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Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls.

Purpose: Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor's to a master's degree. During a master's degree, study requirements and autonomy increase compared to bachelor's studies. The present study examines how students' experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout. Design/methodology/approach: Questionnaire data were collected from 335 university students across two timepoints (bachelor's degree graduation and the second term of their master's degree). Findings: The results show that students' overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students' experiences of the TLE seem to have an effect on study-related burnout in both master's and bachelor's degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context. Originality/value: The study implies that students' experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor's and master's degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.

Objective: To compare the experiences of Imposter Phenomenon and discrimination among non-Hispanic White (NHW) and racial and ethnic minority (REM) students at a predominantly White Institution (PWI). Participants: 125 undergraduate students (89.6% women, 68.8% NHW, and 31.2% REM). Methods: Participants completed an online questionnaire including the Clance Imposter Phenomenon Scale (CIPS), Everyday Discrimination Scale (EDS), demographic variables (class year, gender, first generation student status), and 5 items assessing students' feelings of belonging and support. Descriptive statistics and bivariate analyses were performed. Results: Mean CIPS scores were similar for NHW (64.05 ± 14.68) and REM students (63.62 ± 15.90, P = 0.882), but EDS scores were significantly higher among REM students (13.00 ± 9.24 vs. 8.00 ± 5.21, P = 0.009). REM students more frequently felt that they don't belong, are excluded, and lack resources to succeed. Conclusions: Racial and ethnic minority students at PWIs may need additional resources and social support.

Although they constitute twenty percent of Israel's citizens, Arabs have no significant opportunity to study their own language in Israel's academic institutions. Academic courses are conducted in Hebrew, the official language of the country. This has implications for the Arab students' academic achievement as well as for their sense of belonging on Israeli campuses. In the framework of a graduate program on exclusion, the Academic College of Education has recently introduced two courses in Arabic--a revolutionary experiment in the Israeli academic world. Based on interviews with twenty Arab students who participated in these courses, the research presented here demonstrates how these courses not only enhance the students' self-expression, participation, and self-confidence in the classroom; they also send a message to the Arab students that the college sees them and acknowledges their identity. The study has implications for the growing multi-cultural reality of academic institutions elsewhere in the world.

This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely perceived as irrelevant to student equity, unless experienced on campus. Institutional silence around the impact of GBV on student equity is related to the gender injustice of misrecognition, whereby the social problem of GBV is located at the personal level. This manifests in the social emotion of shame, experienced at the personal level as disconnection, isolation and not belonging. This paper draws from our analysis of 47 in-depth interviews with student victim/survivors exploring their experiences of higher education to illuminate how deficit discourses and stigmatisation intersect to reproduce gender injustice in higher education.

This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a method of analysis. This research foregrounds BGM faculty's everyday experiences of racism in their professional lives and the "normalization" of racism in this setting. Through the construction of composite counter-stories (CCS) the experiences convey how BGM staff are simultaneously "othered" and "unseen". This complex duality of hypervisibility and invisibility reveals subtle and insidious undercurrents of racism that frame the participants' lived realities and ways everyday racism is enacted at institutional and individual levels. Although instances of "overt" racism are rare, these counter-narratives highlight ways institutional racism is perpetuated through white supremacist social and bureaucratic norms.

With a growing number of Latine students in higher education, we investigated the support and protection mechanisms in place for first-generation Latine/Hispanic college students at large-land grant institutions in the Southeastern region. We used the Psychosociocultural (PSC) framework (Gloria and Rodriguez, 2000) to examine how Latine student experiences are supported at their university in the Nuevo Sur. Specifically, we attend to the different ways students' educational experiences are shaped by the resources and services provided by their institution. Using a phenomenological approach, we interviewed 10 Latine college students with various perspectives and experiences of their campus climate. Our key findings were: (a) Student Motivation to Persist, (b) Internal Support Network, (c) On- and Off-campus Activities/Events, and (d) Trudging through Intersecting Forces. Our findings reveal significant opportunities to integrate elements of support that students seek from their institution. We also share implications and future directions for educators, administrative leaders, and policymakers to address and provide appropriate support for the increasing Latine college student population.

