May is Asian/Pacific American Heritage Month (APAHM) and at UConn, this month is celebrated each year in April. As we recognize APAHM this year, we have been reflecting on the increase in anti-Asian violence and racist attitudes that we have seen over the past year in the United States and in our own university community. The HESA program expresses our solidarity with the Statement on Anti-Asian Violence released by the UConn Association for Asian American Faculty and Staff last month.
We echo our colleagues’ sentiments about the need to systemically fighting anti-Asian racism: “What is happening is wrong and we must stand together to not only identify and call-out this kind of behavior and its bad actors; but we must work systemically and synergistically to change culpable aspects of our university and society, to ultimately eradicate this malignancy” (UConn AAAFS). Toward this aim, our program has committed to three goals:
- Enhance our curriculum and course syllabi to be more critically-inclusive of Asian and Asian American experiences in higher education;
- Host a set of teach-ins to better demonstrate our commitment to a more critically-inclusive curriculum; and
- Continue to work with our campus partners to share and receive best practices on cultural competencies and solidarity initiatives.
Though we intended to hold our teach-ins in April, our HESA community experienced an unexpected tragedy during that time, so we have chosen to delay these events until a future date. However, we still want to offer a set of virtual learning resources to our HESA community based on filmmaker and UCLA professor Renee Tajima-Peña’s PBS documentary series “Asian Americans.” We hope that members of our community will engage with and learn from these resources to deepen their understanding about the Asian American experience.
Interviews with Filmmaker Renee Tajima-Peña
PBS Documentary Series “Asian Americans”
“In an era of exclusion and U.S. empire, new immigrants arrive from China, India, Japan, the Philippines and beyond. Barred by anti-Asian laws they become America’s first “undocumented immigrants,” yet they build railroads, dazzle on the silver screen, and take their fight for equality to the U.S. Supreme Court.”
“An American-born generation straddles their country of birth and their parents’ homelands in Asia. Those loyalties are tested during World War II, when families are imprisoned in detention camps, and brothers find themselves on opposite sides of the battle lines.”
“During the Cold War years, Asian Americans are simultaneously heralded as a Model Minority, and targeted as the perpetual foreigner. It is also a time of bold ambition, as Asian Americans aspire for the first time to national political office and a coming culture-quake simmers beneath the surface.”
“During a time of war and social tumult, a young generation fights for equality in the fields, on campuses and in the culture, and claim a new identity: Asian Americans. The war’s aftermath brings new immigrants and refugees who expand the population and the definition of Asian America.”
“At the turn of the new millennium, the country tackles conflicts over immigration, race, economic disparity, and a shifting world order. A new generation of Asian Americans are empowered by growing numbers and rising influence but face a reckoning of what it means to be an American in an increasingly polarized society.”
Dear HESA Community,
Just a few days ago, we wrote to you with heavy hearts to name, acknowledge, and reckon with the racial violence impacting BIPOC communities, particularly Asian and Asian American communities. We have few words to express the sadness we feel as we mourn the murder of eight people in Atlanta, of which six were Asian and Asian American women. These murders are horrific and we ache at the continued violence hurled at Asian and Asian American people.
To our Asian and Asian American community members, we grieve with you. We understand this violence is part of a long-standing anti-Asian history that continues today. And, we acknowledge our responsibility to show up in our practice and in our community in solidarity and with love.
We strongly encourage our HESA community to attend a virtual panel this evening March 18 at 5pm ET on “Asians in America: Anti-Asian Violence and the Fight Against Invisibility” which will feature UConn students, faculty, and staff; provide perspectives on today’s climate; and discuss its impact on UConn’s Asian and Asian American community. Register for the event here.
We in HESA continue our resolve to be more inclusive and supportive of our Asian and Asian American community members. We are committed and continue to work on the following:
- Enhance our curriculum and courses to be more critically-inclusive of Asian and Asian American experiences in higher education;
- Host a set of teach-ins on April 7th and 8th for our students to better demonstrate our commitment to a more critically-inclusive curriculum; and
- Continue to work with our campus partners to share and receive best practices on cultural competencies and solidarity initiatives.
