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A qualitative study was conducted with 850 participants in 36 different classes including Child and Family Studies, Human Relations, Aviation, and Community Studies in a university in the Midwest. The study conducted was based on a simulated discrimination exercise to increase awareness of group privilege and preferential treatment among college students. Based on the reviewing and coding of the participants' reflections, the following five major themes were identified: awareness of differential application of rules based on group identity; the emotional impact of being treated unfairly; the effect of a person in power's nonverbal and verbal behavior on participants; individual reactions within and between groups; and what makes it hard to talk about race. [ABSTRACT FROM AUTHOR]

This chapter defines and discusses Christian privilege, incorporates the current state of religious flux in the United States, and offers some implications for practice as student affairs practitioners work with today's college students. [ABSTRACT FROM AUTHOR]

Through interviews with 35 high-risk college students, the author examines two questions: (a) To what degree do high-risk college students possess self-authoring ways of knowing? and (b) What types of experiences are associated with development of self-authoring ways of knowing? Findings suggest high-risk college students often develop self-authoring ways of knowing prior to enrollment in college, especially if the students possess low levels of privilege. Self-authoring ways of knowing appear to arise from students' willingness to process provocative interpersonal experiences. A model of self-authorship is presented to illustrate these high-risk students' self-authoring processes. [ABSTRACT FROM AUTHOR]

The article relates the author's view on the issues pertaining to several academic and professional privileges provided by the U.S. government to college students. There were numerous agencies that have lists of institutions whose graduates are given certain opportunities. However there has been great uncertainty as to what was meant by an accredited college.

The article presents information on the college day celebration of East Side high school in Cleveland. The day was celebrated in 1907. Presentations to the students of the characteristics and attractive features were represented by many colleges and universities of Oberlin, Western Reserve, Harvard and others. The celebration aims at impressing the students with delights and profits of college life and to acquaint them with privileges in various colleges.