Promoting diversity and inclusion is crucial in today's educational settings for the success of every student. This research delves into the important aspect of undergraduates' readiness to embrace diversity within the academic sphere. Rooted in a positivist ideology with quantitative analysis, the study investigates the correlation between the attitudes of management undergraduates towards the inclusion of diverse groups and their readiness to accept diversity within the university environment. The data was collected from 324 participants using a structured questionnaire and the results reveal that the management undergraduates are generally receptive to diversity within the university context. One of the significant observations was that irrespective of the environment (urban or rural) of their upbringing, the undergraduates feel comfortable collaborating with peers from diverse social backgrounds. However, there appears to be a noticeable reluctance among undergraduates to involve individuals of different sexual orientations in university activities. Additionally, those who display high levels of inclusion concerning factors such as ability, gender, sexual orientation, rural/urban background, and ethnicity also demonstrate greater openness to accepting diversity. Beyond merely identifying prevailing opinions, the study carries implications that extend to practical measures for establishing a more inclusive university community. The findings underscore the need for targeted campaigns aimed at changing attitudes, especially concerning sexual minorities. This research contributes valuable insights into the ongoing efforts to cultivate inclusive and diverse learning environments, fostering a university community that is both harmonious and supportive.

Open Distance e-Learning (ODeL) is on the rise to cater to non-traditional students. However, the surge in master's and doctoral students opting for ODeL raises concerns about the quality and timely completion of degrees. Existing literature on student attrition in higher education indicates that both student-related factors and institutional variables significantly impact completion rates. Factors such as students' sense of connection or isolation, as well as institutional aspects like supervisor responsiveness to feedback and feedforward, contribute to student persistence. To address this early attrition and extended stays in postgraduate studies, a community of practice (CoP), comprising lecturers and master's and doctoral students was formed. The CoP employed the Social Learning Theory (SLT) approach to initiate collaborative partnerships designed to promote a research culture and explore alternative approaches to curb master's and doctoral late completion and attrition. This paper reports on a study undertaken to explore the experiences, perceptions and insights of master's and doctoral candidates regarding the implementation of innovative multimodal Open Distance e-Learning supervision practices. Grounded in SLT, the exploratory case study employed an open-ended questionnaire to gather data from the students participating in the support programme. The findings revealed the positive impact of innovative practices on candidates' academic development and overall research experience. The findings further demonstrated that virtual communication tools have significantly enhanced collaboration between candidates and supervisors, breaking down geographical barriers and facilitating real-time feedback and guidance. The innovative multimodal OdeL supervision practices gave master's and doctoral candidates flexibility and increased their learning engagement.

Collaboration between academic and student affairs fosters meaningful student engagement, supports academic achievement, and facilitates a robust campus community. Although these partnerships can be challenging to develop, small institutions occupy a unique position in higher education, as these collaborations are highly valued as fundamental to the campus culture and an essential factor in the practical life of the institution. By focusing specifically on the role of the faculty in collaboration with student affairs professionals at small institutions, this article demonstrates the unique and tremendous power of small institutions in fostering meaningful, robust, and sustainable partnerships between academic and student affairs. Because of their histories, traditions, and structure, small institutions possess a strong and distinct foundation for collaborative work with corresponding benefits and challenges. Finally, this article provides practical recommendations for student affairs professionals at small institutions about ways to draw upon their distinct culture and to understand why these partnerships are important for our students and their development, for faculty and student affairs professionals, for our institutions that are faced with mounting economic, social, and political pressures, and for the public good more broadly.

The authors examine the unique and important role of small institutions in the landscape of higher education in the United States. Through an examination of student success, community engagement, and sense of belonging, the authors aim to provide a better understanding of the evolving dynamics in small institutions and the need for bold institutional leaders to retain institutional distinctiveness while innovating and redesigning the student experience for the 21st century.

