<p> Many Americans cite the election of Barack Obama in 2008, the country&rsquo;s first non-White President, as proof of the arrival of the United States as a post-racial nation (Harlow, 2008). Despite this, according to an Associated Press Poll in 2012, racist attitudes in the United States have worsened since 2008 among American adults age 18 and older. Recent events, such as the killing of Black teenager Michael Brown in Fergusson, Missouri by a White police officer in August 2014, the death of Eric Garner, a Black man, at the hands of a White New York City police officer in July 2014, and the subsequent demonstrations and riots following grand jury decisions not to indict the officers reinforce the notion that racial issues are alive and well in the United States today. Service-learning experiences, including alternative spring break, are an especially relevant venue for exploring race and racial attitudes as students often engage in service across racial differences and study systems of oppression.</p><p> The purpose of this mixed-method, explanatory sequential study was to describe the effect of alternative spring break on color-blind racial attitudes of undergraduate students at four institutions of higher education in the United States. The overarching research questions of the project are as follows: (a) What is the effect of alternative spring break participation on undergraduate students&rsquo; color-blind racial attitudes as measured by the Color-Blind Racial Attitudes Scale (CoBRAS)?; (b) What factors influence the color-blind racial attitudes of undergraduate students participating in alternative spring break as measured by CoBRAS?; (c) iii How do alternative spring break program coordinators interpret CoBRAS scores of students from their institution?</p><p> The Color-Blind Racial Attitudes Survey (CoBRAS) was utilized as the instrument to measure color-blind racial attitudes. Students participating in alternative spring break were given the instrument prior to spring break and after spring break. Additionally, alternative spring break coordinators had the opportunity to interpret the results from their institution.</p><p> Students who participated in alternative spring break showed statistically significant lower total CoBRAS scores, as well as statistically significant lower CoBRAS scores on all three CoBRAS constructs (Unawareness of Racial Privilege; Unawareness of Institutional Discrimination; Unawareness of Blatant Racial issues). Lower CoBRAS scores indicate a reduction in color-blind racial attitudes. Factors that influenced lower scores on the instrument included host institution, issue focus of trip (people vs. animal/environment vs. mix of people/animal/environment), and gender of student participant. Through their interpretation of the quantitative results, program coordinators at the four participating institutions suggested that a) training, b) diversity of participants and leaders, c) community partners, d) developmental level/skill of trip leaders, and e) current events could have influenced the scores.</p>

This research analyses the impact of British Postgraduate (PG) Business Education in modern UK universities (MUKUs) on the entrepreneurial actions of returning foreign students by reference to the world’s second largest transition economy, the Russian Federation. It identifies the motivational influences on Russian students for studying in the UK, studying Business and Management and choosing a university. The research focuses specifically on three London-based modern UK universities, Postgraduate studies, in general, and Enterprise and Entrepreneurship Education (EEE) at those institutions and the entrepreneurial actions of Russian Graduate Entrepreneurs upon return to home country. This study is important for UK universities and transition and developing economies because it brings together these issues in a new way, and from a new perspective, and by reference to the entrepreneurial activity of returning Russian graduates who had studied abroad. Thus far, the linking of international studies, education and entrepreneurship and top line economic impact has received little attention, though recent publications have examined peripheral issues. This research has two main objectives; first to chart the entrepreneurial journey of Russian Graduate Entrepreneurs (RGEs), from the time of their UK postgraduate studies through to the actual practise of entrepreneurship in Russia; and secondly to examine the challenges and barriers faced by RGEs during their studies and afterward, as they take their first steps into actioning entrepreneurship. Methodologically, the study brings together three ostensibly disparate units of analysis, modern London-based Universities that offer Postgraduate Business Management and EE Education; Russian students, who graduated from these universities between 2005 and 2015; and economic development (non-governmental) officials from Russia. Data is collected over four rounds (secondary data, followed by three rounds of qualitative interviews) and analysed using classic qualitative content analysis, front-ended with a small-scale pilot study. This research found generally that the entrepreneurial journey of Russian Graduate Entrepreneurs generally occurs across three broad stages, a ‘Preliminary’ stage that covers experiences before Russian students enter the UK for PG studies; a ‘Learning’ stage which includes experiences of living and studying in the UK at MUKUs; and an ‘Action stage’ that focuses on entrepreneurial practise back home.

