Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising

Stebleton, Michael J.

doi:10.12930/0271-9517-31.1.42

Cited by 20 publications

(16 citation statements)

References 51 publications

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“…Since HET was introduced as a theoretical framework to study university students, postsecondary education scholars have used human ecology to understand racial identity and experiences (e.g. Guardia & Evans, 2008;Peterson, 2014;Renn & Arnold 2003), academic advising (Stebleton, 2011), and student retention (Mendoza, Malcom, & Parish, 2014.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A comparative study of the factors shaping postsecondary aspirations for low-income students in greater Boston and greater London

Grim

Moore-Vissing

Mountford‐Zimdars

2019

British Journal of Sociology of Education

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Section: Theoretical Frameworkmentioning

confidence: 99%

A comparative study of the factors shaping postsecondary aspirations for low-income students in greater Boston and greater London

Grim

Moore-Vissing

Mountford‐Zimdars

2019

British Journal of Sociology of Education

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“…Much of this work is built on the early foundational contributions of Astin (1993) and Tinto (1993) and later described in detail by Pascarella and Terenzini (2005). Academic advisors may be able to help students, including those in historically marginal ized groups (e.g., students of color as well as immigrant, first-generation, and low-income stu dents), experience a climate of belonging through their interactions with students (Stebleton, 2011).…”

Section: Sense Of Belongingmentioning

confidence: 99%

Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

Soria

Stebleton

2013

NACADA Journal

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In this paper, we analyzed the relationship between students' motivations for choosing academic majors and their satisfaction and sense of belonging on campus. Based on a multi-institutional survey of students who attended large, public, research universities in 2009, the results suggest that external extrinsic motivations for selecting a major tend to be negatively associated with students' satisfaction and sense of belonging. Intrinsic motivations and internal extrinsic motivations tend to be positively related to students' satisfaction and sense of belonging.

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“…Moreover, the literature on Black students at PWIs tends to be heavily filtered through the experiences of African American descendants of slaves (ADOS), but experiences of racialized labor and RBF extend to Black immigrants. For Black immigrants, negative experiences common to Black college students such as racism, discrimination, and lack of belonging on campus may be complicated by experiences of loss, persecution, resettlement, and documentation (Pérez, 2009;Stebleton, 2011;Stebleton & Aleixo, 2016;Teranishi et al, 2015).…”

Section: Alyssa Maplesmentioning

confidence: 99%

The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

Grier‐Reed

Maples

Williams-Wengerd

et al. 2020

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Although little may be new with respect to the lived experience of racialized labor for People of Color navigating whiteness and white spaces, this study is the first to identify racialized labor in everyday life. Adapting consensual qualitative research methods to a phenomenological frame, we examined 277 notes summarizing weekly discussions in the African American Student Network (AFAM) over a 13-year time period. Co-facilitated by Black faculty and graduate students, AFAM was a space for Black undergraduates to make meaning of their experiences and find community on campus. We defined racialized labor as the ongoing process of navigating hostile environments steeped in a white racial frame and identified six categories: (1) self-monitoring/self-policing; (2) flexing/making adjustments; (3) questioning; (4) affirming; (5) avoiding; and, (6) being the change or standing up for justice. Racial battle fatigue was one outcome of all the racialized labor—primarily anger, stress, frustration, hypervigilance, pressure, and exhaustion along with numbness, shock, sadness and disappointment. Both racialized labor and racial battle fatigue also occurred at the intersections of students’ lives in structural, political, and representational ways. Future studies that capture the ways in which racialized labor in everyday life is enacted by People of Color are needed. The ability to name racialized labor provides an important analytical tool for distinguishing the ongoing process of navigating racism from negative consequences such as racial battle fatigue. This line of research also has implications for creating spaces that facilitate racialized labor and wellbeing for Black people and People of Color.

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Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising

Cited by 20 publications

References 51 publications

A comparative study of the factors shaping postsecondary aspirations for low-income students in greater Boston and greater London

A comparative study of the factors shaping postsecondary aspirations for low-income students in greater Boston and greater London

Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

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