College of Liberal Arts and Human Sciences (CLAHS)

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https://hdl.handle.net/10919/5555

The College of Liberal Arts and Human Sciences includes the arts, humanities, social and human sciences, and education. The College nurtures intellect and spirit, enlightens decision-making, inspires positive change, and improves the quality of life for people of all ages.

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“A 19th Century Physician Answers Popular Yahoo! Inquiries: The ‘Is It Bad?’ Edition”
Vollmer, Matthew (Ohio Edit, 2013-09-27)
21st Century Competencies for College and Career Readiness
Carnevale, Anthony P. (Georgetown University Center on Education and the Workforce, 2013-03-07)
In this article, the author analyzes the economic changes due to mass-production from the Civil War until the 1970’s. He also examines and describes the standard competencies needed to enter the labor market as we survive the 21st century.
Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts
Harper, Shaun R.; Patton, Lori D.; Wooden, Ontario S. (Ohio State University Press, 2009-07-01)
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.
Accessibility to the PhD and Professoriate for FirstGeneration College Graduates: Review and Implications for Students, Faculty, and Campus Policies
Kniffin, Kevin M. (American Federation of Teachers, 2007)
There are several reasons why it is important to better understand the experiences of first-generation college students and graduates. First, there is evidence that suggests, at least, that opportunity or access to the PhD depends upon the formal education of one’s parents and is not equal. Second, if we agree that diverse student bodies are best served by diverse faculties, it is important for the benefit of students to better understand why equal opportunity to the PhD is lacking. And third, a better understanding of how a diverse faculty and academic staff promotes equality of educational opportunity has value for building popular support for postsecondary education and broader accessibility. In this article, the author reviews illustrative samplings of qualitative and quantitative research concerning the experiences of first-generation college students from the stage of undergraduate admissions through doctoral completion and achievement of tenure.
Administrators’ Perspectives of Diversity: An Examination of the University of Florida
Johnson, Brigitta (Academic Leadership Journal, 2005-10-01)
The issue of successful diversity management is a particular concern now because of demographic changes. This research documents how University of Florida's administrators have struggled with the challenge of student diversity in recent years and makes suggestions about how administrators could improve their interaction from this experience.
Advances in Research on Morphosyntax and Multicompetent Speakers of French and Spanish: Introduction to the Special Issue
Gudmestad, Aarnes (MDPI, 2021-12-20)
Historically, research on language acquisition among multicompetent speakers has devoted significant attention to the area of morphosyntax, compared to other domains of language (Ortega 2009, p [...]
Affirmative Action in Higher Education: An Analysis of Practices and Policies
Cade, Alfred R. (Education Policy Analysis Archives, 2002-04-25)
This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underrepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.
African American Access to Higher Education: The Evolving Role of Historically Black Colleges and Universities
Harper, Brian E. (American Academic)
Faced with numerous obstacles, HBCUs have often been lightning rods for criticism. Opponents of the Black college model criticize the integrity of its academic programs, particularly in light of the challenges of a new millennium. The recurring question remains: is the need for historically Black colleges and universities as pressing today as was the case a century prior? If so, how might these institutions be adequately supported in their mission to educate African American students in the twenty-first century? This article argues that, despite the impediments they face, HBCUs continue to play a critical role today.
African American Women in Higher Education: Issues and Support Strategies
Bartman, Cynthia C. (College Student Affairs Leadership, 2015)
In recent years, the college graduation rates of African American women, a historically marginalized group, have increased. However, their graduation rates continue to lag behind those of White women, among other racial/ethnic groups. This paper reviews the related literature and identifies four major issues impacting the college graduation rates of African American women. Additionally, intervention strategies are suggested.
"The Art of the Short Story: Helen Phillips and Matthew Vollmer"
Vollmer, Matthew; Phillips, H. (LitHub, 2016-07-05)
