A Historiography of College Students 30 Years After Helen Horowitz’s Campus Life

Hevel, Michael S.

doi:10.1007/978-3-319-48983-4_9

Cited by 4 publications

(2 citation statements)

References 51 publications

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“…Until the beginning of the 21 st century, there was little research into the historical experiences of LGBTQ people in higher education in general (Graves, 2018) and about LGBTQ college students in particular (Hevel, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“Gay People Pay Activity Fees Too”: The Committee on Gay Education’s Pioneering Legal Victories at the University of Georgia

Cain¹,

Hevel²

2021

The Review of Higher Education

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Section: Literature Reviewmentioning

confidence: 99%

“Gay People Pay Activity Fees Too”: The Committee on Gay Education’s Pioneering Legal Victories at the University of Georgia

Cain¹,

Hevel²

2021

The Review of Higher Education

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“…The lack of historical work at one of the major higher education-oriented conferences is mirrored by a similar lack in prestigious higher education journals. The six higher education journals Bray and Major (2011) identify as having the highest level of prestige published only four articles I would identify as historical between 2016 and 2018 (Graves 2018;Hevel 2017;Hevel 2016;Ris 2016). These six journals are The Journal of Higher Education, Review of Higher Education, Research in Higher Education, Journal of College Student Development, Higher Education: Handbook of Theory and Research, and Higher Education. This lack of historical scholarship is not limited to our journals.…”

Section: Introductionmentioning

confidence: 99%

History in Higher Education Programs: Dialogue and Discourse

Schlegel

2019

JSPTE

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Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners)

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Historical Considerations of Women and Gender in Higher Education

Eisenmann

2022

Higher Education: Handbook of Theory and Research

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A Historiography of College Students 30 Years After Helen Horowitz’s Campus Life

Cited by 4 publications

References 51 publications

“Gay People Pay Activity Fees Too”: The Committee on Gay Education’s Pioneering Legal Victories at the University of Georgia

“Gay People Pay Activity Fees Too”: The Committee on Gay Education’s Pioneering Legal Victories at the University of Georgia

History in Higher Education Programs: Dialogue and Discourse

Historical Considerations of Women and Gender in Higher Education

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