Category: Journal of Progressive Policy & Practice

JPP – Fall 2014

Fall 2014, Volume 2, Issue 3 Journal of Progressive Policy and Practice Volume 2, Issue 3 – Special Issue on Intersectionality Guest Editors: Donald Mitchell Jr., PhD Assistant Professor of Higher Education, Grand Valley State University Don C. Sawyer III, PhD Assistant Professor of Sociology, Quinnipiac University Other Issues Front Matter Full Issue   PREFATORY: Informing Higher Education Policy and Practice Through Intersectionality Intersectionality as a framework has garnered much attention in law, sociology, and education research, and conversations surrounding the framework and its utility now span the globe. Intersectionality addresses the junction of identities, and how the intersectional nature of identities, together, shape the lived experiences of individuals (Hancock, 2007) because of interlocking systems of oppression and marginalization often associated with those identities. In this special issue, “Informing Higher Education Policy and Practice Through Intersectionality,” the authors build upon Crenshaw’s (1989) articulation of intersectionality to frame their work, seeking to improve U.S. higher education. Donald Mitchell Jr., Grand Valley State University Don C. Sawyer III, Quinnipiac University   “My Head is Spinning:” Doing Authentic Intersectional Work in Identity Centers In the fast paced industry of higher education, where the efficacy of a college education is regularly questioned, standing still is close to sacrilege for student affairs professionals.  This article, however, advocates just that. Using intersectionality as a theoretical framework, the authors review its purpose and potential for use in...

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JPP – Summer 2014

Summer 2014, Volume 2, Issue 2 Journal of Progressive Policy and Practice Volume 2, Issue 2 Guest Editors: J. Luke Wood, Frank Harris III, and Soua Xiong   PREFATORY: Advancing the Success of Men of Color in the Community College: Special Issue on the Community College Survey of Men (CCSM) The articles presented in this special issue feature data derived from the Community College Survey of Men (CCSM).  The CCSM is an institutional-level needs assessment tool employed by community colleges to identify factors that influence student success outcomes for their men. Articles featured herein explored topics and populations rarely investigated in the wider body of research on college men and community college students. As a result, this special issue represents an integral addition to the scholarly literature, helping to advance new knowledge on populations that community colleges have historically struggled to serve.  J. Luke Wood, San Diego State University Frank Harris III, San Diego State University Soua Xiong, San Diego State University & Claremont Graduate University   Black Male Students in the Community College and Faculty Student Engagement: Differential Scores Across Levels of Faculty-Derived Campus Ethos The purpose of this study sought to determine whether there were differences in students’ levels of engagement with faculty members based on different levels of faculty members’ welcomeness and imbuement of belonging.  Using CCSM data, this dataset was delimited to a sample of Black men who attended community college...

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JPP – Spring 2014

Journal of Progressive Policy and Practice Volume 2, Issue 1   Interaction Between Engagement and the Big-Five Personality Characteristics on Academic Success of College Students This study utilized hierarchical multiple regression to determine the degree to which student personality characteristics interact with engagement with the college environment to predict GPA.  Results indicated a combination of agreeableness, conscientiousness, and engagement with faculty, peers and campus significantly predicted GPA.  Institutions are encouraged to employ this methodology to pinpoint students at risk of academic failure and devise strategies to assist students in attaining academic goals based on strategic assessment of personality and environment interactions. Wendy Bracken, San Diego State University Marilee J. Bresciani Ludvik, San Diego State University   African Americans and the Doctoral Experience: A Case Comparison Through Bell’s Interest Convergence Increasing rates of doctoral degree completion for African Americans demonstrate potential for continued growth and development of a diverse pool of scholars.  However, African Americans still face tremendous racial inequities during the doctoral process.  The student-faculty relationship provides a lens for understanding these inequities particularly as they relate to the ways scholarly interests are addressed.  Derrick Bell’s concept of Interest Convergence provides conceptual guidance for understanding the ways students and faculty members consider their interests within their relationships. Qualitative data of 18 African American doctoral students and doctoral degree completers includes reflections about race, research interests, the student-faculty relationship, the process of...

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JPP – Fall 2013

Journal of Progressive Policy and Practice Volume 1, Issue 1 Fall 2013 Fighting F.A.I.R. (Feelings of Alienation, Isolation, and Racism): Using Critical Race Theory to Deconstruct the Experiences of African American Male Doctoral Students Ted N. Ingram Bronx Community College, CUNY …And Justice for All: The Introduction of ‘Perpetual Proportionate Affirmative Action’ Ivan B. Turnipseed Cheyney University of Pennsylvania Guia Calicdan-Apostle Richard Stockton College of New Jersey Growing the Rural Economy: Factors Limiting the Impact of Minority Farmers, Ranchers, and Landowners in Economic Development Oluwarotimi Odeh Virginia State University Fidelis Okpebholo Virginia State University The Making of the African American Professor of Adult Education Sharon G. Waldrum North Carolina A&T State University Biases, Barriers, and Other Bitter Pills: The Intersection of Mental Health, Poverty, and the African American Community Guia Calicdan-Apostle Richard Stockton College of New...

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