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Dr. Tryan L. McMickens's scholarship centers on historically marginalized and underserved populations that suffer from inequities, particularly in higher education. The research is rich and ever-manifesting on college campuses for […]

Attending university for the first time can be a stressful experience for young Indian students leaving home for the first time. They must cope with academic and social demands, which can affect their subjective well-being. In Indian culture, people view 'body-mind' as being heredity, which might help to cope and enhance SWB. The present study was undertaken to address these issues. It utilized a sample of 186 Indian college students (ages 18-23) from urban settings, who are pursuing a variety of undergraduate professions. Search for subjective well-being in life and affecting factors were assessed (EI, SC, gender, body-mind practice). Standard questionnaires were developed to measure and to document sources of SWB in young adolescent life. The researchers developed and utilized four questionnaires: demographic, SC, EI, and the Personal Well-Being Index. The findings indicate that total subjective well-being (SWB) has no significant correlation with Emotional Intelligence (EI), SC, and body-mind practice. A correlation was found with the dimensions of SC and EI. The student who practiced body-mind training and those who did not exhibit differences in their SWB. SC and gender found statistically significant predictors of SWB. Keywords: Indian student, Self-compassion, Emotional intelligence, subjective well-being, body-mind practice, Introduction The average college student is generally at the stage of 'emerging adulthood' (18-23 years old). These years are characterized by change, exploration, and are a crucial time of identity [...]

Byline: Peter Kaufman (1), Kenneth A. Feldman (2) Keywords: identity; college effects; college environment; peer influence Abstract: Using data from 82 in-depth interviews with a randomly selected sample of college students, we explore how these students are forming felt identities in the following domains: intelligence and knowledgeability, occupation, and cosmopolitanism. We study the formation of students' identities by considering college an arena of social interaction in which the individual comes in contact with a multitude of actors in various settings, emphasizing that through these social interactions the identities of individuals are, in part, constituted. In using a symbolic interactionist approach in our research in conjunction with consideration of the social structural location of colleges in the wider society, we demonstrate the sorts of information and insights that can be gained from a nondevelopmental approach to the study of college student change. Author Affiliation: (1) Department of Sociology, State University of New York at New Paltz, New Paltz, NY, 12561 (2) State University of New York at Stony Brook, USA Article History: Registration Date: 01/10/2004

A woman writer describes how her first day in college forced her out of her secure and stable life making her open to change, and how education obscured the boundaries of her dream castles and added stresses to her life. College narrowed her vision and introduced her to strangers who changed her completely. However it also prevented her from bring colonized in racism. She also fears that the changes will deprive her of her cultural security.

The university's blatant attempt at social engineering fatally interfering with the epistemological mission of higher education is discussed. The issue of providing rights to individuals that protect them from discrimination and compelling universities to increase the representation of some groups is highlighted.