Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Journal of Critical Scholarship on Higher Education and Student Affairs
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2377-1305 - ISSN (Online) 2377-1291
Published by Loyola University of Chicago Homepage  [5 journals]
  • Race-neutrality and Race-consciousness in Students’ Sensemaking of
           “Servingness” at Two Hispanic Serving Institutions

    • Authors: Nicole Cristobal et al.
      Abstract: Postsecondary institutions that enroll 25% or more Latinxs are eligible for federal designation as Hispanic Serving Institutions (HSIs). Yet few studies examine how students within HSIs make sense of what it means for an organization to be Latinx-serving. Utilizing interviews and focus groups with students at two HSIs in the Midwest, this study sought to understand how students make sense of the idea of “servingness.” We analyzed differences by students’ race/ethnicity within each institution, and by institution across the two sites. Data revealed a pattern of language that reflected race-neutrality and race-consciousness, with some differences by students’ race/ethnicity and stark differences by institution. Implications for research and practice are offered.
      PubDate: Thu, 16 Jun 2022 14:11:18 PDT
       
  • Black Minds Matter: A Book Review

    • Authors: Johnnie L. Campbell Jr; M.Ed
      Abstract: The experiences of Black boys and men in education have sustained increased attention from various communities and throughout education. This increased attention is birthed from systemic issues that have remained pervasive throughout society. As a direct call to action of these issues, Black Minds Matter introduces us to pivotal and thought-provoking ways in which educators can best support and care for this population. This review expounds upon ways in which education might reimagine how we advocate and care for Black boys and men in the classroom. This review highlights the ways in which education has employed deficit-informed practices, harming Black boys and men in and outside of the classroom. This review also highlights the Black Minds Matter pedagogy, which was introduced in this novel as a key contribution to the field. Lastly, I conclude with critical reflections of Dr. Woods’ novel, offering critique and areas of focus for those whose praxis, scholarship and expertise intersects with this population.
      PubDate: Thu, 16 Jun 2022 13:51:32 PDT
       
  • Race-neutrality and Race-consciousness in Students’ Sensemaking of
           “Servingness” at Two Hispanic Serving Institutions

    • Authors: Nik Cristobal et al.
      Abstract: Postsecondary institutions that enroll 25% or more Latinxs are eligible for federal designation as Hispanic Serving Institutions (HSIs). Yet few studies examine how students within HSIs make sense of what it means for an organization to be Latinx-serving. Utilizing interviews and focus groups with students at two HSIs in the Midwest, this study sought to understand how students make sense of the idea of “servingness.” We analyzed differences by students’ race/ethnicity within each institution, and by institution across the two sites. Data revealed a pattern of language that reflected race-neutrality and race-consciousness, with some differences by students’ race/ethnicity and stark differences by institution. Implications for research and practice are offered.
      PubDate: Thu, 16 Jun 2022 13:51:16 PDT
       
  • Book review -The struggles of identity, education, and agency in the lives
           of undocumented students: The burden of hyperdocumentation

    • Authors: Arli Mohamed
      Abstract: This review explores the chapters in The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation. The review examines the content of the book by defining key terms, such as hyperdocumentation, and provides a short synopsis of each chapter to garner the interest of readers. It also examines the nature of undocumented Latinx students in the United States as discussed by the author through her application of appropriate critical social theories to evaluate the experiences of undocumented Latinx students. While describing each chapter’s content, this review also critiques some elements of the book by providing additional frameworks of critical social theories to further enhance the analysis of undocumented Latinx students. Through this evaluation, this review hopes to increase exposure in experiential knowledge explored through the experiences of undocumented Latinx students and the author’s personal perspectives.
      PubDate: Fri, 27 May 2022 15:01:14 PDT
       
  • "Building the Plane While it's in the Air”: Examining Institutional
           Response to COVID-19 and Impacts on Graduate Students