The research investigated the obstacles faced by undergraduates with visual impairments while studying at a Nigerian university striving to establish an inclusive learning environment for students with disabilities. The aim was to generate empirical evidence that can inform policies at the university and other similar institutions. The research is anchored in Bronfenbrenner's ecological systems theory, and a qualitative descriptive research design was employed. Using purposive sampling, 11 (male = 7; female = 4) undergraduate students living with blindness were recruited. Data were collected using semi-structured interviews and subjected to inductive data analysis. It was found that students encounter various challenges, emanating from peers, lecturers, the university and their families. The results demonstrate how different contexts influence the learning outcomes of students with visual impairments, warranting more comprehensive intervention programmes.

Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success.

The diversity of racial/ethnic representation in the health services and policy research (HSPR) workforce plays a crucial role in addressing the health needs of underserved populations. We assessed changes (between 2012 and 2022) in the racial/ethnic composition of students and faculty from departments of Health Policy & Management (HPM) and Health Education & Behavioral Sciences (HEBS) among the Association of Schools and Programs of Public Health member institutions. We analyzed annual data from over 40 institutions that reported student and faculty data in 2012 and 2022 within each department. Racial/ethnic populations included American Indian/Alaska Native (AI/AN), Asian, Hispanic, Native Hawaiian/Pacific Islander (NH/PI), Black, White, Unknown, and Multiracial. We conducted analyses by department and examined racial/ethnic composition by student status, degree level, faculty rank, and tenure status. We found statistically significant increases in Black assistant professors (HPM and HEBS) and tenured faculty (HPM), Hispanic graduates and tenure-track faculty (HPM), Asian professors (HPM: full and tenured, HEBS: associate and tenured), and Multiracial students and graduates (HPM and HEBS). Statistically significant decreases were observed in White professors (HPM: assistant and full, HEBS: all ranks) and tenure-track faculty (HPM and HEBS), AI/AN associate professors and tenured faculty (HEBS), Hispanic associate professors (HPM), Asian assistant professors (HEBS), and NH/PI students (HPM and HEBS). Our findings highlight the importance of increasing racial/ethnic representation. Strategies to achieve this include facilitating workshops to raise awareness about the structural barriers encountered by Hispanic faculty, providing research support, evaluating promotion processes, establishing more pathway programs, and fostering interdisciplinary academic environments studying AI/AN or NH/PI populations.

Research on third-culture individuals (TCIs) is an emerging topic in college student development. However, while emerging literature on TCIs exists, research on TCIs' personal development in postsecondary contexts is still lacking. This literature review addresses this issue. In this review, I argue that the literature predominantly illustrates that TCIs experience a negative transition to college that negatively impacts their personal development. I then synthesize the literature, identifying the background of the research surrounding TCIs. Next, I summarize the four main themes that the literature identifies as struggles that TCIs experience while transitioning into college: family, social connections, mental well-being, and identity construction. I then highlight the important contribution that resilience has to TCIs' lives in college. I conclude by arguing that recommendations from the literature and practice should be adopted by all postsecondary institutions to better support TCIs.

Challenging structural violence is a major project of our time. The massive Black Lives Matter (BLM) uprisings of Summer 2020 brought greater awareness of the systemic racism of universities and a commitment to challenge it. A Marxist-humanist lens recognizes racism as foundational to the racial-colonial capitalist patriarchy and the university as deeply implicated in the development and maintenance of these structures. While all these interlocking oppressions must be eradicated, in the US, racism has historically galvanized more people to action. For this we need a populace with critical literacy to connect their daily oppressions to structural forces. Critical literacy also encourages us to listen to the Oppressed whose "Reason and force" may prove useful toward our liberation. A critical literacy of the heart, drawing on Paulo Freire's work, is one that challenges us to transform structures of oppression through humanizing antiracist pedagogy. The bulk of the paper is drawn from a duoethnography of two Latina instructors. The stories shared offer insights into the deep-seeded racist policies and practices in education and the complexity of challenging these. We argue that such complexity calls for an intentional antiracist pedagogy of "other doing" that goes against the "commonsense" of our society.

