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Black and Latino men are attending college at higher rates than ever before, yet their increased access has not led to increased success, as Black and Latino men face greater barriers to their success than do White and Asian men. The challenges to timely graduation for these populations are even greater at Christian colleges. The purpose of this study was to determine the campus experiences that contribute to the variation in thriving among Black and Latino men on Christian college campuses, after considering their demographic characteristics. Thriving is defined as students' vital engagement in the college experience intellectually, interpersonally, and psychologically. Using a sample of 369 Black and Latino men from 35 Christian colleges and universities, we conducted a hierarchical multiple regression analysis to determine the variance in thriving mean scores and scale scores contributed by each predictor variable. The final predictive model explained 53.5% of the variation in thriving within Black and Latino men in the aggregate. Because race was a significant predictor of thriving, separate regression equations were conducted on the 133 Black men and 236 Latino men. These models explained 67.1% of the variation in thriving among Black men and 53.5% of the variation among Latino men. The implications of the findings for Christian colleges and universities are outlined, particularly the role of spirituality, sense of community, and perceptions of institutional integrity in supporting Black and Latino men's ability to thrive in this environment. [ABSTRACT FROM AUTHOR]

This study explored the predictors of success among 1,536 students of color from 12 Council for Christian Colleges & Universities (CCCU) member institutions. Student success was measured by examining students' intent to graduate along with the degree to which they were thriving intellectually, socially, and psychologically. The study utilized an instrument that included the Thriving Quotient (Schreiner, 2012), which measures students' psychosocial well-being, along with scales that assessed students' psychological sense of community, perceptions of institutional integrity and commitment to student welfare, spirituality, and satisfaction with student–faculty interaction. The path model explained 35% of the variation in intent to graduate from their chosen CCCU institution among this sample of students of color. In addition to three factors that directly contributed to students' intent to graduate from their institutions—institutional fit, thriving in their role as students, and students' perceptions of the institutions' commitment to their welfare—the model revealed significant indirect contributors to the success of students of color. Recommendations based on these findings include creating campus environments, policies, and practices that consider the unique needs of all students, equipping faculty for inclusive pedagogy, and delivering on the implicit institutional promises made to students of color during the admissions process. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various reports within the issue on topics including integration of emotion, intelligence and Biblical view, the role of Christian colleges in integrating spiritual with gender identities, and the cognitive gain differences of students.

An introduction is presented in which the editor discusses various reports within the issue on topics related to Christian higher education including the views of seminarians on money, financial management at Christian universities, and the faith-learning integration at these universities.

An introduction is presented in which the editor discusses various reports within the issue on topics including the marketing of Christian universities, the financial sustainability in Christian education and a cross-cultural immersion experience among teacher education students in New Zealand.