Copyright (c) 2009 All rights reserved. http://works.bepress.com/sharper Recent documents in Shaun R. Harper, Ph.D. en-us Tue, 27 Oct 2009 23:21:38 PDT 3600 http://works.bepress.com/sharper/30 http://works.bepress.com/sharper/30 Mon, 26 Oct 2009 10:50:16 PDT In this article, race-conscious student engagement is offered as an effective approach to narrowing racialized achievement disparities among college students, while simultaneously improving the experiences and outcomes of racial minority undergraduates. This version of student engagement is defined, and the mutual benefits it confers to students, educators, and predominantly white institutions are described in the article. But first, current racial gaps in the engagement of undergraduates are illuminated and discussed. Shaun R. Harper, Ph.D. Harper on Race, Diversity & Minority Student Engagement http://works.bepress.com/sharper/29 http://works.bepress.com/sharper/29 Thu, 17 Sep 2009 16:42:52 PDT The purpose of this article is to consider the mutual benefits that could accrue for Black male student-athletes and the community colleges they attend if transfer rates to four-year institutions were strengthened. Critical Race Theory, specifically the Interest Convergence tenet, is introduced and used for explanatory sensemaking throughout the chapter. Shaun R. Harper, Ph.D. Harper on Black Male College Students http://works.bepress.com/sharper/28 http://works.bepress.com/sharper/28 Mon, 20 Jul 2009 08:36:12 PDT Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts. Shaun R. Harper, Ph.D. Harper on Race, Diversity & Minority Student Engagement http://works.bepress.com/sharper/26 http://works.bepress.com/sharper/26 Wed, 17 Dec 2008 11:23:28 PST In light of shifting African American student enrollment patterns at Historically Black Colleges and Universities (HBCUs), this study examines admissions and recruitment materials mailed to prospective students from 13 HBCUs. The material was analyzed using factors from the Search stage of Hossler and Gallagher's (1987) college choice model. Results revealed variations in quality among public and private Black Colleges. The significance of these results, specific recommendations for recruitment, and implications for future research are also included. Shaun R. Harper, Ph.D. Harper on Historically Black Colleges & Universities http://works.bepress.com/sharper/25 http://works.bepress.com/sharper/25 Wed, 17 Dec 2008 10:33:26 PST Results from a national demographic study of student affairs administrators at Historically Black Colleges and Universities (HBCUs) are presented in this article. Specifically, staffing practices in student affairs divisions and the educational backgrounds and aspirations of directors, senior student affairs administrators, and chief student affairs officers (n=270) were examined. Data from 52 four-year institutions show that HBCU student affairs administrators, especially those at the director level, hold advanced degrees in fields other than student affairs and higher education administration. More than 70% of those without doctoral degrees aspired to pursue them someday. Other findings reveal gender disparities between women and men at the highest levels of administration; racial homogeneity across all levels; and a nearly exclusive reliance on local recruitment methods to fill administrative positions. Implications for student affairs divisions at HBCUs, as well as graduate preparation programs and national student affairs professional associations, are offered at the end of the article. Shaun R. Harper, Ph.D. Harper on Historically Black Colleges & Universities http://works.bepress.com/sharper/24 http://works.bepress.com/sharper/24 Wed, 17 Dec 2008 04:08:47 PST Student engagement represents a critical benchmark of educational effectiveness for graduate as well as undergraduate students. This chapter presents seven principles for good practice in engaging and connecting graduate and professional students to the larger campus community. Jason L. Pontius Harper on Other Higher Education Topics http://works.bepress.com/sharper/23 http://works.bepress.com/sharper/23 Tue, 16 Dec 2008 20:11:46 PST More than two-thirds of all African American males who begin college never finish.This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us? Shaun R. Harper, Ph.D. Harper on Black Male College Students http://works.bepress.com/sharper/22 http://works.bepress.com/sharper/22 Tue, 16 Dec 2008 20:03:16 PST Faulty assumptions explain, at least in part, why qualitative approaches are underused in institutional research. Some of the most complex assessment questions could be answered with greater clarity if these fallacies were explicated and dispelled. Shaun R. Harper, Ph.D. Harper on Other Higher Education Topics http://works.bepress.com/sharper/21 http://works.bepress.com/sharper/21 Tue, 16 Dec 2008 19:57:13 PST Understanding how students navigate their ways to and through higher education could be instructive for those seeking to wisely invest institutional and public resources, foster supportive environments for student development, and cultivate worthwhile partnerships to improve access and enhance student success. Shaun R. Harper, Ph.D. Harper on Other Higher Education Topics http://works.bepress.com/sharper/20 http://works.bepress.com/sharper/20 Tue, 16 Dec 2008 19:50:33 PST The relationship between Black Greek-letter organization membership and African American student engagement in almost exclusively White college classrooms was explored in this study. Data were collected through interviews with 131 members from seven undergraduate chapters at a large, predominantly White university in the Midwest. This study resulted in an explanatory model that shows how underrepresentation, voluntary race representation, and collective responsibility positively affect active participation, while Forced Representation has a negative effect. Findings also reveal that faculty teaching styles both positively and negatively affect engagement among African American sorority and fraternity members in their classes. The implications of these findings are discussed at the end of the article. Shaun R. Harper, Ph.D. Harper on Race, Diversity & Minority Student Engagement