With intersectional frameworks gaining in popularity within higher education scholarship, we explored the potential of intersectionality to produce nuanced understandings of college student identity without obscuring its mission to examine overlapping axes of power. This article highlights significant areas for consideration for qualitative…

This article is an exploration of possibilities and methodological considerations for using multiple theoretical perspectives in research that challenges inequitable power structures in student development theory. Specifically, I explore methodological considerations when partnering queer theory and constructivism in research on lesbian identity…

Tells how to conduct a meta-analysis study, and refers readers to information about refinements of the techniques. A simple meta-analysis is presented. Describes three fundamental stages to conducting a meta-analysis: (1) literature review; (2) calculation of effect sizes; and (3) analysis of data. (Author/NB)

This qualitative study investigates how the Learning Partnerships Model (LPM; Baxter Magolda, 2001, 2004a) could be operationalized in the context of an academic advising retention program. The findings focus on what epistemological outcomes emerge for students who entered the program as formula followers. Findings suggest that although students…

Described two types of naturalistic research from different theoretical traditions: new paradigm research and ecological psychology. Applications are suggested for research in college student development and for professional practice in college student affairs. Includes examples of naturalistic research and discusses criteria for scientific…

The direct influence of student affairs professionals is not being assessed in student outcomes research nor is it being differentiated from peer influences. Conceptual arguments based on current theories, evidence of direct influence, and approaches to the inherent methodological challenges are presented to encourage researchers to consider the…

The good news is Strange's propositions offer a sharper focus to researchers of student development. The bad news is that the propositions imply a need to reconsider the ways researchers regard student change and the designs adopted to study it. Revisions in each area will challenge researchers' conceptual and methodological predictors. (BF)