<p> The purpose of this study is to give a voice to economically disadvantaged women on welfare pursuing a degree in higher education. Attention is focused on the motivational and institutional factors they encounter while struggling to integrate academically and socially into the college campus community. The theoretical framework of the study was based on Vincent Tinto&rsquo;s Theory of Persistence, which emphasizes the importance of a strong inclusive educational and social campus community, and the role it plays in student retention. The study considers the impact of the 1996 Welfare Reform Act and the feminization of poverty in the United States. The impact the new welfare reform act had on education acquisition for women on welfare as well as the challenges these women faced was also examined. In addition, the academic and non-academic support programs that have enabled women on welfare to overcome the obstacles and barriers to education and achievement of academic success in higher education was further explored. The research design was a narrative study approach, which included the participants sharing their own story which included their background, family upbringing, educational experiences from elementary school to high school and ultimately college. In-depth interviews were used to develop a thorough description for the narratives. The participants were women on welfare who currently attended or had graduated from colleges and universities located in Hudson County, New Jersey. Through an analysis of the results a better understanding of how motivational and institutional factors affect a student&rsquo;s persistence was identified. The themes that emerged during analysis of the interview transcripts were considered within Tinto&rsquo;s 1973 model of attrition and persistence. Tinto&rsquo;s model includes the following components: pre-entry attributes (prior schooling and family background); goals/commitment (student aspirations and institutional goals); institutional experiences (academics, faculty interaction, co-curricular involvement, and peer group interaction); integration (academic and social); and outcome (departure decision&mdash; graduate, transfer, dropout). Findings indicate that colleges and universities can increase retention and support persistence by identifying students&rsquo; individual institutional needs, and by implementing and improving upon programs that aid academic and social integration.</p><p>

<p> U.S. independent schools, once exclusively the domain of the White, male, upper class, have recently focused on diversifying their student bodies in greater numbers. With an expanded demographic base, a reexamination is necessary to be certain that independent schools are supporting students from non-traditional backgrounds. My experience as an administrator, admission officer, and teacher at elite independent schools has taught me that working-class, White students represent an invisible diversity that is often underserved and understudied at these schools. </p><p> For this study, I attempt to make the invisible visible. Student voices were the heart of this investigation and data collection methods included both extensive individual and focus group interviews. I interviewed students who received at least 50% need-based financial aid and self- identified as White at a K-12 independent school in the North-Eastern part of the United States. In this qualitative exploratory study, I asked these students to tell me their stories. I wanted to learn what they &ldquo;carried&rdquo; with them when they first arrived at the school. I also sought to learn more about the supports and barriers that shaped their transition into the school. </p><p> What I learned was that the students each experienced a difficult transition into the school, but eventually created a generally positive school experience. They made meaning of their experience by developing a sense of determination and resiliency, all the while recognizing that their school experience was different than most of their peers. In addition, the students developed high level self-advocacy skills and learned to ask for what they wanted. Absent an organized affinity group, these students found connections with athletic teams, music groups and in advisory. They made authentic connections with adult mentors in the community. These connections to groups and adults eventually helped them to feel a sense of belonging and to find their places in their new school environment.</p><p>

