journal: Journal of College and Character

Ceased

Published from January 1, 2000 to November 1, 2014

Journal of College and Character

ISSN: 1940-1639

Edited by: Jon C. Dalton, Pamela C. Crosby

About this journal

As of January 2015, JCC is published by Taylor & Francis. Please visit the following link to view the journal. http://www.tandfonline.com/loi/ujcc20#.VO98hy4w0Xg

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Supplementary Materials

JCC manuscript submission

Topics

External Links

Volume 15 Issue 4

November 2014

Invited Feature Article

November 12, 2014

The Role of Student Affairs in Promoting Social Justice in South Africa

Birgit Schreiber

Page range: 211-218

Abstract

Student affairs, as an integral part of universities, has taken on a key position in contributing to social justice as one of the central imperatives of higher education in South Africa. This article sketches the development of this role and outlines some important tasks for contemporary student affairs. Three conceptual models within the social justice framework are utilized: participatory parity, universal design for learning, and student engagement. These models are uniquely useful to strengthen student affairs’s contribution to the development of social justice in South Africa. It is suggested that student affairs leaders articulate a more explicit position on social justice in order to contribute more cogently to students’ awareness of positionality, privilege, and exclusion.

Peer Reviewed Article

November 12, 2014

Does How Students Serve Matter? What Characteristics of Service Programs Predict Students’ Social Justice Attitudes?

Joshua Littenberg-Tobias

Page range: 219-234

Abstract

Volunteering is often touted as a method to educate college students about social justice by providing students with an opportunity to apply classroom knowledge in a real-world setting. However, many critics have noted that service does not necessarily lead to social justice outcomes and that some forms of service may reinforce students’ negative misconceptions. This analysis estimated the relationship between different service program characteristics and changes in students’ attitudes towards social justice. It found that volunteer programs that were more time-intensive, included reflection, and had a social justice orientation exhibited a stronger relationship with students’ social justice attitudes than other types of volunteer programs. These findings suggest that college students who participate in these types of programs may develop stronger social justice attitudes than students who volunteer through other types of service programs.

November 12, 2014

Postcollege Criminal Convictions: A Comparison of Greek, Athlete, and Other Student Offending

Kevin Thompson, Ella Hein

Page range: 235-244

Abstract

This article examines postcollege criminal convictions among students who recorded a substance use-related arrest while attending college from 1996-99. Specifically, this study assesses whether Greek or athletic membership offered protective or elevated odds of a conviction over the next 14-17 years, relative to non-Greeks and non-athletes. The data show that one-third of these 1,075 students were convicted of another crime following college. One-fifth of these former students were convicted of driving under the influence (DUI). Data show that being male, being arrested during the first year, and being arrested for a DUI increased the odds of a postcollege conviction. Athletic membership while in school reduced the odds of a subsequent conviction for all crime, but the three groups did not differ in postcollege substance use-related convictions. The authors suggest some strategies for deterring future criminal involvement through earlier intervention while students are still attending college.

November 12, 2014

Professors’ Influence on Students’ Beliefs, Values, and Attitudes in the Classroom

Glory Emmanuel, Harold Delaney

Page range: 245-258

Abstract

This article reviews how psychology research has defined beliefs, values, and attitudes (BVAs); how they relate to each other; and how they may be influenced, especially in the academic setting. The purpose of this article is to (a) describe the nature of and the interrelationships between BVAs, (b) discuss their relevance to the academic environment, and (c) explore how the knowledge and understanding of the role of BVAs may enhance student learning. One area of influence is the nature of a power differential. The presence of a power differential may influence individuals of a lower stratum to alter their BVAs so that they are more closely aligned to their respected superior. One example of this power differential is the professor-student relationship. Focus will be directed to how the BVAs of undergraduate college students may be influenced by the classroom setting as nurtured by the professor.

Civic Engagement on Campus

November 12, 2014

Engaging College Students and Cadets in Training Tomorrow’s Leaders of Character

Shelby Clark, Scott Seider

Page range: 259-264

Abstract

In this article, the authors describe the experiences of five cadets and college students serving as camp leaders for the United States Air Force Academy’s (USAFA) Leaders of Character Camp (LoCC). Additionally, they describe the work in which three other universities are engaged to adapt the LoCC model to their own university contexts. In so doing, the authors seek to offer insights into how such camp experiences foster college students’ leadership and character and to highlight some of the efforts to expand the reach of such experiences across the nation.

Opinions and Perspectives

November 12, 2014

Food Insecurity as a Student Issue

Clare L. Cady

Page range: 265-272

Abstract

Food insecurity is a threat to student success on college campuses in the United States. It has the potential to impact academics, wellness, and behavior-all factors that have bearing on student retention and graduation rates. This article reviews the literature on food insecurity among college students, utilizing research on hunger and educational outcomes in K-12 education to demonstrate potential negative outcomes along the educational pipeline from elementary school to college. The author recommends that campus administrators determine the scope of food insecurity on their campuses, developing short- and long-term responses in partnership with nonprofits, governmental agencies, and faculty, to alleviate its negative impact on students.

November 12, 2014

Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead

Marc Cutright

Page range: 273-276

Abstract

Author Brené Brown is not only a best-selling popular author, but also a research professor at the University of Houston Graduate College of Social Work. This review examines the perspectives and findings she presents in Daring Greatly, summarizes the research method that led her to these findings, and discusses the potential utility of this book in the college student context.

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(Deutsch)

Online ISSN: 1940-1639
Type: Journal
Language: English
Publisher: De Gruyter
First published: January 1, 2000
Last published: November 1, 2014
Publication Frequency: 4 Issues per Year