    • Authors: Raquel Wright-Mair et al.
      Abstract: As a result of institutional neglect and under preparation, graduate students threaded their way through the COVID-19 pandemic and racial injustices across the U.S. with minimal to no support and resources. In this manuscript, we discuss the oversights in institutional response, and management of these crises, explicating the difficulties that ensued from the academy’s failure to anticipate, critically consider, and meet the nuanced needs of graduate students before and during the COVID-19 crisis. We also highlight intersectionality as a valuable framework that enables us to identify, analyze, and address the range of concerns of graduate students. Lastly, we posit three recommendations that institutional leaders can consider as they develop critical encompassing crisis management plans that center graduate students and their unique needs, while striving to create equitable educational environments for them. Specifically, we urge higher education stakeholders to: engage intersectionality in institutional decision-making, empower graduate students through collaboration, and apply lessons learned from both current and past crises.
      PubDate: Fri, 08 Apr 2022 15:41:32 PDT
       
  • "Building the Plane While it's in the Air”: Examining Institutional
           Response to COVID-19 and Impacts on Graduate Students

    • Authors: Raquel Wright-Mair et al.
      Abstract: As a result of institutional neglect and under preparation, graduate students threaded their way through the COVID-19 pandemic and racial injustices across the U.S. with minimal to no support and resources. In this manuscript, we discuss the oversights in institutional response, and management of these crises, explicating the difficulties that ensued from the academy’s failure to anticipate, critically consider, and meet the nuanced needs of graduate students before and during the COVID-19 crisis. We also highlight intersectionality as a valuable framework that enables us to identify, analyze, and address the range of concerns of graduate students. Lastly, we posit three recommendations that institutional leaders can consider as they develop critical encompassing crisis management plans that center graduate students and their unique needs, while striving to create equitable educational environments for them. Specifically, we urge higher education stakeholders to: engage intersectionality in institutional decision-making, empower graduate students through collaboration, and apply lessons learned from both current and past crises.
      PubDate: Fri, 08 Apr 2022 15:21:14 PDT
       
  • Beyond the Binary: Gender Image and Experiences of Marginalization on
           Campus

    • Authors: Kari J. Dockendorff et al.
      Abstract: This study explores levels of gender marginalization on college campuses in order to better understand who is at risk of being marginalized. In addition to conventional measures of sex, and gender, we explore scaled measures of how students see themselves, and how they think others see them, with respect to masculinity, femininity, and androgyny. In a survey distributed to undergraduate students, we explore experiences of gender microaggressions across the campus including experiences with pronouns, bathrooms, and interactions with staff and faculty. What we find is that marginalization based on gender is experienced by all students of all genders. Students who do not identify as transgender also experience microaggressions based on how others view their gender. Studies that aim to understand student experiences on the college campus, categorical measures of gender fall short of capturing a deeper understanding of gender identity and how those genders experience the campus.
      PubDate: Mon, 21 Mar 2022 15:36:18 PDT
       
  • Higher Education Scholars Challenging Deficit Thinking: An Analysis of
           Research Informed by Community Cultural Wealth

    • Authors: Hannah L. Reyes et al.
      Abstract: As postsecondary scholars continue to challenge deficit-based thinking that harms Students of Color and other minoritized populations, researchers have called for an increased understanding of how they mobilize anti-deficit thought in scholarship and practice. As one example of a theory that pushes against deficit perspectives, Yosso’s community cultural wealth (CCW) framework has risen in popularity. To better comprehend how scholars apply CCW in higher education literature, this content analysis investigated research that examined, broadened, and operationalized the CCW framework. In particular, we analyzed 85 peer-reviewed journal articles. Findings revealed which forms of capital were most prevalent in studies, to whom scholars applied this framework, as well as how researchers expanded CCW through new capitals and implications. We then offer recommendations for research and practice.
      PubDate: Mon, 21 Mar 2022 15:35:05 PDT
       
