Personal issues and career development processes of individuals working in student affairs who have recently completed a doctorate were explored in this study. Results indicated that almost 70% were employed at the completion of their doctorate either by accepting a new position or remaining in their current position. New doctoral graduates obtained a position at a significantly lower level than they expected; however, a significant positive correlation between expected and actual starting salary range indicates graduates were able to accurately predict their starting salary range. Over 75% of respondents were still employed in their first post-doctoral position at the time they completed the survey. Implications for student affairs graduate programs are discussed.
This descriptive study explored campus resources used by transfer students to understand ways institutions can better help them persist to graduation. Completed surveys from 257 transfer students indicated a number of programs and services that met this aim. The top three programs and services used at the current institution were the Computer Support Center, Career Services, and University Health Services. Recommended services included transfer programs, child care on campus, help with the transfer process, and advising. Themes students indicated that could help them graduate related to scheduling classes, personal life situations, enrolling in more credit hours, acceptance of more transfer credits, financial resources, advising, and offering transfer programs or workshops or support or activities. Implications and recommendation for institutions are also discussed.
The Americans with Disabilities Act (ADA) was signed into law in July 1990. Title I of the ADA protects individuals against discrimination in employment. Under this section, colleges and universities are required to provide reasonable accommodations to applicants and employees. Understanding the law and applying it to student affairs personnel can be a complicated process. This article presents an overview of the ADA and emphasizes its application to recruiting and selecting student affairs practitioners. As a result of the Americans with Disabilities Act (ADA), the estimated 49 million people in the United Stated who have some type of disability are protected in employment, public accommodations, public services, and telecommunications. Among people aged 16 to 67, approximately 12% reported they have a work disability (Dimmitt, 1995). Of the people with disabilities aged 18 to 64, only 29% work full or part-time. Seventy-two percent of those not working, however, indicated they want to work (Nelton, 1998). The underlying focus of the ADA is a mandate for employers to consider the applicant's ability to perform a job as opposed to his or her disability or medical condition (Fish, 1997). The purpose of this article is to provide an overview of the ADA as it relates to employment practices in student affairs. After a review of the law with an emphasis on Title I, appropriate guidelines and procedures are presented to assist student affairs professionals in following the law in their hiring practices. Finally, obtaining assistance in understanding the law and implications for the student affairs profession are discussed. The ADA impacts all employers including colleges and universities. When interviewing clerical staff, custodial staff, or professional staff, regardless of degree level, there is a chance that student affairs professionals will have contact with applicants who have some type of disability. Even though this law can be confusing and vague, student affairs professionals with hiring authority have a responsibility to applicants, staff, and their institutions to fully understand its requirements and legal implications. Americans with Disabilities Act The ADA was signed into law on July 26, 1990. The overall rationale of the ADA was to strip away the barriers that have restricted individuals with disabilities from not only reaching their fullest potential in employment, but also participating in the richness of activities offered by the community (Simpkins & Kaplan, 1991). The ADA consists of five titles. Title I was designed to protect individuals against discrimination in employment and is the focus of this article. Title II prohibits discrimination in public services and includes all programs, activities and services of state and local governments regardless of whether they receive federal funding. Title III deals with public accommodations and services operated by private entities, and protects individuals against discrimination in private commercial activities. Title IV requires the operators of telecommunications systems to make their systems available to individuals with hearing or speech impairments. The final Title is a miscellaneous category and contains provisions such as giving the option for individuals with disabilities to choose to not accept offered accommodations, aids, services, opportunities, or benefits (U. S. Department of Justice, 2001). The differences in the ADA and the Rehabilitation Act of 1973 can often be confusing. The ADA includes some of the basic principles of Section 504 of the Rehabilitation Act. The major difference between the two acts is that Section 504 only applied to institutions receiving federal financial assistance and referred to handicapped persons. The ADA broadened Section 504 to include the private and public sector. Another difference is related to the penalties for noncompliance. Violation of Section 504 resulted in loss of federal financial assistance. …
Minimal psychological research has looked at whether priming participants with the Confederate flag impacts psychological functioning. The current study examined whether Confederate flag priming and people's political orientation would account for various indicators of how people reconcile in-group/out-group divisions- social dominance orientation (SDO) and ethnocultural empathy (EE). Previous research noted that exposing people to the Confederate flag activates schemas resulting in biased judgments of out-group members (Becker, Enders-Comber, Wagner, Christ, & Butz, 2012; Callahan & Ledgewood, 2016; Kemmelmeier & Winter, 2008). Other studies noted that exposure to the Confederate flag changed voter's preferences for political candidates, such as Barack Obama due to the activation of negative feelings towards Blacks (Ehrlinger et al., 2011). The current study builds from such work by examining the political attitudes of 194 participants enrolled in a midsized, primarily minority-serving university in the southern United States. Participants were exposed to 30 seconds of either the Confederate flag or a control group condition (an Olympic flag). After the exposure, participants' attitudes towards SDO and EE were reported. Findings indicated that political ideology interacted with the flag condition and that the disparities were most pronounced when people of a particular political orientation were exposed to the Confederate rather than Olympic flag condition. Specifically, when exposed to the Confederate flag conservatives reported more SDO (i.e., less endorsement of group equality) and less EE (e.g., empathic feelings). By contrast, for liberals EE empathic awareness subscale scores were especially higher in the Confederate flag condition. Multiple main effects also emerged in which liberals generally reported lower SDO and higher EE than conservatives did (regardless of the flag priming). Implications concerning the current political climate in the U. S. and information shortcuts for potential voting behavior are also discussed.
Personal issues and career development processes of individuals working in student affairs who have recently completed a doctorate were explored in this study. Results indicated that almost 70% were employed at the completion of their doctorate either by accepting a new position or remaining in their current position. New doctoral graduates obtained a position at a significantly lower level than they expected; however, a significant positive correlation between expected and actual starting salary range indicates graduates were able to accurately predict their starting salary range. Over 75% of respondents were still employed in their first post-doctoral position at the time they completed the survey. Implications for student affairs graduate programs are discussed.
The purpose of this study was to ascertain the perceived needs of incoming freshmen on a newly created instrument, The Freshman Survey. The instrument contains four scales with items related to personal/emotional, social, academic, and career needs. Freshmen indicated higher pre- and post-orientation needs on the academic and career scales. Females indicated higher pre-orientation needs than males on the personal/emotional, social, and career scales. Blacks/African Americans had higher pre-orientation social and academic needs than Asian/Pacific Islander students, which were also higher than White/Caucasian Students. Implications for uses of the instrument are also included.
The purpose of this study was to ascertain the perceived needs of incoming freshmen on a newly created instrument, The Freshman Survey. The instrument contains four scales with items related to personal/emotional, social, academic, and career needs. Freshmen indicated higher pre- and post-orientation needs on the academic and career scales. Females indicated higher pre-orientation needs than males on the personal/emotional, social, and career scales. Blacks/African Americans had higher pre-orientation social and academic needs than Asian/Pacific Islander students, which were also higher than White/Caucasian Students. Implications for uses of the instrument are also included.
Abstract As more college students face severe mental health issues, peer educators need effective communication skills and knowledge of campus counseling services to properly make referrals while continuing the peer relationship. Emotional support must also be provided for the peer educators.
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