In solidarity, and with love,
During this Women’s History month, we want to consider, in particular, the intersectional oppression that impacts the lives and experiences of women and girls. In this post, we explore the concept of intersectionality by focusing on our own Dr. Saran Stewart’s work with several colleagues of conceptualizing an Intersectional Methodology (IM).
Intersectionality is a concept coined by legal scholar Kimberlé Crenshaw in 1991. Crenshaw offered the idea that legal analyses on a single-axis of Black women and women of color’s identities (race only, or gender only), contributes to their erasure (Haynes et al., 2020). Crenshaw argued for an analysis that examines the intersections of race, gender, and class in understanding the unique forms of domination that Black women experience. As Haynes and colleagues (2020) point out, Crenshaw’s analysis was “…rooted in the legacy of Black feminism, which contends that the experiences of Black women and girls illuminate a particular understanding of their position in relation to sexism, class oppression, racism, and other systems of domination” (Haynes et al., 2020, p. 3). Intersectionality is often used as a theoretical framework in higher education research, but Dr. Stewart and colleagues aimed to understand how intersectionality is used in research methodology.
In a 2020 paper, Dr. Stewart and several colleagues used a literature synthesis to explore how scholars drew on intersectionality within their research methods, with the aim of “provid[ing] scholars with a nuanced methodological approach for taking up intersectionality in their study of Black women in education research, and social science research broadly” (Haynes et al., p. 13). They found that scholars who engaged Crenshaw’s intersectionality framework tended to employ four strategies in applying intersectionality to their research methods, which they termed Intersectional Methodology (IM):
- Feature 1: Centralize Black Women as the Subject
- Feature 2: Use of a Critical Lens to Uncover the Micro-/Macro-Level Power Relations
- Feature 3: Address How Power Shapes the Research Process
- Feature 4: Bring the Complex Identity Markers of Black Women to the Fore
“Our analysis suggests that intersectional interventions in higher education are needed because not all Black women (or Black people or women of color, for that matter) experience oppression in exactly the same way. IM presents researchers with the opportunity and ability to generate data-driven intersectional interventions that are transdisciplinary, effective, and focused on the needs of Black women” (Haynes et al., 2020, p. 31).
Dr. Stewart and her colleagues’ work articulating Intersectional Methodology “presents researchers with the opportunity and ability to generate data-driven intersectional interventions that are transdisciplinary, effective, and focused on the needs of Black women” (Haynes et al., 2020, p. 31). To read the full article, click here.
Dr. Stewart also presented a talk for the Center for Education Policy Analysis, Research, and Education this fall on Intersectional Methodology. You can view the full recording and transcript of the talk here. Dr. Stewart and her colleagues’ work provides an important guide for scholars conducting research about Black women, ensuring that intersectionality is not an abstraction, but meaningfully applied into research methods and interventions.
The UConn HESA program is pleased to be participating in ACPA’s Virtual Convention as a whole program this year. Between March 1-17, ACPA 21 will offer a wide variety of educational, scholarly, and networking programs. ACPA21 aims to center attendees’ experience, focusing on building community, dedicated to a strong curriculum, and embracing the future of ACPA’s Strategic Imperative for Racial Justice and Decolonization.
ACPA-College Student Educators International is the leading comprehensive student affairs association that advances student affairs and engages students for a lifetime of learning and discovery. A key focus of ACPA‘s work is the Strategic Imperative for Racial Justice and Decolonization, through which the association directs resources, energy, and time toward addressing racial justice in student affairs and higher education around the world. Many of our HESA program faculty have been actively involved in ACPA, including in commissions and communities of practice. Since we signed up for whole-program registration in the fall, our students have also had memberships to ACPA and been able to participate in year-round programming.
Although we are excited for everything that ACPA 21 has to offer, we are particularly enthusiastic about the five programs that were accepted from faculty and students in the HESA program. We have provided a full list of these sessions below. Convention registrants can access all of them, and the other great convention content by logging in with your ACPA account information to the virtual convention platform.
|Session Type||Date & Time||Title||Presenter(s)|
|Research-in-Process||Monday, March 8, 2021, 2:30-3:30pm||The Personal is Professional: Exploring Emerging Student Affairs Professionals’ Intimacies||Ashley N. Robinson, Sade Erinfolami, Tania Flores, & Trevor Madore|
|Research-in-Process||Monday, March 15, 2021; 1:15-2:15pm||Anti-Blackness and the Monolith Construction of Higher Education Latinidad||Luz Burgos-López|
|Convention Program||Monday, March 15, 2021; 3:45-4:45pm||An Institutional Transformation Approach to Recruiting Racially Minoritized Faculty||Milagro Castillo-Montoya, Ashley N. Robinson, Luz Burgos-López, & Jillian Ives|
|Research-in-Process||Tuesday, March 16, 2021; 2:30-3:30pm||Finding Our Voice: Combating Anti-Blackness and COVID-19 in Higher Education.||Saran Stewart, Milagros Castillo-Montoya, Jasmine Sindico, Irvine Peck’s-Agaya, Nicole Hyman, Alquan Higgs, Rachel Wada, & Kiara Ruesta|
|Research & Practice Poster||Supporting Undocumented Immigrants in the Current COVID-19 Era||Kenny Nienhusser, Omar Romandia-Diaz, Kiara Ruesta|
By Jillian Ives
Interviewing season is upon us, although it might look a bit different this year. I’ve had a fair amount of virtual and in-person interviews over the years, both as an interviewee and interviewer. There is a wealth of information out there, so I do not plan to summarize it all here. However, I would like to offer my fellow HESAs a different perspective on interviewing as they prepare to search for summer internships or full-time positions. When facing the daunting job search, taking the time for reflection is essential. Interviewing is just like any other learning experience—it is a developmental process for the mind, body, and soul, not an obstacle to overcome for a final result. I like to reframe interviewing, to see it as an opportunity to check in with myself and further refine my values, my goals, and my experiences.
When facing the daunting job search, taking the time for reflection is essential. Interviewing is just like any other learning experience—it is a developmental process for the mind, body, and soul, not an obstacle to overcome for a final result. I like to reframe interviewing, to see it as an opportunity to check in with myself and further refine my values, my goals, and my experiences.
First, reflect on how your mind functions under the stress. When you are nervous, do you talk fast, slow, or stumble over your words? Do you get easily distracted? Try to think through these things and be proactive where you can. For example, if you are virtually interviewing and know you get easily thrown off by distractions, close out of your email, silence your phone, and try to find a quiet and minimally decorated space. I know that I tend to not talk much when I’m nervous, so I purposefully post bullet lists of key experiences I want to highlight near my computer screen so that I can remind myself to expand on my answer by adding an example. For the things you can’t control, just be honest about them. If you get nervous and you forget what you were saying or can’t get the right word out, just reset by saying something like, “I’m sorry, I’m so excited to be interviewing for this position that I think my brain was moving faster than my mouth!” Reframing your nerves as excitement can make them less intimidating. Admitting your nerves can also go a long way with a search committee. We are all human after all, and they are probably nervous and stressed too!
Also know how your body functions under stress. Reflect on your nervous habits in an interview—do you tap your foot or pen? If you aren’t sure, run a mock interview with a friend or at the Center for Career Development and have them look for those habits. I know I tend to play with my jewelry when nervous, so I make sure to wear smaller earrings and no necklace when I interview to mitigate that habit. Although sometimes these small habits help us relieve stress, so if you are interviewing virtually you can take advantage of the format by squeezing a stress ball under the table. Also know how your body reacts to prolonged stress if you have an all-day interview on campus or are doing multiple virtual interviews in a row, like at The Placement Exchange. Pace yourself, and do what re-energizes you during breaks. Listen to a song, meditate, eat a snack, or whatever helps de-stress you.