Purpose: The study aims to explore the demographics, perceptions, and predictors of job satisfaction of Chinese/Korean faculty and American/British faculty at Japanese universities. Design/Approach/Methods: The data from a national survey of these faculty conducted in Japan was analyzed. Findings: The study suggests that Chinese/Korean faculty tend to be distributed across all the disciplines with senior positions and have higher scientific achievements and Japanese language proficiency, contributing to their better recognition and engagement at Japanese universities. Their job satisfaction was more inclined to be influenced by the intangible factors from the environmental conditions. Whereas American/British faculty were mainly hired in Humanities and Social sciences at mid to high positions, having lower Japanese proficiency and scientific achievement, which results in their perceived lower recognition and participation at Japanese universities. However, they tend to have a higher evaluation of working conditions at Japanese universities and express higher job satisfaction. Their job satisfaction was predicted by various factors, including intangible factors and tangible factors. Originality/Value: The study was the first attempt to explore international faculty's job satisfaction in Japan. The key findings shed light on the situation of international faculty in Japan and help to better support international faculty practically.

The COVID-19 pandemic ushered in changes to higher education, including how campus spaces are used and defined. Institutional pivots to meet health and safety protections impacted the way we think about public and private spaces in lasting ways. The end of the acute emergency presents an opportunity for colleges and universities to reflect about the physical and virtual student experience to cultivate a renewed sense of place and belonging. Campus spaces have historically been linked to students' sense of belonging, which correlates with student engagement and academic success. Over generations, higher education has been shaped by social factors, evolving to become more equitable and inclusive. Campus spaces are now physical and virtual, and the COVID-19 endemic period presents an opening for higher education to recenter a student's sense of belonging in community-based locations, physical campus spaces, and virtual learning environments.

The transition from secondary education to the first year of higher education is a phase in which students are faced with many challenges. First-year students may lack the academic capital that is needed to understand explicit and implicit rules of higher education. We investigated students' participation in a preacademic program and the development of their academic capital. In a mixed method study, we showed that first-year students who participated in a preacademic program perceived peer mentors and teachers to be relevant sources of information, learned how to overcome educational barriers, and became more acquainted with explicit and implicit college requirements.

This study explores the academic and social experience of international students in colleges in the United States of America. Specifically, the study focuses on colleges with a high percentage of international students as they represent diverse cultural backgrounds and contribute significantly to the campus environment. Data were collected from 30 participants (undergraduate students) across five focus group interviews and a thematic analysis was performed. For academic experience, four sub-themes emerged: relationship with professors, academic resources, liberal arts requirements; and class participation weightage. For social experience, four sub-themes emerged: role of student clubs and societies; inter-college collaborations; intercultural sensitivity; and religious/cultural events. Findings provide valuable implications on how colleges with a high population of international students can improve the academic and social experience of these students.

Australia's much-vaunted reputation as a successful egalitarian, multicultural country has substantial merit, but it also has a chequered history, and the official narrative of egalitarianism and multiculturalism is experienced differentially by vulnerable, marginalised people and communities who bear the brunt of residual and new forms of racism and linguicism. One of the most vulnerable groups in Australian society is the cohort of Chinese international students, who face barriers of racism, linguicism, and exploitation. This paper presents the results of a study which consulted Chinese international students about their experiences in Australia. It found that while their experiences varied, a disturbing common thread of discrimination - from overt to more clandestine modes of aggression -- occurred. Implications for Australian decision-makers are enormous, particularly for educational and governmental institutions, for whom Chinese international students seem to represent a commodity rather than real, often vulnerable, young people.

This article examines the independent and interaction influence of organizational climate and the type of autonomous colleges on the academic performance of students. Organizational climate encompasses various elements such as leadership styles, communication patterns, and staff morale, collectively shaping the institutional environment. Autonomous colleges, with their capacity for innovation in curriculum design, pedagogical methods, and assessment practices, provide a unique context for this analysis. To explore the effect, researchers employed a quantitative approach, surveying 480 students across 12 colleges (both government and non-government) in Odisha, India. Questionnaires assessed student perceptions of organizational climate and academic achievement. Additionally, researchers collected student result sheets and surveyed college staff to gain a well-rounded perspective on the college climate. Data analysis using ANOVA and Scheffe tests identified significant effects. Major Findings of the study confirm that a positive organizational climate, regardless of college type, is associated with higher student academic achievement. Interestingly, students in government autonomous colleges achieved higher scores than those in non-government ones. The most significant finding, however, is the interaction effect. Students in government autonomous colleges with a strong learning environment achieved the highest scores, while those in non-government autonomous colleges with a weak environment achieved the lowest.

