a case study of a community-learning, course-design model involving African American college students enrolled in an Analytical Writing class. The students engaged with Project Upward Bound's summer camp by acting as writing tutors and role models for a cohort of mostly African American high-school students. This article describes the course's framework and assessment practices, and raters measure the writing outcomes for the class's argumentative research paper. Through the class's community-learning model involving a literacy tutoring program, students participated in a cohesive, relevant curriculum, which assisted them in teaching writing concepts and skills to underrepresented teens as well as mentoring them to attend college; writing and thinking critically about literacy and education-related concerns; and composing an argumentative essay. [ABSTRACT FROM AUTHOR]

In this reflective and conceptual essay, we discuss the ways the Black Healing, Joy, and Justice Collective (BHJJC) at UMass Amherst worked (and continues to work) to engage in departures from anti-Blackness in the wake of an anti-Black letter sent to all Black student groups and organizations in Fall 2021. Through our offering of Black artistic imaginaries, we detail how we leveraged the multimodal, artistic creations of Black undergraduate and graduate students who refused responding to the letter as their only action (something exterior to Blackness); turning inward to uplifting and further developing Black interior standpoints, which inherently work to reduce anti-Black harm. [ABSTRACT FROM AUTHOR]

In a recent review of 182 peer-reviewed articles on US-based college and university student activism published between 2000 and 2020, Quaye et al. ([84]) identified (in addition to the history of student activism and pedagogy) three key topics articles in this themed issue address: student experiences, methods and tactics of activists, and institutional responses and contexts. Some of these studies have focused on particular groups of students: Muslim students (Ahmadi et al., [1]), Black student-athletes (Ferguson & Davis, [36]), undocumented students (Chen & Rhoads, [17]; Mendes & Chang, [72]; Muñoz, [79]), and transgender students (Goldberg et al., [43]). Hoffman and Mitchell ([49]) offer a recent case of student activists demanding equity and access for racially minoritized student populations amid a bureaucratic effort to justify space allocated to student-run cultural centers; they found that institutional responses to student activism actually "countered espoused institutional and departmental values" (p. 283). The devastating impacts of COVID-19, global climate catastrophes, economic precarity faced by the most vulnerable, and the enduring state violence Black, Latinx, Asian, and Native communities face have continued to reverberate throughout higher education, affecting students, faculty, and staff in disparate and interlocking ways. [Extracted from the article]

Affirmative Action remains a controversial policy that incites a variety of reactions. Some believe it's an unjust policy that discriminates against applicants, while others view it as a policy aimed at fighting against past inequalities and discrimination. Little is known about African American endorsement of the policy. Two hundred and seven Black students from a predominantly White institution (PWI) and a historically Black university (HBCU) participated in the current study to examine the impact of racial identity on affirmative action attitudes (AA). Results indicated that school type and race centrality significantly predicted AA attitudes. Students who attended a HBCU were less likely to endorse AA compared to students at the PWI and those higher in race centrality were more likely to endorse AA. This study is one of the first to investigate the impact of the educational environment on the affirmative action attitudes of African Americans. [ABSTRACT FROM AUTHOR]

Discrimination experiences may contribute to the chronic stress experienced hy Black Americans, leaving these individuals particnlarly vulnerable to mental health concerns. In turn, individuals may utilize social media platforms as a place for online community and shared experience. At the same time, social media may also amplify evidence of global discrimination, further contributing to chronic stress felt in Black communities. Presently, little is known about the relationships between discrimination, chronic stress, and social media use. Multiple regressions and moderation analyses (N = 246) explored the predictive nature of social media use and discrimination on chronic stress in a sample of Black American college students. Results provide initial support for the potential negative impact of social media on chronic stress. Clinical implications for professional counselors are provided. [ABSTRACT FROM AUTHOR]

Objectives: Racism is a key determinant of mental health for African Americans. Although research has started to uncover moderators and mediators of the racism-health link, additional research in this area is warranted. Constructs that have yet to be examined in this link are self-compassion and self-coldness--two distinct ways of relating to oneself during adversity. Method: Data from 133 African American college students were used to assess parallel mediation models in which the frequency and stress appraisal of racism were the predictor variables, psychological distress was the outcome variable, and dimensions of selfcompassion and self-coldness were treated as mediators. Results: Neither frequency nor appraisal of racism were related to the three types of self-compassion (i.e., self-kindness, common humanity, and mindfulness); yet, both racism frequency and appraisal were related to the three types of self-coldness (i.e., self-judgment, isolation, and over-identification). However, only self-judgment emerged as a significant mediator in the links between both frequency and appraisal of racism and distress, respectively. Conclusions: Reducing self-coldness in the face of racism can be a promising, individual-level wellness strategy for African Americans. [ABSTRACT FROM AUTHOR]

Utilizing the Systematic Review Methodology (SRM) and databases from two separate universities, this study performed a literature review to determine best practices for supporting the retention of African American male college students at predominantly White institutions (PWIs). In a review of 27 relevant scholarly articles, four themes emerged from this study: (a) positive faculty–student engagement, (b) role models and mentors, (c) peer engagement and support, and (d) environmental support. Utilizing the Theory of Validation as the theoretical framework, the study concluded with the production of the African American Male College Student Retention Model and an implication strategy for boosting student retention and success through the creation of a more inclusive institutional culture. [ABSTRACT FROM AUTHOR]

We have developed a tool called the Black Student Success and Engagement Questionnaire (BSSEQ), which is designed to assess the factors influencing engagement and success among Black/African American and African-identified college students. To create, evaluate, and fine-tune it, we conducted three studies. These exploratory studies resulted in the conceptual development of the instrument and its dimensions. Confirmatory factor analysis provided evidence for the subscales. Reliability and validity measures were used to establish the accuracy and stability of the measure. The results indicated favorable reliability, validity, and factor structure indicators for the BSSEQ. We discussed applications of the BSSEQ in culturally aligned research, training, and assessment. [ABSTRACT FROM AUTHOR]

The article discusses The Chicanx /Latinx Student Success Center at SJSU is known simply as the Centro. Our efforts in fighting for and eventually creating the Centro on our campus have always been grounded in the evolving body of research on Chicanx /Latinx student experiences in higher education. We created a framework for understanding the needs of Chicanx /Latinx students in our institution based on that literature and on our expertise working with our community.

The pandemic has disproportionately affected African American college students, who have experienced significant work‐related, academic, financial, and socio‐emotional challenges due to COVID‐19. The purpose of the study is to investigate how African American students cope with the severe impact of COVID‐19 on their emotional well‐being leveraging the benefits of self‐care coping measures, COVID‐19 knowledge, and communication with others to enhance perceived control and social connectedness. A structural equation modeling and a path analysis of 254 responses from a Historically Black College and University showed that emotional well‐being was positively predicted by self‐care coping strategies, feelings of being in control in life, and social connectedness. In addition, respondents who adopted mind−body balance coping strategies, those who are knowledgeable about COVID‐19, and those in more constant communication with others attained a strong sense of being in control, and in turn the empowerment increased their emotional well‐being. [ABSTRACT FROM AUTHOR]

In its vast range of variants, the genre of the campus novel continues to thrive and be reinvented by contemporary writers. This essay focuses on a specific subgenre, the contemporary Black campus novel, and I intend to analyze compelling examples of the dualism of nostalgia and counter-nostalgia. While some of these campus-set stories are centered on, for example, murder mysteries and social satire, generally the Black campus novel has a more specific focus: the fictional and satirical representation of Black students and academics at university, constituting a window into the social-political events. With the support of literary and sociological works such as Derek C. Maus's Post-Soul Satire and Elaine Showalter's Faculty Towers, I scrutinize Paul Beatty's The White Boy Shuffle (1996), Zadie Smith's On Beauty (2005), and Brandon Taylor's Real Life (2020). While Beatty's novel creates a post-soul satire (Maus) of the contradictory aspects of US colleges and their effect on African American students, Smith's On Beauty and Taylor's Real Life are more centered on nostalgic elements of the coming-of-age process of students coming to terms with their sexuality, family, and their professional future. My article intends to navigate what Janice Rossen calls "a complicated web [that] can be discerned in the texture of university fiction." [ABSTRACT FROM AUTHOR]

Retrieved from https://co.myacpa.org/wp-content/uploads/2015/01/acpas student learning imperative.pdf 2 ACPA - College Educators International & NASPA - Student Affairs Administrators in Higher Education (ACPA/NASPA). In 2006, the National Association of Student Personnel Administrators - NASPA - formed the Student Affairs Assessment, Evaluation, and Research Knowledge Community, echoing ACPA's recognition of student affairs assessment. Student affairs assessment is in the dawn of its next phase of development; we invite you to step into that dawn with us. This 2022 issue of I New Directions for Student Services i , I Student Affairs Assessment: Nuanced Practice to Leverage Equity i , traces the development of student affairs assessment and ushers in the next phase: equity-minded and equity-centered student affairs assessment. [Extracted from the article]

The purpose of this qualitative narrative study was to understand how Black first-generation doctoral recipients used their cultural capital to navigate structural barriers and oppression enacted by stakeholders at non-Black serving institutions. Findings revealed that Black first-generation doctoral students used nine forms of cultural capital to persist despite isolation, hypervisibility, systemic and institutional oppression, and experiencing impostorism due to a lack of transparency by institutional actors. This study offers confidence capital, an emergent form of cultural capital, while also providing implications for higher education policymakers, researchers, and educators in removing structural barriers to degree completion for Black first-generation doctoral students. [ABSTRACT FROM AUTHOR]