Higher education researchers and practitioners increasingly rely on high‐impact practices in thei... more Higher education researchers and practitioners increasingly rely on high‐impact practices in their efforts to promote success among diverse college students. In this chapter, we discuss the dangers of uncritically adopting one‐size‐fits‐all notions of high‐impact practices, and we underscore the need to meaningfully consider culture and identity in efforts to design and deliver such initiatives in equitable ways. We also offer five common misconceptions that inhibit advancing more equitable conversations about high‐impact practices.
Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessme... more Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor.
Journal of Student Affairs Research and Practice, 2020
Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to ... more Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to examine the role of ethnic identity, principled policy beliefs, self-interest, and gender in Hmong college students’ support for college affirmative action policies designed to benefit their own group. Results indicated principled policy beliefs as well as gender were significant predictors of support. Ethnic identity and self-interest were not significant predictors of support. Implications for research and practice are addressed.
Abstract: This article describes a student affairs practitioner's experience with co-instruc... more Abstract: This article describes a student affairs practitioner's experience with co-instructing a course entitled," Queer (y) ing Religion and Spirituality". The ways practitioners can facilitate difficult dialogues with students about the intersection of spirituality and GLBT ...
Using grounded theory methodology, we examined the experiences of first-generation Latino/a colle... more Using grounded theory methodology, we examined the experiences of first-generation Latino/a college students. Themes emerged in students' interactions with and perceptions of peers, advisors, and faculty members. A model derived from the data was developed to describe the unique ways first-generation Latino/a students sought information relating to classes, transferring, financial aid, and careers. We conclude the article with six recommendations and a discussion of how advisors might work with the Latino/a student population. Relative emphasis: research, practice, theory
Title of Document: ACADEMIC AFFAIRS AND STUDENT AFFAIRS PARTNERSHIPS PROMOTING DIVERSITY INITIATI... more Title of Document: ACADEMIC AFFAIRS AND STUDENT AFFAIRS PARTNERSHIPS PROMOTING DIVERSITY INITIATIVES ON CAMPUS: A GROUNDED THEORY Lucy Anne LePeau, Doctor of Philosophy, 2012 Directed By: Professor Susan R. Komives Department of Counseling, Higher Education, and Special Education Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about how partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand how the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Resear...
Journal of postsecondary student success, Apr 20, 2022
Though theories about retention and student development have been in the literature for decades, ... more Though theories about retention and student development have been in the literature for decades, they have mainly existed in silos with little exploration of how they could or should be used together. This scholarly paper seeks to engage with the idea that there are synergistic connections between student development and retention theories that could further promote student success.
Higher education researchers and practitioners increasingly rely on high‐impact practices in thei... more Higher education researchers and practitioners increasingly rely on high‐impact practices in their efforts to promote success among diverse college students. In this chapter, we discuss the dangers of uncritically adopting one‐size‐fits‐all notions of high‐impact practices, and we underscore the need to meaningfully consider culture and identity in efforts to design and deliver such initiatives in equitable ways. We also offer five common misconceptions that inhibit advancing more equitable conversations about high‐impact practices.
Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessme... more Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor.
Journal of Student Affairs Research and Practice, 2020
Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to ... more Using a sample of 119 Hmong students, this study employed multiple linear regression analysis to examine the role of ethnic identity, principled policy beliefs, self-interest, and gender in Hmong college students’ support for college affirmative action policies designed to benefit their own group. Results indicated principled policy beliefs as well as gender were significant predictors of support. Ethnic identity and self-interest were not significant predictors of support. Implications for research and practice are addressed.
Abstract: This article describes a student affairs practitioner's experience with co-instruc... more Abstract: This article describes a student affairs practitioner's experience with co-instructing a course entitled," Queer (y) ing Religion and Spirituality". The ways practitioners can facilitate difficult dialogues with students about the intersection of spirituality and GLBT ...
Using grounded theory methodology, we examined the experiences of first-generation Latino/a colle... more Using grounded theory methodology, we examined the experiences of first-generation Latino/a college students. Themes emerged in students' interactions with and perceptions of peers, advisors, and faculty members. A model derived from the data was developed to describe the unique ways first-generation Latino/a students sought information relating to classes, transferring, financial aid, and careers. We conclude the article with six recommendations and a discussion of how advisors might work with the Latino/a student population. Relative emphasis: research, practice, theory
Title of Document: ACADEMIC AFFAIRS AND STUDENT AFFAIRS PARTNERSHIPS PROMOTING DIVERSITY INITIATI... more Title of Document: ACADEMIC AFFAIRS AND STUDENT AFFAIRS PARTNERSHIPS PROMOTING DIVERSITY INITIATIVES ON CAMPUS: A GROUNDED THEORY Lucy Anne LePeau, Doctor of Philosophy, 2012 Directed By: Professor Susan R. Komives Department of Counseling, Higher Education, and Special Education Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about how partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand how the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Resear...
Journal of postsecondary student success, Apr 20, 2022
Though theories about retention and student development have been in the literature for decades, ... more Though theories about retention and student development have been in the literature for decades, they have mainly existed in silos with little exploration of how they could or should be used together. This scholarly paper seeks to engage with the idea that there are synergistic connections between student development and retention theories that could further promote student success.
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Papers by Lucy LePeau