Several conventions worldwide have recognized impartial access to formal and high-quality education as a core human right for all youths, regardless of their disability. The study aims to explore the perception of visually impaired university students (VIs) in Nepal and determine their strengths and challenges to make recommendations for policy making and practice. Face-to-face and focus group interviews were conducted with 10 non-probability samplings: purposive and snowball VIs selected from various semi-urban settings. The interview content was transcribed, translated and a descriptive thematic analysis was done. Findings revealed that the majority of participants relied on their sighted peers in academics and other everyday activities, and that they received limited incentives from the government. They also faced significant challenges during their higher education including inaccessible supportive programs, unfavorable physical and instructional environments, inflexibility in coursework and examination, financial crises, inadequate learning resources and limited support. It is recommended that educators take part in disability-specific training programs, VIs have access to adequate academic resources and receive necessary assistance to improve instruction in inclusive settings.

This article highlights how Tribal college leadership, faculty, and staff members define student success. Several major factors were described across the different levels of participants and are presented as the major themes: cultivating a familial environment, mission centered, cultural knowledge and wealth, community impact, and student goals achieved.

The study aims to improve the existing unified theory of acceptance and use of technology (UTAUT) framework to understand the adoption of e-learning platforms in developing countries and to understand the relevance of the quality of study life among students. The constructs for the UTAUT model were chosen based on the e-learning study context and expanded with the variable study-life quality. The expanded model was tested with empirical data collected from graduate and post-graduate students of higher education institutes. The hypotheses testing and adequacy of the expanded model were analysed using structural equation modeling using SmartPLS v 3.2.8. The study's findings indicate that nine out of the twelve hypothesized paths significantly influenced students' engagement with e-learning platforms, and a total of six significant variables explained a variance of 65.8% of the dependent variable behavioral intention. The variable study-life quality had the highest [beta] coefficient value of 0.380, indicating that it is the most significant factor for e-learning adoption in this study setting. The study adds to the publication on adoption theories by providing an expanded UTAUT framework that is empirically tested.

Formal and informal peer-to-peer support through advice plays an important role in enhancing students' experiences and ensuring their success in higher education. For international students who often face social and cultural challenges adapting to their new university environment, direct and authentic guidance from peers can be vital in helping them acclimate and cope with their transition to campus. This paper examines the cross-cultural adjustment experiences of over 400 international students enrolled at a mid-sized, research-intensive university located in the United States (U.S.). Relying on a qualitative research design, we analyzed data from reflection essays written by international students between 2013 and 2021 and used Oberg's culture shock theory (1960) as a lens to interpret data on experiences that impacted their sociocultural adjustment. Based on their lived experiences, these students identified specific areas that current and future international students could focus on to ease their adjustment to a new culture and academic environment. Guided by five main themes, the discussion highlights salient factors that impact international students, calling for new ways for addressing their adjustment to university life in the U.S. Our findings enabled us to offer insights to university officials as they develop and deliver acculturation and transition programs to their international student community.

Worldwide trends suggest we are witnessing a global "campus mental health crisis" (Andersen, Holm, & Côté, 2021). According to the most recent US National College Health Assessment, over the course of a typical month, 29% of students chronically experience high levels of stress, 42% experience stress that negatively impacts their performance or progress towards their degree, and 66% feel hopeless (National College Health Assessment, 2022a). Study reviews in various countries indicate that the prevalence of students meeting criteria for a mental health disorder is alarmingly high (e.g., 25% depressive disorder, Sheldon et al., 2021). Accordingly, students' demand for mental health services has reached new heights (Xiao et al., 2017). While this rise in psychological distress and help-seeking behavior is likely in part due to decreased mental health stigma (Lipson, Lattie, & Eisenberg, 2019), postsecondary students are also believed to be facing unprecedented challenges. Ensuring that colleges and universities procure learning environments that prioritize emerging adults' wellbeing has thus become necessary.