<p> Intensified competition, declining numbers, budgetary constraints, and increased prices indicate that higher education is in the midst of a major evolution. Particularly, small, private, tuition-dependent institutions are struggling nationwide, and if they are unable to find ways to increase their revenue, increased mergers and closures will result. Additionally, both local and federal government have called for increased accountability, and amplified governmental regulations have resulted in high-stake consequences for noncompliance. </p><p> The law infiltrates every policy and department within an institution. Laws have been passed, and regulations have been promulgated by both the federal and state government, resulting in the expansion of the legal requirements institutions have to face. Although hundreds of laws and statutes impact higher education, this study will focus on the over 35 statutes and more than 60 enabling regulations that impact student affairs. Institutions have been asked to ramp up reporting, step up prevention, mandate training, interpret regulations, and keep abreast of the amendments to the law. This increased demand has placed a significant constraint on student affairs divisions at small, private, tuition-dependent institutions and has made an already demanding circumstance more complex. </p><p> Responsible for student affairs divisions, chief student affairs officers (CSAOs) manage the compliance obligations that permeate their areas of responsibility. Chief student affairs officers must be aware of the legal and risk management issues that affect the functional areas for which they are responsible. Little research exists documenting how these increased regulations have impacted the work of CSAOs. This multisite case study collected data from three sites to gain an in-depth understanding of how small, private, tuition-dependent institutions are managing student-centered compliance. Additionally, this study looked at the role the CSAO plays in managing student-centered compliance. In addition to the CSAO, additional staff at each of the three institutions were interviewed if they were identified as having responsibility for compliance. When available, policy manuals, handbooks, and other documents were reviewed to assist in data triangulation. A clear understanding of how compliance impacts CSAOs will help inform future work in the field of student affairs.</p><p>

<p> Anchor institutions are colleges and universities that, in recognition of the interdependence they share with their host community, collaboratively engage in effort to better their locale. Anchors strategically approach community partnerships and the contribution of institutional assets they provide towards selected efforts that are beneficial to both the community and the institution. The study of these types of citizen institutions are of value because they serve as models of democracy that stand in contrast to the atrophied civic life our country currently suffers. Despite the benefits communities, students, and institutions themselves derive from colleges and universities engaging in an anchor mission, there is currently a lack of recognizable or relatable illustrations of anchor engagement by which to be inspired and after which to emulate. Overcoming this barrier is achieved by offering illustrations of a more representative group of anchor institutions to inspire all types of institutions to adopt an anchor mindset and help build the types of communities that foster a more positive civic life. </p><p> Toward that end, the community mission and engagement of Bates College in Lewiston, Maine, and Central College, in Pella, Iowa were explored through case study methodology to develop a robust understanding of how each institution implements its civic mission and engages in its host community as an anchor institution. With a focus on each institution&rsquo;s thematic approach to their (a) civic responsibility, (b) democratic engagement, and (c) anchor contributions, a set of key components emerged that serve as foundational underpinnings of the efforts of these two colleges. Specifically, the existence of community values such as trust, networks and assets, dictate how each college and their community partners engage in common purpose actions that seek to address societal issues. That partnership engagement is advanced by Bates and Central through their democratic engagement approach of listening, learning and delivering which weaves through each of the identified themes. </p><p> With the identification of these two small, nonurban anchor institutions, the definition of anchor institution is broadened, and more relevant examples of anchor engagement are provided, to inspire replication by more similarly sized and located institutions.</p><p>

<p> The U.S. system of higher education is under fire for lacking innovation. A key driver of this need to innovate is changing student demographics. Although a universal profile does not exist for tomorrow&rsquo;s college students, these individuals are likely to be different in race/ethnicity, age, wealth, and use of technology. The future viability of U.S. higher education is contingent upon college and university leaders understanding these changing circumstances and acting in ways that will best serve the needs of these future students. Student affairs has an important and active role in educating these incoming students and driving innovation. Innovative student affairs professionals will proactively position themselves to respond to the emerging student population. What might student affairs professionals learn from innovators in the field to prepare for the emerging future? </p><p> This qualitative, multisite case study focuses on adaptive and breakthrough innovations in student affairs at small, private universities that have experienced demographic shifts in the students they serve in order to provide insights on how student affairs leaders might proactively position themselves for the coming changes in student demographics. Innovation is defined as an idea that results in either an adaptation or a radical redesign of student affairs practice. Insights gathered from this research invite student affairs educators to reflect on how the world is changing and how those changes bring about new approaches to student affairs practice.</p><p>