  • Higher Education Scholars Challenging Deficit Thinking: An Analysis of
           Research Informed by Community Cultural Wealth

    • Authors: Hannah L. Reyes et al.
      Abstract: As postsecondary scholars continue to challenge deficit-based thinking that harms Students of Color and other minoritized populations, researchers have called for an increased understanding of how they mobilize anti-deficit thought in scholarship and practice. As one example of a theory that pushes against deficit perspectives, Yosso’s community cultural wealth (CCW) framework has risen in popularity. To better comprehend how scholars apply CCW in higher education literature, this content analysis investigated research that examined, broadened, and operationalized the CCW framework. In particular, we analyzed 85 peer-reviewed journal articles. Findings revealed which forms of capital were most prevalent in studies, to whom scholars applied this framework, as well as how researchers expanded CCW through new capitals and implications. We then offer recommendations for research and practice.
      PubDate: Tue, 10 Aug 2021 13:52:45 PDT
       
  • Book review -The struggles of identity, education, and agency in the lives
           of undocumented students: The burden of hyperdocumentation

    • Authors: Arli Mohamed
      Abstract: This review explores the chapters in The struggles of identity, education, and agency in the lives of undocumented students: The burden of hyperdocumentation. The review examines the content of the book by defining key terms, such as hyperdocumentation, and provides a short synopsis of each chapter to garner the interest of readers. It also examines the nature of undocumented Latinx students in the United States as discussed by the author through her application of appropriate critical social theories to evaluate the experiences of undocumented Latinx students. While describing each chapter’s content, this review also critiques some elements of the book by providing additional frameworks of critical social theories to further enhance the analysis of undocumented Latinx students. Through this evaluation, this review hopes to increase exposure in experiential knowledge explored through the experiences of undocumented Latinx students and the author’s personal perspectives.
      PubDate: Tue, 27 Jul 2021 17:28:09 PDT
       
  • Building Bridges: Epistemic Violence and Mother–Daughter Pedagogies from
           the U.S.–Mexico Border

    • Authors: Tanya J. Gaxiola Serrano et al.
      Abstract: Living in the U.S.–Mexico borderlands, residents have intimately learned about the impact of the militarized policing of the physical border on their lives. While not often discussed, the policing transcends the border institution and targets the ways of knowing of People and Immigrants of Color. This essay features pláticas between two Mexican women educators from the border, la frontera, to challenge epistemic violence on the lives of U.S. Chicanas/Latinas. Intergenerational pedagogies of a mother–daughter dyad from the Tijuana–San Diego region serve as exemplars of the survival and resistance found in the borderlands. The narratives highlight their unique experiences, one as a Mexican mother and preschool educator in Mexico, and the daughter as a first-generation professor working within the realms of academia in the United States. The authors, a mother and a daughter, offer their lived realities stemming from the border to humanize their epistemologies and build bridges across mothers–daughters, P–20 schooling, and the U.S.–Mexico borderlands.
      PubDate: Sun, 01 Nov 2020 12:11:55 PST
       
  • The Black Feminist Mixtape: A Collective Black Feminist Autoethnography of
           Black Women's Existence in the Academy

    • Authors: Erica R. Wallace et al.
      Abstract: Seven Black women graduate students from across different functional areas of higher education work in solidarity to write a collective Black Feminist Autoethnography (BFA) (Griffin, 2012) about our experiences at our respective colleges and universities. BFA is a "theoretical and methodological means for Black female academics to critically narrate the pride and pain of Black womanhood" (Griffin, 2012, p. 1). This article centers Black feminist scholarship as a framework to reflexively interpret how we as seven Black women navigate within, against, and beyond the academy to address dominant narratives that affect our professional and personal experiences. We use contemporary music lyrics and poems by Black women to actively illustrate and interrogate our individual and collective positionalities to promote critical literacy. Together, we are seven Black sista scholars who reclaim our voice as legitimized epistemologies in academic spaces. Hear Our Voices.
      PubDate: Sun, 01 Nov 2020 12:02:14 PST
       
