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PublicationA Theoretical Model to Explain the Overrepresentation of College Men among Campus Judicial Offenders: Implications for Campus Administrators(2005-01-01) Harper, Ph.D., Shaun R.; Harper, Ph.D., Shaun R.; Harris III, Frank; Mmeje, Kenechukwu (K.C.)As is the case in most K-12 schools, male students, in comparison to their female counterparts, disproportionately violate policies and are sanctioned more often for violence and disruptive behaviors on college and university campuses across the country. A theoretical model to explain this phenomenon is proposed in this article. Specifically, a synthesis of existing literature and theories from sociology, psychology, men’s studies, and education resulted in the identification of six acute variables that explain male overrepresentation among campus judicial offenders. While each component of the model is thoroughly explained, insight into interactions among the six variables is also offered. Practical implications for campus administrators who are interested in minimizing violence and disruptive behaviors among college men conclude the article. PublicationShifting the onus from racial/ethnic minority students to faculty: Accountability for culturally inclusive pedagogy and curricula(2007-01-01) Harper, Ph.D., Shaun R.; Harper, Ph.D., Shaun R.In this article, our goal is to personalize the concerns of diverse student populations and encourage faculty to intentionally incorporate cultural inclusion into their pedagogy and their courses. In light of a student's story (Julian) story and the responses of some of his peers, we emphasize that the onus needs to shift from students, who are expected to adjust to insensitive and monocultural classroom environments, to faculty, who need to change their teaching approaches to benefit an increasingly diverse array of students. PublicationOn analyzing HBCU admissions and recruitment material(2001-01-01) Harper, Ph.D., Shaun R.; Harper, Ph.D., Shaun R.In light of shifting African American student enrollment patterns at Historically Black Colleges and Universities (HBCUs), this study examines admissions and recruitment materials mailed to prospective students from 13 HBCUs. The material was analyzed using factors from the Search stage of Hossler and Gallagher’s (1987) college choice model. Results revealed variations in quality among public and private Black Colleges. The significance of these results, specific recommendations for recruitment, and implications for future research are also included. PublicationConsequences of conservatism: Black male undergraduates and the politics of historically Black colleges and universities(2008-10-01) Harper, Shaun R; Gasman, Marybeth; Harper, Shaun R; Gasman, MarybethPrevious research has highlighted numerous ways in which historically Black colleges and universities (HBCUs) offer more supportive educational environments for Black students than do predominantly White institutions (PWIs). Notwithstanding the consistency of these findings, persistence and graduation rates remain low for undergraduates, especially men, at HBCUs. Furthermore, anecdotal reports and news stories have called attention to the conservative politics of many Black colleges. This study explores how Black male students characterize, respond to, and make sense of environmental politics at 12 HBCUs that participated in the National Black Male College Achievement Study. In addition to 2-3 hour face-to-face individual interviews with 76 undergraduates, documents from 103 HBCUs were analyzed to gather additional insights into the political press of these institutions. Conservatism was evident in the areas of sexuality and sexual orientation, student self-presentation and expression, and the subordinate status ofstudents beneath faculty and administrators. PublicationStaffing practices, professional preparation trends, and demographics among student affairs administrators at HBCUs: Implications from a national study(2005-01-01) Harper, Ph.D., Shaun R.; Harper, Ph.D., Shaun R.; Kimbrough, Ph.D., Walter M.Results from a national demographic study of student affairs administrators at Historically Black Colleges and Universities (HBCUs) are presented in this article. Specifically, staffing practices in student affairs divisions and the educational backgrounds and aspirations of directors, senior student affairs administrators, and chief student affairs officers (n=270) were examined. Data from 52 four-year institutions show that HBCU student affairs administrators, especially those at the director level, hold advanced degrees in fields other than student affairs and higher education administration. More than 70% of those without doctoral degrees aspired to pursue them someday. Other findings reveal gender disparities between women and men at the highest levels of administration; racial homogeneity across all levels; and a nearly exclusive reliance on local recruitment methods to fill administrative positions. Implications for student affairs divisions at HBCUs, as well as graduate preparation programs and national student affairs professional associations, are offered at the end of the article. PublicationAccess and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts(2009-07-01) Harper, Ph.D., Shaun R.; Patton, Ph.D., Lori D.; Wooden, Ph.D., Ontario S.; Harper, Ph.D., Shaun R.; Patton, Ph.D., Lori D.; Wooden, Ph.D., Ontario S.Policies that have affected enrollments and degree attainment rates for African American students throughout the lifespan of higher education are analyzed in this article. Historically noteworthy progressive steps toward access and equity are juxtaposed with recent indicators of regression. Critical Race Theory is employed as an analytical framework for understanding how white supremacy and racist ideologies have shaped and undermined various policy efforts. PublicationRace-Conscious Student Engagement Practices and the Equitable Distribution of Enriching Educational Experiences(2009-01-01) Harper, Ph.D., Shaun R.; Harper, Ph.D., Shaun R.In this article, race-conscious student engagement is offered as an effective approach to narrowing racialized achievement disparities among college students, while simultaneously improving the experiences and outcomes of racial minority undergraduates. This version of student engagement is defined, and the mutual benefits it confers to students, educators, and predominantly white institutions are described in the article. But first, current racial gaps in the engagement of undergraduates are illuminated and discussed.