Lastly, reflect on your soul. By this, I mean whatever soul means to you—whether that is spiritual, religious, or just what centers and nourishes you. One of the best ways to feed your soul is to not compare yourself to your peers during job season. Everyone will get jobs at different times, and it is not a reflection of your worth. Plan ahead of time what you are willing to accept and not accept in a job offer so that you do not question whether you are settling or not when you start to feel peer pressure. You do not need to find the perfect job because this will be the first among many. However, you do want to find a position that you can be happy in for at least a few years. Your soul impacts your mental and physical wellbeing—they are all connected. This is proven in research on how racially minoritized people end up facing physical and mental health conditions when working in a racist workplace—it is damaging to the soul, body, and mind. During the interview, pay attention to the diversity of the office space and gauge whether they value and prioritize equity. Ask questions about whether they have the resources that will feed your soul, whether that be affinity groups for faculty and staff, churches nearby of your religion, or beauty salons or barber shops that cater to your hair type. Make sure to reflect on what you personally need to be happy, healthy, and positive. For me, family nourishes my soul. I made finding a position near family a priority, so I didn’t feel pressured by the normative idea of conducting a national search.
A Few Other Tips and Tricks
Staying organized is perhaps the best advice I have for tending to your mind, body, and soul during interview preparation. Start by creating a spreadsheet to track every position you are planning to apply to. List the positions in rows, and the different information about the job and application in columns. For example, in the columns note the application materials required to apply, due dates, basic information about the institution, office, and position. Color code or mark off each as you submit the application. This will help you stay on top of due dates, but it will also help you remember what you’ve applied to and where, as your mind starts to muddle the applications over time. Then create a folder for each position, and save the final versions of the application materials you submitted and any research notes you collected about the position. If you get an interview, this will be very helpful for you to refer back to. Not only will it help you not duplicate your research efforts, but it will also help you remember what experiences you mentioned in your materials.
There are many resources out there on how to research a position and prepare for interview questions, so I won’t expand on that much here. However, one tip I have to save you some time—and thus save you effort in mind, body, and soul—is to have an interview question cheat sheet that can apply to all positions. Write out the most common interview questions in higher education (you can find many online), and the ones that are common to your functional area (experience advising, supervising, organizing programs, etc.). Write out your general philosophy for each question—what is your advising or supervision style for example. However, the key here is to think about all your experiences over time and map them onto these questions. You can actually create a table with the questions in rows and the experience examples in columns. This is important because a good interview answer moves from the hypothetical or theoretical, to include a specific example to illustrate your answer. This is often called the STAR method—the example should briefly explain the Situation, Task at hand, Action you took, and Result. So the table will help you think through the different experiences you have, what questions they might apply to, and if you have any gaps to consider. This really helped me in my interviewing experiences. When they asked a question about advising a student who was facing personal challenges, I knew I had 2-3 stories in my pocket to use. Maybe I had already used one that overlapped with another question they asked about advising students with minoritized identities, so I had 1-2 back up stories planned.
There are so many resources out there about interviewing. I’ve listed a few below as a start.
UConn Center for Career Development has many great interviewing resources, from videos on how to answer common questions, mock interviews, negotiating job offers, and more. They also have resources specifically for graduate students, and the common materials required for job applications.
The Student Affairs Collective has many blog posts written by student affairs professionals going through the job search process, and their tips and tricks. For example, see this post on the TPE experience.
Also, don’t forget that your network is a resource. Lean on HESA and UConn alumni. Check LinkedIn or HESA alumni groups to see if you know anyone working at the institution you are applying to. Email or call them to see if they can give you some insight into the institutional culture—what do they like or dislike about working there, what are the students like, etc. This will help in your preparation, but also give you better insight into whether you would want to work there.
Jillian Ives is a 2014 graduate of the HESA Program and a current PhD candidate in the Neag School of Education’s Learning, Leadership, and Education Policy program. Jillian also represents the Department of Educational Leadership as a representative on the Center for Career Development’s Graduate Student Career Council.
During this Black History Month, we in the HESA program find that there are countless examples of Black scholars, Black student affairs professionals, Black thought, and Black history that should be explored, uplifted, and celebrated. However, as we reflect on Black history, we recognize the importance of Black futures, specifically the futures and possibilities of Black student affairs professionals and Black students.
To focus on Black futures, we first highlight some of the professional communities for Black student affairs professionals. These organizations and groups work tirelessly to create and sustain connection, support, and community for Black student affairs professionals. We encourage Black student affairs professionals to engage with these communities, and we encourage everyone to support and uplift their work.
- ACPA Pan-African Network
- NASPA African-American Knowledge Community
Secondly, we want to highlight and uplift research that has been published in the past year (2020-present) about the developmental, social, and academic experiences of Black college and university students. This list, while by no means exhaustive, illuminates the breadth and depth of scholarly work centering the experiences of Black students in just the past year. This list of scholarly resources calls all of us to engage with new and emerging research and ideas about Black students’ experiences–ideas that often necessarily challenge long-accepted ideas and practices about college student development. We encourage members of our community to engage with these and other works that center Black students’ experiences, and to create spaces for Black student development, Black student possibilities, and Black student futures.
All of the below articles are available as full-text through the UConn Library.
- “I Don’t Know Where I Stand”: Black Trans Masculine Students’ Re/De/Constructions of Black Masculinity
- Direct Link
- Jourian, T.J, & McCloud, Laila. (2020). “I Don’t Know Where I Stand”: Black Trans Masculine Students’ Re/De/Constructions of Black Masculinity. Journal of College Student Development, 61(6), 733–749. https://doi.org/10.1353/csd.2020.0072
- Understanding Student Persistence in Commuter Historically Black Colleges and Universities
- Direct Link
- Baker, Dominique J, Arroyo, Andrew T, Braxton, John M, & Gasman, Marybeth. (2020). Understanding Student Persistence in Commuter Historically Black Colleges and Universities. Journal of College Student Development, 61(1), 34–50. https://doi.org/10.1353/csd.2020.0002
- Black Women’s Socialization and Identity Development in College: Advancing Black Feminist Thought
- Direct Link
- Porter, Christa J, Green, Qiana, Daniels, Michael, & Smola, Mary. (2020). Black Women’s Socialization and Identity Development in College: Advancing Black Feminist Thought. Journal of Student Affairs Research and Practice, 57(3), 253–265. https://doi.org/10.1080/19496591.2019.1683021
- Waking From the American Dream: Conceptualizing Racial Activism and Critical Consciousness Among Black Immigrant College Students
- Direct Link
- George Mwangi, Chrystal A, Daoud, Nina, Peralta, Alicia, & Fries-Britt, Sharon. (2019). Waking From the American Dream: Conceptualizing Racial Activism and Critical Consciousness Among Black Immigrant College Students. Journal of College Student Development, 60(4), 401–420. https://doi.org/10.1353/csd.2019.0037
- “It Affects Me in Ways That I Don’t Even Realize”: A Preliminary Study on Black Student Responses to a University’s Enslavement History
- Direct Link
- Garibay, Juan Carlos, West, Christian, & Mathis, Christopher. (2020). “It Affects Me in Ways That I Don’t Even Realize”: A Preliminary Study on Black Student Responses to a University’s Enslavement History. Journal of College Student Development, 61(6), 697–716. https://doi.org/10.1353/csd.2020.007
- (Re)Centering the Spirit: A Spiritual Black Feminist Take on Cultivating Right Relationships in Qualitative Research
- Direct Link
- Morton, Christina S. (2020). (Re)Centering the Spirit: A Spiritual Black Feminist Take on Cultivating Right Relationships in Qualitative Research. Journal of College Student Development, 61(6), 765–780. https://doi.org/10.1353/csd.2020.007
- “Well, What Did You Expect?”: Black Women Facing Stereotype Threat in Collaborative Academic Spaces at a Predominantly White Institution
- “We Wear the Mask”: Self-Definition as an Approach to Healing From Racial Battle Fatigue
- “Why Can’t I Just Chill?”: The Visceral Nature of Racial Battle Fatigu
- Black college students’ sense of belonging and racial identity
- Direct Link
- Hunter, Carla D, Case, Andrew D, & Harvey, I. Shevon. (2019). Black college students’ sense of belonging and racial identity. International Journal of Inclusive Education, 23(9), 950–966. https://doi.org/10.1080/13603116.2019.1602363
- Racial Socialization, Color-Blind Racial Ideology, and Mental Health Among Black College Students: An Examination of an Ecological Model
- Direct Link
- Barr, Simone C, & Neville, Helen A. (2014). Racial Socialization, Color-Blind Racial Ideology, and Mental Health Among Black College Students. Journal of Black Psychology, 40(2), 138–165. https://doi.org/10.1177/0095798412475084
- “We Need to Stick Together for Survival”: Black College Students’ Racial Identity, Same-Ethnic Friendships, and Campus Connectedness
- Direct Link
- Thelamour, Barbara, George Mwangi, Chrystal, & Ezeofor, Ijeoma. (2019). “We Need to Stick Together for Survival”: Black College Students’ Racial Identity, Same-Ethnic Friendships, and Campus Connectedness. Journal of Diversity in Higher Education, 12(3), 266–279. https://doi.org/10.1037/dhe0000104
November is Native American Heritage Month (NAHM), and as we in the HESA program pause during UConn’s fall break, we reflect on the critical importance of recognizing and honoring the role of Native American and Indigenous scholars, practices, and thought in our field. UConn’s campuses are located on land that is the territory of the Mohegan, Mashantucket Pequot, Eastern Pequot, Schaghticoke, Golden Hill Paugussett, Nipmuc, and Lenape Peoples, who have stewarded this land throughout the generations. We thank them for their strength and resilience in protecting this land, and aspire to uphold our responsibilities according to their example. Native and Indigenous people bring rich knowledge and experiences to our educational spaces, including the field of higher education and student affairs. Indigenous methodologies, pedagogies, and existence in higher education are acts of resistance against an oppressive educational system that has expropriated native lands and attempted to erase native knowledge and ways of living.
In celebration of NAHM, we highlight some of those Native and Indigenous methodologies, pedagogies, and practices in higher education and student affairs. We offer a very brief selection of resources below, which may serve as a starting point for further engagement. We encourage members of our HESA community to engage with these and other resources to deepen your learning about Native and Indigenous communities, educational experiences, and ways of knowing.
Professional and Scholarly Communities
Beyond Access: Indigenizing Programs for Native American Student Success (2018), edited by Heather J. Shotton, Shelly C. Lowe and Stephanie J. Waterman
Reclaiming Indigenous Research in Higher Education (2018), edited by Robin Starr Minthorn and Heather J. Shotton
Beyond the Asterisk: Understanding Native Students in Higher Education (2013) edited by Heather J. Shotton, Shelly C. Lowe, Stephanie J. Waterman
“New Research Perspectives on Native American Students in Higher Education” (2019), Stephanie J. Waterman
“I Thought You’d Call Her White Feather”: Native Women and Racial Microaggressions in Doctoral Education (2017) Heather J. Shotton
“Home Away From Home: Native American Students’ Sense of Belonging During Their First Year in College” (2016) Amanda R. Tachine, Nolan L. Cabrera & Eliza Yellow Bird
“Toward a Tribal Critical Race Theory in Education” (2006) Bryan McKinley Jones Brayboy
UConn faculty, students, and post-docs from the Department of Educational Leadership, the HESA program, and Office of Diversity & Inclusion will be involved as presenters and volunteers during this year’s annual ASHE (Association for the Study of Higher Education) virtual conference on November 18-21 and pre-conference for the Council for Ethnic Participation (CEP) on November 13. Ten of our faculty, recent graduates, and graduate students from UConn will present 12 papers and interactive symposia and serve as discussant or chair on five paper sessions and interactive symposia. For those interested in participating in the conference, registration is still available.
The theme for the 2020 Conference is Advancing Full Participation. The association noted that:
Advancing full participation requires dismantling racism, classism, sexism, and other forms of oppression that systematically disadvantage different individuals and groups. It requires that we construct and study “architecture of inclusion” (Sturm, 2006) at various decision points, across sectors, and between siloes. We need to understand the mechanisms most likely to foster inclusion and full participation across public, private, national and international contexts.
Indeed, the scholarship and research that our UConn scholars are sharing during the conference is aimed at advancing full participation, incorporating qualitative, quantitative, and mixed-methods approaches, and addressing wide-ranging topics from pedagogy and learning, to policy, to student development, to global education. If you are planning to participate in the annual ASHE conference, we hope that you will take time in your schedule to support and learn from the excellent work of our UConn scholars. You can refer to the compiled selection of sessions with UConn presenters, chairs, or discussants below. Of course, we recommend using the official conference schedule for the most accurate and up-to-date information.
|Session Name||Date||Time (EST)||Location||Session Type||UConn Scholar||Role||Paper Title||Link|
|Making Space for Community, Support and Healing in Racial Equity Higher Education Work||Fri, November 13||12:45 to 2:00pm EST||Council for Ethnic Participation Virtual Pre-Conference, Bulbancha Room||Interactive Symposium||Frank A. Tuitt||Co-Chair||http://tinyurl.com/y6fdfx3s|
|Making Space for Community, Support and Healing in Racial Equity Higher Education Work||Fri, November 13||12:45 to 2:00pm EST||Council for Ethnic Participation Virtual Pre-Conference, Bulbancha Room||Interactive Symposium||Milagros Castillo-Montoya||Presenter||http://tinyurl.com/y6fdfx3s|
|Learning Through Engaging: Colleges Developing Activistas, Global Citizens, and Worldviews||Wed, November 18||4:30 to 5:45pm EST||ASHE Virtual Conference, Ida B. Wells Room||Paper Session||Adam M. McCready||Discussant||http://tinyurl.com/yx8z4hlc|
|Difference in Opinion: Making Sense of Student Encounters||Wed, November 18||2:45 to 4:00pm EST||ASHE Virtual Conference, Natchez Room||Paper Session||Ashley N. Robinson||Chair|
|New Perspectives on Faculty Workload Inequities||Thu, November 19||12:00 to 12:45pm EST||ASHE Virtual Conference, Natchez Room||Roundtable||Milagros Castillo-Montoya||Presenter||Braids and Bridges: A Collaborative Postcolonial AutoEthnography of Racially Minoritized Women Teaching Intergroup Dialogue||http://tinyurl.com/y2o2nyxs|
|Examining Race, Culture, and Fit in Higher Education||Thu, November 19||12:00 to 12:45pm EST||ASHE Virtual Conference, Houma Room||Roundtable||Luz Burgos-López||Presenter||The erasure of Blackness and role of Antiblackness in the Construction of Higher Education Latinidad||http://tinyurl.com/yyflojxx|
|Multicultural and Critical Teaching and Learning Perspectives||Thu, November 19||12:00 to 12:45pm EST||ASHE Virtual Conference, Michigan State Room||Roundtable||Joshua Abreu||Presenter||Learning to Teach Through Experimentation: A Multi-Case Study on Three Professors Teaching Historically-Marginalized Students||http://tinyurl.com/y4bbf7t3|
|Critical Perspectives on Service Learning||Fri, November 20||1:00 to 2:15pm EST||ASHE Virtual Conference, Equitable Engagement Room||Paper Session||Milagros Castillo-Montoya||Presenter||Developing Latinx students’ critical consciousness in a sport-based critical service learning||http://tinyurl.com/y5jds384|
