In this article, four doctoral students--two White females, one African American female, a White male--an African American female assistant professor, and an African American male student affairs administrator reflect on the difficult dialogues that took place during a seminar on whiteness. Watt's (2007) Privilege Identity Model (PIE) was integral…

This study surveyed 239 community college students from Southern California to determine if the role of faculty and staff advisors of student clubs and organizations of intercultural, multicultural, and ethnic origin affected student outcomes in multicultural competence and career goals. These students participated in 42 different culturally and…

This chapter discusses responsibilities for student affairs professionals in law and medical schools. It poses that student affairs staff are particularly suited to teach the hidden curriculum of the professional schools, described as inculcating professional values. The chapter ends with four strategies for such instruction.

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…

Investigated titles of chief student affairs officers (CSAOs) in 1,451 four-year public and private institutions listed in the 1984 Higher Education Directory. Results indicate the majority of CSAOs hold the dean of students title and that titles differ significantly by gender and size of institution. (Author)

Explored initiation of mentor-protege relationships in a survey of 222 student affairs professionals and interviews with 26 subjects who reported a mentoring relationship. Results showed mentoring is quite common in student affairs, and most are mutually initiated, although a proactive approach on the part of the protege is realistic. (JAC)

One of the greatest challenges of the personnel profession is identifying good leaders and thenreleasing their leadership abilities. The author lists his criteria for selecting leaders, gives some aids such as personality tests, lists some hindrances to the process, and also gives the attitudes and means necessary for training leaders. (KH)

Concerned with the development of the student personnel professional, this survey finds inconsistencies among training institutions that lead them to recommend that the profession begin to police itself. Suggested as a start is a national committee on standards and accreditation. (Author)

Presents unique model of staff development for student affairs division based on current strategies which have proven to be successful in corporate sector. Notes that model has twofold purpose of addressing concerns regarding opportunities for professional development and problem of institutional staff attrition in field of student affairs.…

Student personnel professionals (n=244) rated impact of nine situational, institutional, or dispositional barriers on their current participation in development activities. Findings suggest that situational barriers (cost of activities, time needed to participate, and home/job responsibilities) seem most important. Subjects had varying perceptions…

The explosion of computer applications in the modern workplace has required student affairs professionals to keep pace with technological advances for office productivity. This article recommends establishing an administrative computer user groups, utilizing coordinated web site development, and enhancing working relationships as ways of dealing…

Librarians' ethical directives point toward a collaborative effort in providing support for students outside the classroom. Academic librarians often focus on collaborative relationships with teaching faculty at institutions of higher education, but they should also form partnerships with other higher education professionals. Currently, few such…

This article describes a student affairs practitioner's experience with co-instructing a course entitled, "Queer(y)ing Religion and Spirituality". The ways practitioners can facilitate difficult dialogues with students about the intersection of spirituality and GLBT issues are explored.