  • (Re)negotiating and (Re)envisioning Our Feminist Journeys: A Collaborative
           Autoethnography of Five Women of Color Doctoral Students

    • Authors: Dajanae Palmer et al.
      Abstract: This study utilizes critical collaborative autoethnography to explore the development, identity, and experiences as a feminist from five Women of Color doctoral students. Given that existing research on the experiences of doctoral women of color remains sparse, the purpose of this study is to expand the knowledge by highlighting and validating the lived experiences of doctoral women of color in the academy from a feminist perspective. Through the use of collaborative autoethnography, the authors explore and interrogate their individual journeys as self-identified or aspiring feminists. The findings present the living reality and complexity involving history, contexts, intersection of identities, conflicts, inter-/intra-racial coalition, and activism through these Women of Color doctoral students.
      PubDate: Sun, 01 Nov 2020 12:02:01 PST
       
  • The Role of Race in Urban Community-University Relationships: Moving from
           Interest Convergence to Critical Literacy

    • Authors: Jake D. Winfield et al.
      Abstract: Recent decades have seen an increased involvement of institutions of higher education in their communities. Previous scholarship on community engaged scholarship and anchor institutions often fails to consider race, racism, and racial power dynamics. We analyze interviews with the program director of a critical community engaged scholarship initiative as part of a multi-year community-led collaboration between an urban, historically White institution and its adjacent community using the critical race theory tenet of interest convergence and critical literacy. We find that the university's relationship with the local community is troubling to residents, especially frequent student projects and university-initiated neighborhood safety initiatives. We also find that the university became interested in partnership when there were clear financial incentives and maintained significant logistical hurdles that hindered an equitable partnership. These tensions between the community and university highlight the university’s desires to conduct research and build prestige as self-interested acts, negatively impacting the community-university relationship and partnership. We conclude by emphasizing the importance of race in research on anchor institutions and community engaged scholarship. We offer critical literacy as a framework for universities to establish more equitable interactions, both in community-university relationships and in scholarly partnerships.
      PubDate: Sun, 01 Nov 2020 12:01:52 PST
       
  • “Diversity & Inclusion & Free Speech & Civility”: Oppression and
           Marginalization through Diversity Rhetoric

    • Authors: Kamden Strunk et al.
      Abstract: As higher education institutions increasingly roll out diversity and inclusion initiatives, they intend to signal particular commitments. In this manuscript, we employ critical literacy as a framework for understanding the text and subtext of moments on our campus related to diversity and inclusion offices and initiatives. We first present the text of two particular moments, including the actual text of signs, messages, and conversations, but also including as a text the actions and inactions of university administrators. For each moment, we first present the text, including the actual or physical text(s), the superficial meaning(s), and the sequence of events. Then, we present the subtext and critical reading of the moment. We argue that universities take up the language and (il)logics of diversity discourses to perpetuate inequity and injustice and to reproduce white supremacist cisheteropatriarchy.
      PubDate: Sun, 01 Nov 2020 11:46:46 PST
       
  • A Critical Literacy Approach to Student Affairs Education

    • Authors: Brian J. Reece et al.
      Abstract: This article argues for the use of critical literacy as a critical pedagogy in student affairs practice. The authors describe how some currents of the student affairs literature have shifted toward a focus on student learning and critical approaches to student development and learning. Subsequently, they discuss the social turn in our understanding of literacy and a related move toward critical approaches to understanding literacy as a social practice. Finally, they present a synthesis of the literature, which results in considerations for approaching higher education student affairs contexts through a critical literacy framework, exposing gaps and areas for future theorizing and research.
      PubDate: Sun, 01 Nov 2020 11:46:36 PST
       
  • Using Critical Race Theory to Redefine the Standards of Professional
           Practice For Chief Diversity Officers

