Trauma is a present issue on college campuses, yet there is a lack of research on how best to promote positive outcomes for college students who have experienced trauma. With college being an important time for developmental growth, it is vital to encourage more research that investigates the effect of trauma on students as well as ways that…

Using critical consciousness as a theoretical framework and the qualitative methodology of narrative inquiry, we conducted focus groups and interviews with early career HESA professionals about navigating social justice in their work. Our findings reveal navigating social justice work remains a challenge for many new student affairs educators;…

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551…

A majority of college men struggle to successfully navigate the college environment and their newfound independence and freedom upon leaving home for the first time. Although recent research makes it clear that there is a college male crisis within higher education (Kimmel, 2004) and men are more likely to struggle navigating their identity and…

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders…

The pamphlet is an adaptation of social studies objectives for 17-year-olds and adults developed in 1974 by the National Assessment of Educational Progress. It is to be used by schools in Kansas as a guideline in evaluating and developing local social studies programs. Its contents have not been field tested. The objectives are presented as…

Discusses developmental needs of college students as indicated by psycho-social theories. Describes roadblocks to positive self-concept development in Black students. Offers suggestions for assisting Black students in developing a positive self-concept. (RC)

This handbook is designed to assist schools in carrying out the following goals of the Fair Play program: to strengthen and expand students' female or male self-concepts, to increase their decision-making skills, and to increase their academic achievement by changing their stereotypic attitude toward particular content areas. The Fair Play program…