This thesis explored how involvement in Asian ethnic-identity based organizations affected stud~nts' racial identity development and leadership development. There were five Asian ethnic-identity based organizations in this study; each organization served as a case and together created a collective case study. Participants for this study were the Asian American students in the five organizations. The conceptual framework included Input- Environment Outcome model, Student Involvement theory, Asian American Identity Development model, and Leadership Identity Development model. Involvement in Asian ethnic-identity based organizations contributed to a more positive perception of one's racial/ethnic identity. Students had greater cultural exploration and commitment to their ethnic identity. Involvement positively contributed to development of leadership identity specifically greater leadership self-efficacy and the ability to collaborate. The study provided insights into how the practice of leadership was affected by organizational structure and membership level. Ethnic-identity based organizations were the venues where students found an inclusive, supportive and encouraging community that fostered racial identity development. Eventually, these students assumed leadership responsibilities to spread cultural awareness and developed other student leaders to sustain their community. Discussed were the implications for practice and future research.

No description available.

The purpose of this collective case study was to discover the decision-making processes used by senior student affairs officers when making wicked decisions related to the retention of specialized, at-risk student populations. Wicked decisions are complex, resistant to resolutions, lead to other problems, and are essentially unique. In this study, decisions related to retention of Black males; students with mental health issues; and lesbian, gay, bisexual, transgender, and queer student retention fall within the wicked problem category and were the focus of this study. These decisions are usually the responsibility of divisions of student affairs in higher education settings and the senior student affairs officer. Hence, the senior student affairs officer is tasked with making responsible and effective decisions that foster the success of all students. This dissertation focused on the decision-making processes, practices, and procedures student affairs officers use to support the retention of select special populations served in higher education. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).

Overall, research covering access to education for students with disabilities is accumulating at a very slow rate, Lesotho is no exception. Such studies are important given the national and international commitments to equality and equity in education for all citizens. Access to education is based on four values which are central to inclusive education namely; presence, participation, acceptance and achievement. This qualitative case study must be understood as an attempt to close the gap in the literature and to provide a deeper understanding with respect to access to higher education for students with disabilities. The study uses the social constructionism and social model of disability as lenses to guide the investigation. Data collection involved various methods namely, analysis of documents (policies, internal memoranda, official letters, minutes of the meetings and pictures), individual interviews and focus group discussions with staff and students with various forms of disabilities. Data was analysed through the use of interpretative phenomenological analysis (IPA) which begins analysis with a single unit and builds meaning from the unit to reflect the general patterns of behaviour across units. Findings reveal that though admission at the university is considered non-discriminatory, it is on merit bases. All students compete equally for available spaces and the identity of students with disabilities is considered irrelevant to disclose during selection of applicants. If a student with disabilities competes with students who were not exposed to similar challenges at primary and secondary levels, admission should be viewed as unfair. Additionally, Students with disabilities have limited choice of courses or programmes due to poor administration of concessions, lack of educational resources, inflexible teaching methods and curricula. This problem conflicts with the capability principle that promotes students’ choice of desired functionings. Further, disability data is not used to secure either the academic or social support services for the students at the institution. Students with disabilities are excluded from the social and extracurricular activities of the university with some bullied by staff and peers alike. Finally, the support provided by SENA, year-level tutors and welfare personnel is inadequate and does not afford opportunities for students with disabilities to participate equitably in the university’s academic and social programmes. The study concludes that access to institutions of higher education for students with disabilities in Lesotho is problematic. They remained ignored and underserved. There is a need for fundamental transformation of policies, practices and programmes to afford all students opportunities to gain admission, participate, and succeed in education. / Inclusive Education / D. Ed. (Inclusive Education)

Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.

The primary focus of this study was to discover the depth of involvement with fundraising by student affairs professionals in Texas. It sought to determine the predominance of chief student affairs officers trained in development and the types of training that they received. Cooperation between student affairs divisions and development offices was also studied and whether there was a correlation between a cooperative relationship and the number of successful fundraising goals. This study includes a review of related literature on student affairs fundraising, a description of the methodology, results of the survey, conclusions, implications, and recommendations that may assist in future decision-making concerning future involvement in fundraising. The surveys were mailed to 149 four-year (public and private) institutions and two-year public institutions in Texas. The senior staff members of both the student affairs office and development office were asked to complete a survey. There was a 60.7% return rate consisting of responses from 72 development offices and 95 student affairs offices for a total of 167 usable responses. The study found that 59% of the student affairs officers had some formal training and/or on the job training. Involvement in fundraising was reported by 62.1% of the chief student affairs officers. Eighteen percent reported that they employed a development officer exclusively for student affairs fundraising, and another 30% had a development officer assigned to student affairs. Most development officers and student affairs officers perceived the other officer as cooperative rather than competitive in raising funds. Recommendations from this study include studying community college fundraising structures separately for more depth, conducting qualitative interviews with student affairs development officers, making a comparison of student affairs offices that have full-time development officers, and comparing the differences in fundraising success between development officers and chief student affairs officers. Recommendations for the professions include resource development training for student affairs officers and student affairs education for development officers.

The purpose of this study was to examine the voices of Latino/a Senior Student Affairs Officers (SSAOs) in terms of described challenges in becoming a SSAO and how the intersection of race influences their lived experiences as SSAOs at selected public and private two- and four-year colleges and universities in the U.S. Latino/a SSAOs are dramatically underrepresented in American colleges and universities. The lived experiences of this unique group have been ignored in existing empirical literature. A particular focus of this research was to gain a better understanding of how Latino/a SSAOs experience and respond to what they perceive as racism, if any, and/or other forms of discrimination during this experience. The theoretical lens used in this research study was Critical Race Theory (CRT). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The student ambassador program is designed as a solution for meeting the needs and demands of a changing population of incoming and current students.

Many changes are occurring in community colleges offering baccalaureate degrees across the nation, especially in the state of Florida where 24 of 28 colleges in the Florida College System are offering baccalaureate degrees. The impact of these institutions shifting their missions from associate to baccalaureate degree offerings is unknown on a key area of the college - Student Affairs. The purpose of this study was to describe and document the perceived changes in and lessons learned about Student Affairs programs at two large, multi-campus colleges in the Florida College System offering Bachelor of Applied Science (BAS) and Bachelor of Science (BS) programs. The primary sources of data collected for this study were from 27 interviews with college administrators and staff and from 22 documents. District and campus-based administrators were selected based on their influence over, or knowledge of, Student Affairs programming at all degree levels and/or specifically at the baccalaureate degree level. Professional and support staff members were selected based on their direct involvement with the delivery or support of Student Affairs programs for baccalaureate students. The five major findings, based on a cross-case analysis, were (a) a focus on operations, (b) struggling with philosophical directions, (c) changes occurring in personnel and operational processes, (d) no change in several areas, and (e) lessons learned in cultural shift. This study concluded that the 2+2 admissions model is confusing to students, and it does not always allow for seamless financial aid coverage, which may be creating "leakages" in the community college baccalaureate (CCB) student success pipeline. Additional staff and resources are needed in the areas of admissions, recruitment, and advising. Several new and/or revised operational processes took place in the areas of admissions, recruitment, registration and records, and financial aid. Although student development theories still are seen as an important foundation of Student Affairs work, each college was struggling with their philosophical directions as a CCB institution. Finally, a majority of participants expressed a resistance to the change of becoming a CCB institution, not understanding if they still were a community college or if they were moving closer to becoming a 4-year university. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection