Published Work

Permanent URI for this collection

Recent Submissions

Now showing 1 - 5 of 34
  • Publication
    Reconciling the knowledge of scholars & practitioners: An extended case analysis of the role of theory in student affairs
    (2016-01-01) Kimball, Ezekiel
    This paper utilizes a critical post-pragmatist epistemological lens in tandem with an extended case analysis to explore how student affairs professionals process truth claims related to student experience. Findings from the study, which include the limited usage of formal theory and the iterative reconstruction of informal theory, are used to demonstrate the utility of critical, theory-engaged methodology in educational research. Implications for future research and methodological decision-making are offered.
  • Publication
    Engaging Disability: Trajectories of Involvement for College Students with Disabilities
    (2017-01-01) Kimball, Ezekiel; Friedensen, Rachel; Silva, Elton
    This study draws on the narrative accounts of eight students with disabilities at a small liberal arts college in order to understand the connections between disability and student engagement. We found that disability plays a mediating role in the classroom; there are variations in access to institutional support; supportive peer networks are important’ and disability identity has a variable salience for these students. We also found that engagement for students with disabilities is multi-dimensional and multi-faceted. We include recommendations for supporting engagement for students with disabilities as well as suggestions for future research.
  • Publication
    Being Black (and) Immigrant Students: When Race, Ethnicity, and Nativity Collide
    (2017-01-01) George Mwangi, Chrystal A.; English, Shelvia
    While Black immigrants share some of the racialized experiences of native-Black Americans, they also have distinctive experiences. U.S. education presents an important environment to investigate these experiences as immigrants have the fastest growing child population and these children are increasingly entering the education system. This paper engages a systematic review of the growing body of literature centering on Black immigrants across the U.S. P-20 pipeline (preschool through graduate school). Findings reveal that the presentation of Black immigrants is incomplete in terms of the frameworks and research designs used to examine their educational experiences, pointing to a larger issue of a single narrative concerning this group.
  • Publication
    Researching Students with Disabilities: The Importance of Critical Perspectives
    (2015-01-01) Vaccaro, Annemarie; Kimball, Ezekiel; Wells, Ryan S.; Ostiguy-Finneran, Benjamin J.
    In this chapter, the authors critically review the current state of quantitative research on college students with disabilities and examine the exclusion of this marginalized population from much of our research. They propose ways to conduct research that more fully accounts for this diverse and important college population. The authors argue that critical quantitative research will produce more thorough knowledge and, in turn, policies and practices that will lead to more equitable college outcomes for students with disabilities.
  • Publication
    Financial Planning for College: Parental Preparation and Capital Conversion
    (2017-01-01) Manly, Catherine A.; Wells, Ryan S.; Bettencourt, Genia
    This study explores the conversion of cultural capital into economic capital, and specifically financial capital in the form of parental financial planning for children’s college education, including reported financial preparations and savings. Using data from the Education Longitudinal Study (ELS:2002), logistic regression-based analyses of aspects of cultural capital indicated that parental involvement exhibited the most prevalent relationship with financial planning and the amount saved, and that parents’ expectations, but not their aspirations, corresponded to engagement in financial planning. Findings support the conclusion that some parents convert part of their cultural capital to financial capital in preparation for paying for their child’s college education, perhaps representing a typically hidden facet of social class reproduction.