College student government officers are often called on to respond to campus crises and emergencies as part of their institutional leadership. Using a crisis matrix as a framework for understanding the types of crises and emergencies faced by 25 student government presidents and vice presidents, this study affirms a depth and breadth of environmental, facility, and human issues on college campuses today. Given their unique roles on campus and proximity to decision-making and response, college student government presidents and vice presidents are responding to crises and emergencies at rapid speed, and are expected to have a depth of knowledge on how to respond-and lead-through myriad incidents.
Educators often organize identity centers andpro-grams around discrete identity categories. However, many students do not identify with monocentric categories and may feel unsupported by these structures. Peer networks play a key role in development, and a liminal perspective can illustrate how community forms for those with in-between experiences. This study explored relational elements within minoritized liminal communities on college campuses. Using liminality as a framework and situational analysis methodology. I conducted semi-structured interviews with 13 students from multiple institutions. The guiding question was: How do college students who experience liminality build community with their peers? Findings highlighted three themes: (a) challenges, (b) the emergence of uncanny accidental connections, and (c) the nuances of building community across identity experiences. Participants indicated being pushed to communities ofstragglers or were often forced to straddle multiple spaces. This research emphasizes liminal communities as vital networks for fostering development and offers recommendations for practice.
Despite their degrees, disabled college graduates face systemic barriers when pursuing meaningful and fulfilling employment. Institutions of higher education have the potential to significantly affect the development and future trajectories of their students, but they may miss opportunities to prepare disabled students to navigate systemic employment barriers effectively. UsingAstins' IEO model with a Critical Disability Studies lens, this qualitative study investigated the perspectives ofseven current students and five graduates from five higher education institutions within one state system regarding their career development experiences. Findings revealed concerns about finding a job, gaps in disability-specific employment preparation, and the need for personal initiative. Implications for higher education policy andpractice are discussed.
The scholarly work on student affairs attrition has predominantly focused on the rate at which professionals are leaving and the individual factors that contribute to the phenomenon. Although decades of research have shown consistent levels of departure, the issue of attrition has largely focused on the individual rather than the environment. Utilizing a holistic measure ofperceived workplace exploitation, this study addresses this gap by examining the effect of race, gender/sex identities, and an intention to leave on workplace exploitation. This study found significant relationships between leaving an organization within the next calendar year and race with workplace exploitation. Implications for practice and future research are addressed.
