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Assume the Position . . . You Fit the Description
The present study examines the experiences of 36 Black male students, in focus group interviews, enrolled at Harvard University; Michigan State University; University of California, Berkeley; University of Illinois; and the University of Michigan. Two themes emerged: (a) anti-Black male stereotyping and marginality (or Black misandry), which caused (b) extreme hypersurveillance and control. Respondents experienced racial microaggressions in three domains: (a) campus—academic, (b) campus—social, and (c) campus—public spaces. Black males are stereotyped and placed under increased surveillance by community and local policing tactics on and off campus. Across these domains, Black males were defined as being “out of place” and “fitting the description” of illegitimate nonmembers of the campus community. Students reported psychological stress responses symptomatic of racial battle fatigue (e.g., frustration, shock, anger, disappointment, resentment, anxiety, helplessness, hopelessness, and fear). There was unanimous agreement in the subjective reports that the college environment was more hostile toward African American males than other groups.
Journal Article
The Shakespeare requirement
\"The slings and arrows of outrageous fortune keep hitting beleaguered English professor Jason Fitger right between the eyes in this ... sequel to the cult classic of anhedonic academe, the Thurber Prize-winning Dear Committee Members. Once more into the breach...\"--Dust jacket flap.
Book
Ecological Covariates of Subtle and Blatant Heterosexist Discrimination Among LGBQ College Students
Sexual minority college students report experiencing interpersonal heterosexism, ranging from subtle insults to blatant physical violence. Such negative experiences can complicate developmental tasks common to adolescence and emerging adulthood. Studies examining the nature of heterosexism on college campuses have focused on blatant manifestations, yet subtle forms are more prevalent. Guided by ecological theory, we investigate the
microsystem
(e.g., perceived social support from friends, ambient heterosexism on campus),
mesosystem
(e.g., interaction between social support and ambient heterosexism), and
macrosystem
level (e.g., knowledge of gay-straight alliances on campus) covariates of interpersonal microaggressions, avoidance behaviors, verbal threats, and physical threats. Participants consisted of 530 self-identified LGBQ college students from 37 states. Regression results suggest that at the microsystem level, ambient heterosexism was positively associated with interpersonal microaggressions, avoidance behaviors, and verbal threats. At the mesosystem level, perceptions of LGBQ student support within one’s institution moderated the effects of ambient heterosexism on three types of interpersonal heterosexism. At the macrosystem level, students who reported knowing that their campus had a sexual-orientation inclusive anti-discrimination policy reported encountering fewer verbal threats. Directions for future research and implications for campus programming are discussed.
Journal Article
The Role of Title IX Coordinators on College and University Campuses
The purpose of this study was to better understand the role of Title IX coordinators and their policies across four-year universities and two-year community colleges in the United States (U.S.). There is little information regarding Title IX coordinators’ training, background, and policies on how they handle Title IX investigations regarding sexual violence. The data come from an online survey that included 692 Title IX coordinators across four-year (private and public) and two-year campuses and represented 42 different states in the US. The current study found that most Title IX coordinators were in part-time positions with less than three years of experience. Most of the coordinators and their investigators were trained in Title IX policies. Most coordinators provide Title IX training for their students and faculty, and most have completed a campus climate survey; however, 15% had not completed a survey. The findings suggest that the majority of campuses are continuing to increase their Title IX visibility; however, there are several recommendations for campuses to improve their policies. The current study was able to shed light on how Title IX coordinators do their jobs and the role they play in helping with the challenging issues surrounding sexual violence at institutions across the nation.
Journal Article
COVID-19 and Social Capital Loss: The Results of a Campus Outbreak
This study examines the effects of a COVID-19 outbreak on levels of social capital on a college campus, drawing on survey data collected from students at two colleges—one that experienced an outbreak and one that did not. Social capital is examined as an individual level resource and as a campus level normative tool used to fight collective action problems. We test the hypothesis that the outbreak, as a “shock” to the campus, diminished social capital. We also test hypotheses on gender, race, and ethnicity and social capital, informed by prior research. Our findings suggest that the outbreak did reduce social capital at both the individual and campus levels, though individual social capital had a mitigating effect that increased campus social capital. We find also that gender was significantly linked to campus social capital, while race was predictive of individual level social capital.
Journal Article
The University of West Florida campus ecosystem study: the college/university campus as a unit for study of the ecology of longleaf pine
College and university campuses comprise a unique urban interface. Property used to establish the University of West Florida (UWF) in Pensacola, Florida, contained numerous ecological features, including natural areas with remnant longleaf pine stands that had undergone recovery from extensive regional logging. The two most prominent of these were studied to quantify the effects of chronic fire exclusion on longleaf pine stands. We addressed these questions: (1) how does composition and structure vary between areas? (2) how do soil characteristics vary between areas and change under fire exclusion? (3) what is the size structure of longleaf pine on the UWF campus? (4) how does the status of longleaf pine at the UWF campus compare to campuses of other colleges/universities within the nature range of longleaf pine? Fifteen 0.04 ha circular plots were established in each area to assess composition and structure and sample mineral soil. All live stems ≥2.5 cm diameter at breast height (DBH) in each plot were identified to species and measured for DBH to the nearest 0.1 cm. Mineral soil was taken to a 5-cm depth, air dried, and analyzed for pH, organic matter, cation exchange capacity, extractable macro- and micronutrients, and extractable aluminum. Basal area and density were closely similar between the natural areas, as was canopy dominance (live oak and longleaf pine), but with contrasting sub-dominant species. Soil analyses revealed no significant differences between natural areas, but suggested that fire exclusion decreased soil organic matter and fertility with establishment of hardwood species. Diameter structure of longleaf pine contrasted sharply between natural areas and with the main campus, suggesting different land-use history. The wide array of approaches to longleaf pine ecology by colleges/universities within its natural range indicates the importance of establishing a longleaf pine consortium to coordinate information.
Journal Article