<p> <b>Purpose.</b> The purpose of this phenomenological study was to understand and systematically describe the essence of the experience of two-year college female basketball athletes coached by male and female coaches. </p><p> <b>Methodology.</b> A phenomenological design was used to explore two-year college female basketball athletes&rsquo; experiences being coached by male and female coaches. The researcher interviewed 10 two-year college female basketball athletes from Los Angeles, San Bernardino, and Riverside Counties in southern California. The researcher chose the hermeneutic approach because it was grounded in interpretation. As defined by Wojnar and Swanson (2007), &ldquo;hermeneutic phenomenology is the interpretation of the structures of experience and with how things are understood by people who live through these experiences&rdquo; (p. 173). </p><p> <b>Findings.</b> Transcripts from interviews were reviewed and common themes emerged from statements made by the participants. Four major themes emerged from the interpreted meanings, and supported by the participants. The essence of the two-year college female basketball athletes&rsquo; experiences of being coached by male and female coaches was described. </p><p> <b>Conclusions.</b> The results of the study supported previous findings on this topic. However, the results explored an underrepresented group of two-year college female basketball athletes. The key themes that emerged were fundamental basketball (being taught the rudiments of the game, discipline, and structure); perceived authority; coaching preference (male coaching qualities viewed more positively than female coaching qualities), and coaching characteristics (fostering relationships and building trust). </p><p> <b>Recommendations.</b> Future studies could involve more participants, random sampling, or other qualitative or quantitative methods that would provide results more generalizable to a larger population. This study was performed after two-year college female basketball players completed their first year of sports eligibility and required the athletes to recall their past experiences. Further phenomenological research could be conducted looking at two-year college, high school, travel ball (AAU), and four-year college female players in different regions. Finally, the researcher recommended exploring the male and female coaches&rsquo; backgrounds in basketball to explore their experiences and training methods, and how those played into the coaching relationship.</p><p>

The freshman year is the most critical year of matriculation for students in higher education. One in four freshman students drops out of higher education after the first year. In fact, the first two to six weeks of college represent a very critical transition period when students make the decision to persist or depart from the institution. Many students leave because they are unable to make a connection with the institution. Retention is often profoundly affected by student involvement in the academic environment, satisfaction with the campus climate and the institution's response to diversity. Therefore, the purpose of this study was to examine and evaluate an effective institutional response that promotes freshman retention and academic success. The tenets (diversity training, conflict management, and community building) of a mentoring model were applied to the freshman experience seminar class (experimental group) as a pedagogical method of instruction to determine its efficacy as a retention initiative when compared with the traditional freshman experience seminar class (comparison group). The quantitative study employed a quasi-experimental research design based on Astin's (1993) I-E-O model. The model examined the relationships between the characteristics students bring with them to college, called inputs, their experiences in the environment during college, and the outcomes students achieved during matriculation. Fifty-two students enrolled in the freshman seminar class participated in the study. Demographic data and input variables between groups were analyzed using chisquare, t-tests and multivariate analyses. Overall, students in the experimental group had significantly higher satisfaction (campus climate) scores than the comparison group. An analysis of the students' willingness to interact with others from diverse groups indicated a significant difference between groups, with the experimental group scoring higher than the comparison group. Students in the experimental group were significantly more involved in campus activities than students in the comparison group. No significant differences were found between groups relative to the mean grade point average and reenrollment for fall semester 2001. While the mentoring model did not directly affect re-enrollment of students, the model did promote student satisfaction with the institution, an appreciation for diversity of contact and it encouraged involvement in the campus community. These are all essential outcomes of a quality retention program.

<p> Numerous studies show that undocumented students are less likely to transfer to a postsecondary institution from a community college. However, many students have been able to transfer from a community college and it is important to highlight those narratives from a strengths-based perspective rather than a deficit point of view. This qualitative study explored the narratives of Latina/o undocumented students and how they transferred from a California Community College to a four-year institution. The experience in community college, support from others, and family were some of the reasons Latina/o undocumented students successfully navigated the transfer process. All of the participants indicated that they had to overcome various challenges but were happy with their college experience. Implications and recommendations for best practices and educational policy are provided.</p><p>