Objective: The purpose of our quantitative correlational study is to investigate the relationship between the perceived organizational support of faculty members and their psychological well-being. Methods: Our study included 450 faculty members from state universities in Istanbul who were selected using a simple random sampling method. We used descriptive statistics, t-test, ANOVA, and linear multiple regression analyses. Results: We found that faculty perceptions of organizational support and psychological well-being vary according to academic title and tenure and are not different by gender. Perceived organizational support significantly predicted psychological well-being while controlling for gender, academic title, and tenure. Conclusions: Ensuring organizational support for faculty can positively impact their psychological wellbeing. Implication for Practice: Higher education institutions should diversify resources of support for faculty and make this approach a priority for the administration. The institution should make organizational changes that consider the needs and expectations of faculty members.

This article explores the multifaceted dimensions of Black Trans Education Spaces (BTES) within higher education, highlighting the unique experiences, challenges, and transformative potential of these spaces for Black transgender students. This article acknowledges that Black education spaces may perpetuate trans-antagonism due to a lack of awareness, understanding, or intentional inclusivity. Drawing from narratives of 20 Black transgender students both currently and formerly enrolled in U.S. colleges and universities, this research investigates the existence of BTES both within and outside traditional educational structures. Findings indicate five dimensions of BTES: community determination, community actualization, community efficacy, community sustainability, and community reliance. These dimensions encompass the empowerment, identity affirmation, and collective support that Black transgender students derive from BTES. The narratives reveal the capacity of BTES in meeting the basic needs of Black transgender students, providing and sustaining spaces for retreat and empowerment, and nurturing communities of care. The implications of these findings emphasize the importance of recognizing and honoring BTES, fostering greater solidarity, and addressing intersecting oppressions. While BTES play a crucial role in supporting these students, broader inclusivity and understanding are needed in all educational spaces to ensure that all Black transgender individuals can thrive within higher education.

Demonstrating the ability to think critically is a common requirement of Higher Education (HE) assessments, bridging disciplines and forming a significant part of the feedback given to students. Despite its prominence, more can be learned about how different learner modes influence the propensity to use critical thinking. This article reports on the results from a study of critical thinking in a global MBA programme that compared how online, and on-campus environments influenced a learner's approach to problem-solving and decisionmaking. A survey instrument was administered to two cohorts, studying online and oncampus, who were taking an identical module in strategy. Whilst differences in learning experience were to be expected, the degree to which learner modes affected the propensity to think critically was surprising. On most measurements, on-campus learners outperformed their online counterparts. The results, interpreted through the lens of Administrative Behaviour Theory, demonstrate that learner modes should be treated as separate entities, and that a homogenous approach to digital and physical learning strategies may prove ineffective. The implications of the results are discussed, including recommendations for learning designers.

Multiracial youth are one of the fastest-growing demographics in the United States. What messages might these multiracial young people be receiving about multiraciality in college-related television series? Applying Critical Race Media Literacy and Critical Multiracial Theory (MultiCrit), this study examines representations of multiracial students in "Charmed," "Dear White People," "Ginny & Georgia," "Grown-ish," and "Black-ish." We find that multiracial college student characters are routinely confronted with "box-checking" on demographic forms and wrestle with the limitations of racial categories to capture complexity and the potential resources/benefits associated with selecting specific boxes. Further, multiracial college student characters question their belonging within monoracial student organizations and interracial relationships. Implications for practice and pedagogy are outlined to better leverage television depictions of multiracial college students toward disrupting rather than reinforcing monoracism in higher education contexts.

This study explores the transformative journey of higher education towards smart universities, emphasizing integrating cutting-edge technologies such as augmented reality, virtual reality, artificial intelligence, and biometric systems. This evolution responds to the evolving demands of society, aiming to significantly enhance the educational experience while reimagining campus life and community involvement. It sheds light on the creation of immersive, interactive, and personalized learning landscapes that accommodate a diverse array of student requirements, including those with disabilities, setting a new standard in educational inclusivity. The discourse extends to the pivotal role of smart campuses, which are instrumental in forging safer, more inclusive, and environmentally sustainable educational realms. Furthermore, the paper highlights the importance of digital platforms in nurturing social bonds and community engagement, especially through the potent medium of alumni networks. By transitioning into centers of innovation and technological excellence, universities are equipping students for a future shaped by technology. The review highlights the transition's challenges and opportunities, emphasizing the need to balance technological advancements with human-centric values, ensure equitable technology access, and maintain privacy. It presents the rise of smart universities as a pivotal step towards more interconnected, intelligent, and sustainable communities, significantly influencing education and societal development.

Black college students continue to face the specter of anti-Blackness which creates additional barriers to success and flourishing in higher education. This study investigates how instructors in higher education can provide racial equity to Black students in AANAPISI/HSI classrooms through counterspaces. We use culturally relevant pedagogy to investigate the experiences of 21 Black college students at an AANAPISI/HSI to understand better how higher education instructors can utilize counterspaces, places where Black college students can challenge dominant discourses and create a collegial learning environment. We identified three counterspace themes: (1) Mitigate Eurocentric Pedagogy, (2) Employ Black and Critical Scholarship, and (3) Foster Black Excellence Zones. Implications provide educators with ways to enact meaningful support both academically and socially to Black-identifying students in college classrooms.

Colleges and universities are under increasing pressure to retain students and increase degree completion amid multiple social and economic threats to undergraduate student enrollment. A sense of belonging, motivation, and confidence are foundational to student success and essential components of strategic approaches to enrollment challenges. Microaffirmations, brief acts communicating care, listening, and support, can be a powerful tool within these efforts for promoting belonging. This study examined how 350 undergraduate students experienced microaffirmations and the meaning of the microaffirmations to their educational lives. Findings indicate that students identify multiple forms of microaffirmations and that these promote positive benefits, including perceived improvement in academic performance, persistence to remain in college, and assistance in navigating challenges. In short, microaffirmations provide students with the confidence to continue by influencing their perspectives on self-efficacy and support.

A challenge persists in modern higher education regarding gaining an understanding of the activities and services that facilitate student support, student success, student community and student voice. As modern universities continue to grow in both size and complexity, gaining an understanding of the operations for enhancing and supporting both students' experiences and outcomes grows in importance for resource allocation and supporting student success for university administrators. These exploratory or audit-based activities attempt to gain an understanding of students' engagement, time pressure and, relatedly, their calendar journeys throughout their higher education, with an aim to create coherence as opposed to chaos in students' journeys. This case study shares a tested practice from a UK higher education institution of a method to map the so-called 'student experience' across a whole university. This framework for mapping student engagement activities takes an asset-based approach beginning with the core activities which lead a student to graduation prioritising activities by time of students' engagement. This framework is inclusive of the core student experience and the optional, complementary extracurricular activities (Student Community), supporting services (Student Support), and enhancement activities engaging students in the development of education (Student Voice) to gain oversight of complex institutions. This case study offers a transferable framework for use in institutions globally with potential to be implemented as a management tool for administrator and faculty member understanding of the student experience with a view to make enhancements to support student success resourcing and interventions.

This paper is framed by Nick Zepke's, Vicki Trowler's, and Paul Trowler's concept of student engagement being "chaotic", suffering from "indigestion" and "fuzziness". This study was conducted at a UK higher education institution that recently moved to a "block and blend" delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and staff thought engagement in an intensive block and blend context entailed participation and active learning; a mindset that included enthusiasm, interest, focus, and enjoyment; timely completion of assessments; relationships with peers and tutors; doing more than required, such as completing extra readings; and accessing help and support. Participants also identified attendance as an indicator of student engagement and determined that the university has a responsibility to create learning environments to foster student engagement. Overall, the study findings point to elements of student engagement that may be designed into intensive block and blend learning environments. These approaches are also relevant to other similar intensive learning contexts.

