Reconceptualizing Research on College Student Peer Culture

Renn, Kristen A.; Arnold, Karen D.

doi:10.1353/jhe.2003.0025

Cited by 144 publications

(61 citation statements)

References 43 publications

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“…First, the volume of informal peer guidance at all stages of the student's career confirms other observations on the role of student cultures (e.g., Renn & Arnold, 2003). A problem with informal peer guidance, however, is that it is often unsystematic and even misleading.…”

Section: Discussionsupporting

confidence: 75%

Students’ career concerns: challenges facing guidance providers in higher education

Lairio

Penttinen

2006

Int J Educ Vocat Guidance

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The study reported here examined higher education career guidance at the University of Jyvä skylä in Finland. In a survey (N = 880), students were asked to describe how much thinking they had done about their future career and forthcoming transition from university to working life. The use of different sources of guidance and counselling service providers was examined from the perspective of a student-centred holistic model of guidance. On the basis of the empirical findings, challenges facing career guidance in higher education are discussed.Ré sumé Pré occupations de carriè re chez les é tudiants: les dé fis lancé s aux opé rateurs d'orientation dans l'enseignement supé rieur. L'é tude rapporté e ici porte sur l'orientation vocationnelle à l'Université de Jyvä skylä en Finlande. Au travers d'une enquê te (N = 880), des é tudiants ont é té invité s à dé crire leur espace de ré flexion relatif à leur future carriè re et à la transition qui les attend entre l'université et la vie professionnelle. On a examiné le recours à diffé rentes aides en orientation et à des services de conseil dans la perspective d'un modè le d'orientation holistique centré sur l'é tudiant. Sur la base de ré sultats empiriques, on discute les dé fis lancé s aux opé rateurs d'orientation dans l'enseignement supé rieur.Zusammenfassung Was fü r Studenten und ihre Berufslaufbahn von Bedeutung ist: Herausforderungen fü r die Anbieter von Berufsberatungsdienstleistungen im universitä ren Bereich. Die Arbeit, ü ber die hier berichtet

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Section: Discussionsupporting

confidence: 75%

Students’ career concerns: challenges facing guidance providers in higher education

Lairio

Penttinen

2006

Int J Educ Vocat Guidance

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“…Although contexts are foregrounded in fields such as sociology and social psychology, higher education research has a tendency to treat contexts simplistically due to foregrounding student level characteristics and experiences. One approach that has proved valuable for prioritizing and complicating context in higher education (see Renn and Arnold 2003) is Bronfenbrenner's (1979Bronfenbrenner's ( , 1993) ecological systems theory. Within a larger theory that integrates components of person, process, context, and time (PPCT), the ''context'' portion helps to distinguish multiple layers of an individual's environment, described and illustrated as nested systems surrounding an individual.…”

Section: The Importance Of Contextsmentioning

confidence: 99%

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

et al. 2015

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Providing undocumented immigrants access to public education remains a pertinent issue facing both institutions of higher education and state governments. While instate resident tuition (ISRT) has remained a contentious policy, little is known about how such policies, as well as other state contexts, influence college students' attitudes toward unauthorized immigrant students' educational access. Using three-level multilevel models, we sought to understand how political, economic, and demographic contexts at the institutional and state level affect the development of US citizen students' views toward undocumented immigrants' access to public education during their undergraduate years. After controlling for student-level effects, findings show that institutional variables such as selectivity, control, and percentage of low-income students enrolled contribute to students' attitude development. At the state level, findings show that students who attend institutions within states that have ISRT policies have more positive views towards undocumented immigrants' access to public education at the end of college. This research highlights the critical need for higher education researchers, institutional leaders, and policy makers to better understand how institutional and state contexts shape students' understanding of larger sociopolitical issues.

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“…In part, then, the lesson of many of the legends is that students must take responsibility to make their education what it should be. Such a message is in keeping with promoting responsibility and self-reflection in students, both key elements Renn (2003) found in the effects of college culture on students' critical thinking development.…”

Section: Messages Conveyedmentioning

confidence: 97%

“…As students seek to gain a greater understanding of themselves and their environment, they listen to friends and their tales to reinforce their own experiences and to learn how to react, demonstrating the importance of student peer culture on campus and academic life (see Renn 2003). Because of this, legends can serve as useful sources of information that help us gain familiarity with the influence of college on students and particularly on how they understand the college experience.…”

Section: Campus-based Urban Legends As Shared Culturementioning

confidence: 99%

Exam Scams and Classroom Flimflams: Urban Legends as an Alternative Lens for Viewing the College Classroom Experience

Major

Bray

2007

Innov High Educ

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Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of collegiate life.Key words urban legends . academic culture . academic experience A friend of mine's brother who goes to Central State University was taking Biology 101 last semester; and at the end of the semester, during the final exam, a funny thing happened. It was a large lecture class, with 300 students or so, and to be allowed to turn in the exam students had to show their ID cards so that the professor could make sure that they didn't send in "ringers" to take the test. Well, my friend's brother forgot to take his ID card to the exam. He knew that the professor wouldn't accept his completed exam without the ID card. So when he finished the exam, he went up to the professor and in a haughty voice said "Do you know who I am? Do you know who I am?" "No," said the professor. "Good!" he said, and then he shoved his exam into the middle of the stack of exams the professor had already taken up, and he ran out of the lecture hall! The tale recounted above reveals a common perspective on collegiate education. Indeed, the concept of large lecture classes and impersonal treatment in which that faculty members Innov High Educ (

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Reconceptualizing Research on College Student Peer Culture

Cited by 144 publications

References 43 publications

Students’ career concerns: challenges facing guidance providers in higher education

Students’ career concerns: challenges facing guidance providers in higher education

Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants

Exam Scams and Classroom Flimflams: Urban Legends as an Alternative Lens for Viewing the College Classroom Experience

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