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Shonda L. Goward; Benjamin M. Torsney – About Campus, 2024
The purpose of this paper is to consider a different point of view as to why historically underrepresented minority students ultimately succeed in school, but do so at a cost (Goward, 2020). The authors argue that considering John Henryism, i.e., high-effort coping as a response to environmental stressors, as a source of motivation for…
Descriptors: Higher Education, Success, Coping, Barriers
Kirsten M. Weber; Natalie F. Douglas; Tierney Popp; Rachael K. Nelson – About Campus, 2024
Often, experiences of trauma challenge a person's ability to cope. Although many students on college campuses carry around trauma, the COVID-19 pandemic placed a magnifying glass on student mental health that made it clear universities cannot be passive when it comes to supporting students through their trauma. In this article, the authors argue…
Descriptors: College Students, Trauma Informed Approach, COVID-19, Pandemics
Sarang Kim – About Campus, 2024
Issues of race and racism in U.S. higher education often neglect the experiences of international students (Yao et al., 2019). In this article, the author advocates for more intentional institutional attention to and support for international students' development of critical consciousness and agency regarding issues of race and racism, as they…
Descriptors: Foreign Students, College Students, Empowerment, Personal Autonomy
Samuel Museus; Christen Sasaki – About Campus, 2024
Scholars such as Howard Zinn (1998) and James Loewen (2008) note that educators have too often failed to realize the potential power of history. They assert that US history classes often focus on the memorization of historical facts, figures, and events while creating few opportunities for students to learn how to leverage history to critically…
Descriptors: College Students, History Instruction, Ethnic Studies, Ethnic Groups