    • Authors: Brandon C M Allen et al.
      Abstract: To meet the needs of the evolving student demographics that has seen a 300% increase in URM college going rates, higher education institutions began developing the Chief Diversity Officer (CDO) position to govern and lead their mission as it relates to diversity, equity, and inclusion. More than 60 colleges have created a CDO position over the last 20 yeas with many more heading in that direction. However, because CDOs are relatively novel in the higher education space, the leading authority of diversity officer research, the National Association of Diversity Officers in Higher Education (NADOHE), developed a set of guidelines to serve as a source of consistency for diversity officers. Although these guidelines have been very useful, we suggest that when viewed through a Critical Race Theory lens, the guidelines are laden in passive and color evasive language, supports slow-moving incremental change, and is absent of language associated with racism, sexism, gender bias, homo- & transphobia, ableism, and xenophobia among other discriminatory practices. Thus, in this conceptual critique, we report on how we use CRT to critique and identify improvements for the Twelve Standards of Professional Practice for CDOs.
      PubDate: Sun, 01 Nov 2020 11:46:26 PST
       
  • Promoting Access & Critical Literacy: Working Within, Beyond, and
           Against the Academy

    • Authors: Sydney Curtis et al.
      Abstract: There is a common trope in academia that the purpose of research is to give a voice to the voiceless. However, as critical scholars, we recognize that this viewpoint perpetuates a deficit lens and ignores and/or minimizes the agency that individuals already hold. So when the 2019–2020 Editorial Board was deciding on a theme for the Journal’s next Special Issue, rather than thinking of any person as “voiceless,” we knew we wanted to instead, “pass the mic” to amplify voices and perspectives that are not always centered in academia. Promoting Access and Critical Literacy is a function of our values as the Journal of Critical Scholarship on Higher Education and Student Affairs (JCSHESA). Throughout every aspect of the publication process, we center practices of care and wholeness, while also pushing authors and each other to think more critically about how our scholarship can be more collaborative and applicable to the communities we serve. With this Special Issue, we chose to highlight critical literacy as a tool for meaning-making, and as a lens to examine and expose systems of oppression. Critical literacy, and this Special Issue, serves to remind the reader that folks who may not ascribe to the identity of “critical scholar” nor have access to the academy, still maintain important critical perspectives.
      PubDate: Fri, 30 Oct 2020 13:21:57 PDT
       
  • Disability as Diversity in Higher Education

    • Authors: Emily M. Burns
      Abstract: College students with disabilities experience many barriers to postsecondary education including disability documentation requirements, social exclusion, inaccessible course design, and ostracizing campus environments. Most postsecondary leaders regulate disabled students to disability services offices, worrying about adherence to disability laws. Contributors to Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, edited by Kim & Aquino (2017), challenge higher education personnel to implement intentional strategies that would include disabled students in all aspects of campus life.
      PubDate: Fri, 09 Oct 2020 08:56:50 PDT
       
  • Rethinking the Study of College Student Suicide: Critical Suicidology and
           Higher Education

    • Authors: Lisa S. Kaler
      Abstract: This paper introduces Critical Suicidology to higher education, exploring how this perspective can help understand and prevent college student suicide. Critical Suicidology critiques the creation of truth and knowledge in the study of suicide and demonstrates that suicide has been socially constructed. Assumptions within extant literature limit our understanding of suicide and preclude critical examination into the role of higher education on suicidal thoughts among college students, particularly those from marginalized populations. This paper argues that higher education scholars’ contextual knowledge of the student experience can engender critical studies that explore college student suicide within the context of higher education, examining the role of structural inequalities on the experience of suicide in college. Higher education scholarship on this topic can help create suicide prevention programs that affect social change and remain responsive to the needs of marginalized student populations, many of whom are disproportionately affected by suicide and suicidal thoughts.
      PubDate: Thu, 01 Oct 2020 10:32:17 PDT
       
 
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