Institutions must adequately support Latinx first-generation professionals if we are to make significant progress in our racial equity work. While in the Educational Leadership doctoral program (CANDEL) at the University of California, Davis, my personal and academic experiences led me to conduct qualitative research on the experiences of Latinx first-generation professionals in student affairs. I sought to understand how institutional norms influenced their self-efficacy and how Latino and Latina professionals experienced them differently. Among the findings was the pervasiveness of professional invalidation and how Latina participants viewed their perceived shortcomings as personality traits, compared to Latino participants who viewed them externally and more skills based (Fuentes, 2021). These are critical findings that colleges and universities need to assess to understand how workplace norms contribute negatively to their experiences. As higher education institutions continue to work towards better serving Latinx first-generation students, Latinx-first generation professionals must not be ignored or taken for granted.

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Why are many urban universities' relationships with their surrounding communities fraught despite university efforts at community engagement? Relationships between the factors underlying university-driven neighborhood change remain largely unexplored. In this article, I take the University of Pennsylvania (Penn) as a case study and examine the relationship between campus security on the one hand and university-related redevelopment projects in Penn's West Philadelphia neighborhood on the other. I ask what this relationship can reveal about how university-driven neighborhood change operates and why Penn's relationship with its community is persistently tense. I organize my data into two case studies and argue that campus safety and redevelopment have long worked hand-in-hand to securitize campus by creating and reinforcing private zones of exclusivity. Not only have crime and resulting security measures played a key role in driving redevelopment projects, but recently, redevelopment itself has further begun to serve as a form of securitization.

As the world recovers from the pandemic and anti-Asian hate crimes have been gradually disappearing from the headlines, this article offers a timely reflection on Chinese international students' experiences and perceptions of racialised microaggressions during the pandemic, and, more importantly, takes the discussion further by deconstructing and challenging the underlying post-racial discourse. Based on 54 interviews with Chinese students from 13 universities across the UK, this article examines four phrases used by Chinese international students in making sense of their racialised experiences, in terms of the denial of racism ('it is not racism'), the justification of racism ('it is normal'), taking the blame of racism ('it is my fault') and in some rare cases, their reflections on anti-Asian racism in the so-called post-racial universities in the UK ('we are invisible'). It argues that such expressions are induced by and reflects neo-racism, neo-orientalism and everyday racism embedded within the wider post-racial discourse in the UK, which affirms the relevance of anti-Asian racism in the post-pandemic era rather than negates it. We thus make recommendations to UK universities to better support international students and combat anti-Asian particularly anti-Chinese racism.

Many students have expressed that they feel highly distressed by the state of the world they are inheriting. Extreme weather and wildfires around the globe, and increasingly sobering assessments about projected futures by researchers, activists, and global leaders have led to a growing consensus that the world is at a turning point when it comes to the social and ecological impacts of climate change. Education itself is entangled with and dependent on the same unsustainable political-economic system that has led to climate change in the first place. University educators will need to invite deepened engagement with the realities of climate change on and beyond their campuses, and create more opportunities for climate education across all areas of the university.

Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling "accepted" by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins and undermine their capacity and desire to belong. This makes the task of developing institutional practices that foster belonging complex. Such a task prompts important questions about what "acceptance" looks like. For example, in what ways can practices of acceptance attend to existing power structures? Under what conditions can acceptance occur so as not to solely expect students to assimilate or to silence important parts of themselves? How can practices of acceptance recognize the diverse belonging needs of marginalized students and the politics surrounding those needs? To answer these questions, I utilize frameworks that reveal the paradoxes of belonging--the push and pull of being accepted in spaces that marginalize the self. Specifically, drawing from a "place-belongingness and politics of belonging" framework, I first provide a foundation for understanding the personal and political components of belonging for marginalized students. I then review harmful institutional practices of "acceptance" and discuss more transformative practices that sustain students' cultural identities. Illuminating the personal and political facets of what it means to be accepted provides a pathway for reimaging who can, wants, and gets to belong.

This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.'s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students' reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants' perceptions and use of campus food aid resources, and doubts they had in accessing these resources. Implications for practice and future research are discussed.