|Critical Perspectives on Service Learning||Fri, November 20||1:00 to 2:15pm EST||ASHE Virtual Conference, Equitable Engagement Room||Paper Session||Ajhanai Channel Inez Newton||Developing Latinx students’ critical consciousness in a sport-based critical service learning||http://tinyurl.com/y5jds384|
|The Influence of Policies on Graduate Education and Workforce Development||Fri, November 20||4:30 to 5:45pm EST||ASHE Virtual Conference, Michigan State Room||Paper Session||H. Kenny Nienhusser||Presenter||If You Fund Them, Will They Come?: Findings from a Graduate Student Fellowship Program||http://tinyurl.com/y62dy47f|
|The Influence of Policies on Graduate Education and Workforce Development||Fri, November 20||4:30 to 5:45pm EST||ASHE Virtual Conference, Michigan State Room||Paper Session||Milagros Castillo-Montoya||Presenter||If You Fund Them, Will They Come?: Findings from a Graduate Student Fellowship Program||http://tinyurl.com/y62dy47f|
|Racism Off-Campus and Online: Quantitative Investigations||Fri, November 20||2:45 to 4:00pm EST||ASHE Virtual Conference, Chitimacha Room||Paper Session||Adam M. McCready||Presenter||Does Experiencing Racialized Aggressions on Social Media Predict Mental Health Outcomes||http://tinyurl.com/y42hjwjj|
|Attitudinal Inquires: Mixed-Methods Approaches to Student Safety||Fri, November 20||4:30 to 5:45pm EST||ASHE Virtual Conference, Houma Room||Paper Session||Adam M. McCready||Presenter||Masculinities as Barriers to Full Participation: A Longitudinal Study on Fraternity Masculine Norms and Hazing Motivations||http://tinyurl.com/y6oydyap|
|Teaching and Learning in Global Contexts||Fri, November 20||4:30 to 5:45pm EST||ASHE Virtual Conference, Utah Room||Paper Session||Saran Stewart||Presenter||Decolonizing Academic Spaces: Advancing Full Participation Globally to Promote Racial Equity in Postsecondary Education||http://tinyurl.com/yyfnpr4h|
|Teaching and Learning in Global Contexts||Fri, November 20||4:30 to 5:45pm EST||ASHE Virtual Conference, Utah Room||Paper Session||Frank A. Tuitt||Presenter||Decolonizing Academic Spaces: Advancing Full Participation Globally to Promote Racial Equity in Postsecondary Education||http://tinyurl.com/yyfnpr4h|
|Institutions’ Role in Perpetuating or Disrupting Inequity||Fri, November 20||2:45 to 4:00pm EST||ASHE Virtual Conference, Caddo Room||Paper Session||H. Kenny Nienhusser||Discussant||http://tinyurl.com/yyg87sg4|
|Facilitating College Pathways through College Access Programs||Fri, November 20||1:00 to 2:15pm EST||ASHE Virtual Conference, Caddo Room||Paper Session||Leslie Allen Williams||Presenter||Filling the Potholes: How College Access Programs Aid Participants’ Journeys to, through and Beyond College||http://tinyurl.com/y3kkx37r|
|(Im)Possible Strategy? Globalizing Efforts for Racial Equity in Higher Education||Sat, November 21||1:00 to 2:15pm EST||ASHE Virtual Conference, Houma Room||Interactive Symposium||Frank A. Tuitt||Chair|
|(Im)Possible Strategy? Globalizing Efforts for Racial Equity in Higher Education||Sat, November 21||1:00 to 2:15pm EST||ASHE Virtual Conference, Houma Room||Interactive Symposium||Milagros Castillo-Montoya||Presenter||http://tinyurl.com/y4ty8j8b|
|Student Affairs on the Front Lines: Addressing Hazing, White Supremacy, and Success for Students of Color||Sat, November 21||2:30 to 3:45pm EST||ASHE Virtual Conference, Chitimacha Room||Paper Session||Ashley N. Robinson||Presenter||How Does Whiteness “Show Up” in Student Affairs Work? An Institutional Ethnographic Literature Analysis||http://tinyurl.com/y6skb2dw|
|Taking a Stand: ASHE’s Position Taking Committee Year in Review||Sat, November 21||2:30 to 3:45pm EST||ASHE Virtual Conference, Bulbancha Room||Invited Session||H. Kenny Nienhusser||Presenter||http://tinyurl.com/y3cft87u|