Classifying and Assessing the Effectiveness of Student Judicial Systems in Doctoral-Granting Universities

Fitch, Edmund E. Gene; Murry, John W.

doi:10.2202/1949-6605.1135

Cited by 4 publications

(3 citation statements)

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“…7)." However, one of their challenges is the difficulty for judicial affairs officers to state their effectiveness in adjudicating cases without evaluation data (Fitch & Murray, 2001), further justifying this study. Fitch and Murray (2001) provided a solution to this challenge for student conduct administrators by asserting that students who are found responsible for violations of their institution's code of conduct can share valuable perspectives; once again further supporting the need for this study.…”

Section: The Student Conduct Administratormentioning

confidence: 91%

A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

Lupercio¹

2020

Proceedings of the 2020 AERA Annual Meeting

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This work of love and passion began over five years ago. During this time, I have learned many things about myself as a student, professional, person, friend, son, brother, and colleague. This dissertation was possible due to the love from everyone around me during this process.Thank you to my brothers Guillermo, Oscar, and Miguel Angel for your support and motivation throughout my educational Journey. I know our dad continues to bless us from above.Thank you to my nephew Damian for continuing to be a ray of sunshine in our lives. Muchísimas gracias a mis tías, tíos, primos, y primas por siempre creer en mí. Thank you to my advisor, Dr. Chris M. Lucas. Your patience, care, understanding, and support, even through geographical distance, made this possible. You are the best advisor I could have ever hoped for. Thank you to my committee members, Dr. Erin Kahunawaika'ala Wright, Dr. Lori M. Ideta, Dr. Stacey Roberts, and Dr. Hazel Beh. I appreciate your continued guidance and inspiration throughout this process.Thank you to my rocks, and "the future of higher education," Sabrina Fallejo Uganiza, Kenny Lopez, and Leslie Cabingabang. Sabrina, thank you for being my biggest advocate, the best soundboard, and the best person to laugh with. Kenny, thank you for your support, kindness, and love. Leslie, thank you for your strength, creativity, and encouragement. You are all some of the smartest people I know and I am thankful to have been on this journey with you.Dr. Kathleen Gauci, thank you for help and advice throughout this entire degree. You are a wonderful and generous person who never doubted me.

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Section: The Student Conduct Administratormentioning

confidence: 91%

A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

Lupercio¹

2020

Proceedings of the 2020 AERA Annual Meeting

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“…In the 1960s, students challenged university discipline in the courts (e.g., Dixon v. Alabama State Board of Education, 1961), which prompted higher education institutions to retool student conduct in ways that protected student rights. Revised student conduct procedures came to be modeled after judicial and legalistic processes, including the use of legal terms in student conduct codes-for example, "judicial affairs"-to describe student discipline (Fitch & Murry, 2001;Martin & Janosik, 2004;Stoner & Lowery, 2004). Furthermore, courtroom challenges to student discipline also reinforced institutional power over students.…”

Section: Student Conduct Codementioning

confidence: 99%

Toward a Conceptualization of the College-Prison Nexus

Johnson

Dizon

2021

Peabody Journal of Education

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“…Perhaps most important is the ability to facilitate a fair, educational process, which is markedly different from the criminal process (Fitch & Murry, 2001;Miller & Sorochty, 2014). The fairness of adjudication models is increasingly being depicted from the standpoint of the accused: "cast into the spotlight with accused students now considered victims" (Wies, 2015, p. 283) of failed, rigged systems in place to punish men.…”

Section: Campus Grievance Modelsmentioning

confidence: 99%

Campus Sexual Assault and (In)Justice: An Inquiry Into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice

O'Banion¹

2000

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Approximately one in four women experience sexual violence in college. Public institutions of higher education identify professionals specifically responsible for Title IX compliance, campus grievance processes, and survivor advocacy. Success in these roles depends upon a variety of institutional, legal, and procedural factors, as well as the ability to balance compliance, accountability, transparency, confidentiality, and care for students in pursuit of institutional justice. However, the literature has failed to acknowledge the complexities and individual cost of serving in these contentious roles. Moreover, facets of organizational culture can hinder grievance professionals' efficacy in fulfilling their duties, facilitating consistent and fair resolutions, and ensuring just outcomes. This exploratory, qualitative study sought to fill the literature gap and add insight into the experiences and perspectives of student conduct, Title IX, and advocacy professionals at multiple public institutions by seeking to understand individual actions, values, and responses in light of organizational structures, institutional policies, leadership, grievance models, and power dynamics. Data indicated that professionals involved in campus grievance endure severe emotional strain in their efforts to facilitate justice, especially if their own values and principles are misaligned with those of institutional leaders, policies, grievance processes, or outcomes. Moreover, the findings suggest that such misalignment diminishes professional efficacy, which increases stress, fatigue, and leads to burnout, thereby decreasing the likelihood of realizing justice. Recommendations include revisions to graduate education, reimagined compelled disclosure policies, the need for employee I looked forward to writing this portion of my dissertation for a very long time, saving it as my final reflection. Thus, it is the last page I am writing, and the first page you will read, which is fitting. I suffered from debilitating "imposter" syndrome at times throughout this journey. My success and completion of this lifelong goal is a testimony to the many who stood by me, acting as cheerleaders at times, and therapist/coach/shoulder to weep on at others. First, appreciation to my mom, Jerilyn Gilbert, who would not permit me to find one more justification, wait one more year, or make one more excuse NOT to begin this doctorate. Your patience, love, confidence, and sincere dedication to my success means everything. This degree partly belongs to you. To my kids, Connor and Beckett Gough. Wow. Mom did it! I know this adventure impacted you in countless ways-the games, events, and performances I missed. Through it all, you demonstrated immense patience and tolerance. Here's to never giving up. Here's to persistence and blood, sweat, and tears. I hope that one day, you will fully appreciate that you can achieve whatever you set your mind to. It might not always be fun, but let me tell you: this moment makes it all worth it! To Dr. Christine Cress, my tireles...

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Classifying and Assessing the Effectiveness of Student Judicial Systems in Doctoral-Granting Universities

Cited by 4 publications

References 0 publications

A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

A Phenomenological Study of the College Student Disciplinary Suspension and Reenrollment Experience

Toward a Conceptualization of the College-Prison Nexus

Campus Sexual Assault and (In)Justice: An Inquiry Into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice

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