The purpose of this study was to explore how administrators’ perceived the campus and administrative cultures found on a single campus of a multicampus community college system. A review of the literature revealed that the culture found in higher education institutions contains a high degree of human interactions, has a myriad of cultures, and that individuals play a significant role in the maintenance or the evolution of the cultures present. The study site was Neighborhood Campus which is one campus of a large urban community college system containing a total of eight campuses, Urban College. Kuh’s conventional organizational models served to identify the model on Neighborhood Campus, Levin’s cultural definitions described the campus culture, and cultural definitions from Bergquist and Pawlak formed the framework for the administrative culture. The study was guided by the following research questions: What are the administrators’ perspectives of the campus culture on a community college campus and what are the administrators’ perspectives of the administrative culture on a community college campus? A qualitative case study method was used, data collection included interviews, document and videograph reviews, and observations of administrative meetings. The participants for the interview portion of the study included 10 individuals defined as administrators. The study revealed that administrators’ perspectives of these cultures demonstrated five themes (student-centered, size, location, Hispanics, and family) served as contributors to the campus culture. The administrative culture was supported by six themes (size, team, collaboration, open, Inclusion, and rewards and recognition). The findings revealed three of Kuh’s conventional organizational models (rational, bureaucratic, and collegial models) were seen as being in place at Neighborhood Campus. Levin’s traditional and service cultures were seen in the campus culture with the service culture demonstrating dominance. Using Bergquist and Pawlak’s definitions, components of the collegial, managerial, and developmental cultures appear to be present in the administrative culture with the collegial culture serving as the dominant administrative culture. Through an understanding of these cultures and themes, administrators can provide leadership that is sensitive to these cultures, especially if institutional change is required.

This quantitative study utilized secondary data furnished by 652 institutions of higher education which participated in the 2008 Voluntary Support of Education (VSE) national study managed by the Council for Aid to Education. This study investigated the relationships among private and public status across baccalaureate, masters and doctoral degree typologies and total alumni giving, restricted giving and unrestricted giving per full time equivalent (FTE) for the 2007/08 academic year. The independent variable included the three degree-granting sub-categories of institution as categorized by either public or private status. The dependent variables included total computed alumni giving for 2008 per FTE, restricted alumni giving for 2008 per FTE and unrestricted giving by alumni for 2008 per FTE. ANOVA main effects were calculated and statistical significance determined using the &#945; < .05 level. Tukey Post-Hoc calculations were computed and Cohen's f 2 was used to determine effect sizes. Total alumni giving per student FTE differed at statistical significance across the six institution types, F (5, 651) = 37.181, p < .001, f 2 = .29. Total restricted giving per student FTE differed at statistical significance across the six types, F (5, 651) = 28.90, p < .001, f 2 = .22. Total unrestricted giving per student FTE differed at statistical significance across the six types, F (5, 651) = 35.371, p < .001, f 2 = .27. This study's restricted giving index documents alumni make differentiated choices concerning gifts based on institution type. Recommendations are issued for further research and professional practice.

This paper explores the manner in which campus culture during the middle of the twentieth century idealized the image of the campus sweetheart, which had become common within higher education during the period, to project characteristics and beliefs that adhered to a restrictive feminine standard. By analyzing newspapers and yearbooks produced at multiple Midwest universities during the 1940s, 1950s and 1960s, the paper demonstrates how the image of the sweetheart promoted an unrealistic feminine standard pertaining to beauty and monogamy to young women entering higher education during the period. In addition, the paper illustrates the detrimental effect of the sweetheart image for women's educational experiences through an analysis of Sylvia Plath's journals from her time at Smith College.

This thesis is a social history of spring break, examining the economic and social aspects of this youth culture phenomenon in Florida. Spring break follows the evolution of youth culture's increasingly complex relationship with an expanding consumer culture. I am exploring its many manifestations in music, film, and popular fiction, but also its rebellious expressions in the riots and arrests on Florida's beaches. I intend to focus on the small beach communities that were transformed by spring break, particularly Fort Lauderdale.Spring break in Florida dates back to the late 1920s in Palm Beach. Wealthy New England families spent their winters in Palm Beach. Their children who attended northern colleges joined their parents during Easter vacation. The hardships of the Great Depression and the sacrifices of World War II kept extravagant travel to a minimum, and the southeast coast of Florida became a popular vacation spot.By the 1950s, Fort Lauderdale reigned as the spring break capitol. Soon the competition to attract spring break crowds and the tensions of an emerging youth culture played an increasingly vital economic role in a consumer-driven America of the 1950s and 60s. Fort Lauderdale struggled to maintain an image of sophistication while catering to a notoriously raucous but financially lucrative onslaught of teenage spring-breakers. Spring break determined the development of both of these cities, and many others in Florida, by influencing municipal law, local industry, and, eventually, the cities' own senses of identity and public image.Spring break continues to demonstrate the vicissitudes of youth and consumer culture on the beaches of Panama City and Cozumel, Mexico, but it has also become an industry in itself.

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My thesis looks at prescriptive beauty messages generated during 1940-1950 by using a case study of Margaret Morrison Carnegie College. I look at formal prescriptive beauty messages (advertisements, beauty manuals) and informal beauty messages (college yearbooks, newspapers, and beauty queen campaigns) to see what types of messages were created and why. I situate changes in these messages in a timeline of national culture, as it existed before, during, and after World War II. I then compare these messages by looking at which prescriptions were adapted by MMCC women as a group. I argue that these young women adopted an adapted version of the two prescriptions by following the advice given on a national level but also shaping their appearances based on what was occurring on campus. I infer that one set of prescriptions cannot exist in a vacuum; there will be a set of overarching goals to strive for, as well as a set based on standards within her immediate environment. The digital component to this project is available at www.consumingbeauty.com. / Master of Arts

Objective: Numerous studies trying to find the causes and implications of binge drinking on college campuses have focused their attention on the heavy drinkers. The purpose of this study was to understand why and how college students choose to abstain from drinking. The study also examined the experiences of the abstaining college students on a campus where 83% of the student body drinks. Methods: Twelve undergraduate students from the University of Richmond participated in this qualitative study. Individual interviews using open-ended questions were conducted to ascertain the reasons for their abstinence and their experiences as college students. After the interviews, the 12 students were assigned to focus groups to discuss and compare their experiences and to test emergent themes.Results: The three most often mentioned reasons for the decision to abstain were (a) they wanted to maintain control over their body and environment, (b) it is illegal to drink under age 21 and (c) they did not want to disappoint their parents. The students described needing strong personal convictions about the decision to abstain in order to stand up to social pressures to fit in. Most of the students (11) made the decision during their high school years. A supportive network of peers and high parental expectations helped solidify the decision to abstain throughout high school. The transition period into college and the development of a social network is the most difficult time to be an abstainer, since most social activities revolve around drinking. The meaning they gave to their experience on campus was that it is more difficult to develop a social network as an abstainer, but the relationships are deeper and more genuine than those developed over nights of drinking. Conclusions: The choice to abstain from drinking is often made during high school and maintained through social support. The transition into college and the lack of a social network is a tenuous period during which the decision to abstain is challenged. University administrators need to look into alternative ways in which new students can develop their social network where drinking is not the primary focus.

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