Search

Linley's (2017) article on peer socialization agents (PSAs) defines PSAs as undergraduate students charged with the socialization of new students on campus (e.g., resident assistants, orientation leaders, and peer mentors). PSAs have complex jobs, and student affairs educators contend with several forces in the design and implementation of PSA training efforts. This article is for those who recognize training PSAs is a time- and labor-intensive endeavor. The authors share the results of a national study focused on PSAs' perceptions of their diversity-related training. While in some ways, these findings raise more questions about training effectiveness and disconnections between goals and outcomes, the authors hope to offer readers stories of training success and challenge and an understanding of what sticks with students as a first step toward building more effective training models and expectations.

Scholars critique LGBTQ+ social movements for failing to understand how oppressive systems like racism inform the experiences of LGBTQ+ community members. To investigate whether LGBTQ+ literature in postsecondary education reproduces this same pattern, we used a critical summative content analysis approach to examine research published on LGBTQ+ people between 2009 and 2019. Guided by a conceptual framework mobilizing notions of colorblindness and queer of color perspectives, we found that the 97 articles in the sample largely minimized the role that racism, anti-Blackness, whiteness, and settler colonialism plays in shaping LGBTQ+ realities in higher education. Implications for future scholarship are offered.

In the previous article, we defined the scholarship of teaching and learning (SoTL) and the scholarship of practice (SoP) and identified characteristics and qualities related to these topics. In this article, we provide examples of scholars who have conducted a SoTL project related to student affairs. Each of these entries describes the project and gives us insights into why scholars choose to engage in this work and the impact of their work on teaching and learning.

Practitioners, staff, faculty, and administrators alike are being impacted by a culture war in the US where visible, conservative forces continue to challenge the existence of diversity, equity, and inclusion (DEI) units. As such, responses to navigating the onslaught of anti-DEI bills, expectations, and practices must include not only systemic responses to such legislation but also deeply human ones. In this article, the authors offer four recommendations to help administrations and practitioners--those charged with DEI work and those interested in education equity--respond to DEI attacks so they will have a proactive defense for the necessity of DEI programs and not be caught by surprise by swift legislative moves and community outcry.