College Students & their Cultures

Notes on Terms and Concepts (Enke, 2012a) “Trans Enough?”: The Pressures Trans Men Negotiate in Higher Education (Catalano, 2015) The Education of Little Cis (Enke, 2012b) Spaces to Speak: Photovoice and the Reimagination of Girls' Education in India (Shah, 2015) To be seen or not to be seen: Photovoice, queer and trans youth, and the dilemma of representation (Holtby et al., 2015)

The lost voice of a spic (Sanchez, 2016) Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies (Nuñez, 2011) Mapping and recontextualizing the evolution of the term Latinx: An environmental scanning in higher education (Salinas & Lozano, 2019)

a. "The Whole Weight of the World on My Shoulders": Power, Identity, and Student Activism (Linder, Quaye, Stewart, et al., 2019) b. Situating the study of identity-based activism on U.S. college campuses (Linder, Quaye, Lange, et al., 2019) c. Recommendations for educators, administrators, and faculty (Linder, Quaye, Lange, et al., 2019) d. The new intolerance of student activism (Friedersdorf, 2015) e. Interview with Contemporary Activists Supplementary Readings: i. We Demand: The University and Student Protests (Ferguson, 2017) ii. Governing Through Fear (Sanchez, 2019) iii. Student and Administrative Responses to Student Collective Action on Campus (Lockard et al., 2019) iv. Rhoads - Student Protest and Multicultural Reform: Making Sense of Campus Unrest in the 1990s (Rhoads, 1998) v. Kezar - Faculty and Staff Partnering With Student Activists: Unexplored Terrains of Interaction and Development (Kezar, 2010) vi. Reordering student affairs: from minority absorption to a radical new (Smithers & Eaton, 2019) vii. Activism or slacktivism? The potential and pitfalls of social media in contemporary student activism (N. Cabrera et al., 2017)

Gonzales (2016) Sahay et al. (2016) Vargas (2011)

a. The Silence Is Broken: A History of the First Lesbian, Gay, and Bisexual College Student Groups (Beemyn, 2003) b. Duggan – The New Homonormativity c. Consciousness-raising or unintentionally oppressive? Potential negative consequences of photovoice (Call-Cummings & Martinez, 2016) d. Supplementary Readings: a. Big U Knows Best (Weiser & Wagner, 2017) b. Dude You're a Fag (Pascoe, 2011)

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a. U.S. Military Veterans Transition to College: Combat, PTSD, and Alienation on Campus  (Elliott et al., 2011) b. Student veteran awareness: Christopher Webb at TEDxUNCAsheville c. War wounds: Military alum's mission brings salve to soldiers' souls  (Moody, 2018) d. Characteristics of Student Veterans | VA Campus Toolkit Handout. (Veterans Affairs, 2014)

Whose Markets; Whose Knowledge (Apple, 2010) teachers as tranformatory intellectuals (Giroux, 2002)

a. Photovoice as Methodology, Pedagogy, and Partnership-Building Tool: A Graduate and Community College Student Collaboration (Latz et al., 2016) b. ART RESISTS. ART HEALS. ART IS RESILIENCE: Utilizing Creativity in Postsecondary Education (Lou, 2017) i. Supplementary Readings 1. Modifying photovoice for community-based participatory indigenous research Castleden et al., 2008) 2. Photovoice: Concept, methodology, and use for participatory needs assessment (Wang & Burris, 1997)

Nanette Stand-up Tragedy (Kahn, 2018) Lorde – On Anger (Lorde, 2012) Week 1 Intersectionality Pieces (all in one file on RN) Grzanka – Introduction: Intersectional Objectivity Grzanka – Introduction: Power/Knowledge/Position Harraway – Situated Knowledges and the Persistence of Vision Hill Collins – The Trouble with Postmodernism

Here lies an audio-only version of me going over the syllabus. The video can be seen here: https://www.youtube.com/watch?v=x7zX0fdWqKs

a. Appreciative Education (Bloom et al., 2013) b. Student Affairs Educators as Partners in Using Student Development Theory (Patton Ch 17) c. Implications and Future Directions for Practice, Research, and Theory Development (Patton Ch 18)

a. Social Class and Identity (SDC Ch 11) b. Understanding Social Class as Identity (Martin et al., 2018) c. Helping Poor- and Working-Class Students Create Their Own Sense of Belonging (Ardoin, 2018) d. Whose culture has capital? A critical race theory discussion of community cultural wealth (Yosso, 2005) e. Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms (Moll et al., 1992)

Disability Identities and Identity Development (SDC Ch 10) Crip Theory: Dismantling Ableism in Student Development Theory (E. S. Abes, 2019) A model of social and psychosocial identity development for postsecondary students with physical disabilities (Forber-Pratt & Aragon, 2013)

a. Development of Faith and Spirituality (SDC Ch 9) b. Coming Full Circle: A Scholarly Personal Narrative of Religion and Spirituality in Graduate Education (Snipes, 2020) c. The Role of Student Affairs in Promoting Religious and Secular Pluralism and Interfaith Cooperation (Kocet & Stewart, 2011) d. Comparing Spiritual Development and Cognitive Development (Love, 2011)

Gender a. Gender and Gender Identity Development (SDC Ch 8) b. Queer Theory: Deconstructing Sexual and Gender Identity, Norms, and Developmental Assumptions (Denton, 2019) c. Double jeopardy: (Trans)versing Higher Ed as Queer Trans Advocates (Weiser, Wagner, Lawter, 2018) d. Intersectional Perspectives on Gender and Gender Identity Development (CPSDT Ch 6)

Sexuality a. Sexual Identity Development (SDC Ch 7) b. Analysis of LGBT Identity development models and implications for practice (Bilodeau & Renn, 2011) c. Critical and Poststructural Perspectives on Sexual Identity Development (CPSDT Ch 5) - optional

a. Critical Race Theory: Interrogating Race and Racism in College Student's Development (Harris & Poon, 2019) b. Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress (Solózano et al., 2011) c. Counterspaces in a Hostile Place: A Critical Race Theory Analysis of Campus Cultural Centers (Yosso & Benavides Lopez, 2010)

a. Moral Development (SDC Ch 15) b. Moral Stages and Moralization: The Cognitive-Developmental Approach (Kohlberg, 2005) c. Two Moral Orientations (Gilligan & Attanucci, 2005)

a. Psychosocial Identity Development (SDC Ch 13) b. The Seven Vectors (Chickering & Reisser, 2005) c. Epistemological and Intellectual Development (SDC Ch 14) d. Revisiting Women's Way of Knowing (McVicker Clinchy, 2005)

Conversations regarding leadership and its role in working with students in higher education and student affairs.

This week we are discussing the following pieces: Situating Paradigms in Student Development Theory (Abes, 2016) Critical Theoretical Models (Hernández, 2016b) Racism: Becky's Dance Around the Other 'R-Word' in Student Affairs (Cabrera, 2019) Informal Theory: The Ignored Link in Theory-to-Practice(Love, 2012) Taking A Break From Student Development Theory (Nicolazzo, 2016)

Lecture for week 2 of EAF 461 covering chapters 2 & 3 of the book and chapter 2 of CPSDT

Come listen to a brief overview of the syllabus, policies, and assignments for EAF 461 for the Fall of 2020!

This is a trailer for future content related to EAF 461. I look forward to learning with you this semester!