A conversation between writers Helen Phillips and Matthew Vollmer about writing short stories.
Assessing the Impact of Municipal Government Capacity on Recovery from Hurricane Maria in Puerto Rico
A municipality’s level of public engagement and especially community involvement is associated with a greater rate of recovery in Puerto Rico following Hurricane Maria in 2017. This finding is based on an analysis of the relationship between the capacity of Puerto Rico’s 78 municipal governments and their rates of post disaster-recovery, controlling for both exposure to Maria and pre-storm trends. Municipal capacity for community involvement may help activate social capital and the co-production of disaster recovery. Community involvement may increase trust among local officials and residents, increase government’s knowledge of community priorities, and help residents access federal and state aid. Other measures of management capacity are not consistently associated with a faster rate of post-disaster recovery. The findings suggest that investing in municipal capacity for public engagement as part of disaster preparedness may provide benefits for disaster recovery. For researchers, the combination of original survey data and readily available post-disaster indicators provides a model for assessing recovery after disaster in the short term.
Auteurist Socio-Cultural Critique: Quentin Tarantino’s The Hateful Eight as Historical Present
Greene, Justin R. (2017)
Twenty-four years and eight films into his career, differing arrays of people are still drawn to Quentin Tarantino and his films. When viewers encounter “written and directed by Quentin Tarantino,” there are certain expectations that accompany these words. In his classic essay “What Is an Author?,” Michel Foucault claims “that an author’s name is not simply an element in a discourse (capable of being either subject or object, of being replaced by a pronoun and the like); it performs a certain role with regard to narrative discourse, assuring a classificatory function” (107). Following Foucault’s thinking, I associate Tarantino’s name with a particular style or mode of filmmaking, because audiences, no matter the racial or gendered dynamics, have granted Tarantino the opportunity to explore his representation of America. Most recently, by immersing a predominantly white male American audience in his depictions of United States society and culture, Tarantino’s films confront white America’s perceptions and epistemologies of American history. Tarantino’s America is violent, seedy, and vulgar. His films take mainstream, white mainstream audiences into a world vastly different from their own comfortable spaces, through his use of traditionally unrelateable characters...
Autism and Rhetoric
Heilker, Paul V.; Yergeau, M. (National Council of Teachers of English, 2011-05)
By understanding the verbal and nonverbal manifestations of autism as a rhetorical imperative, a perspective that involves applying Krista Ratcliffe's concept of rhetorical listening, scholars can do much to dissolve the idea of otherness that appears in discussions of this topic.
Autoconstruction of the Media City: Tracing the Routes of Electronic Devices in the Global South
Prieto-Nanez, Fabian (2023-02)
Balancing Risk and Responsibility: Reforming Student Loan Repayment
James, Kevin J.; Kelly, Andrew P. (American Enterprise Institute, 2015-11-01)
As federal student loan debt has grown, policymakers have put forward a number of ideas designed to help struggling borrowers keep up with their monthly payments. The goal of this article is therefore to step back from the overheated rhetoric and more clearly articulate potential solutions to the problems many student borrowers face. The authors argue that because higher education is an expensive and risky investment that lacks collateral, federal loan programs should feature common-sense protections that safeguard borrowers from downside risk.
Barriers to Higher Education
Office of the Vice President (2009)
This article focuses on the pathway to higher education, scanning existing research for evidence of any barriers that block families and their children from achieving their educational goals. The article points out what barriers still exist and how they vary by factors like income and family background. Why does this matter? Because a clear pathway to a college education is a clear pathway into the middle class.
Barriers to Latina Access of Higher Education
Montalban, Marissa (Senior Honors Projects at the University of Rhode Island, 2012)
Female Hispanics, or Latinas, have often been described as having two strikes against them. Females have typically been underrepresented in higher education settings, and it is only recently that they have been welcomed into the collegial atmosphere. In some instances, there are still different opportunities available to females than males. One of the barrier to success in college for Latinas could be the fact that their traditional culture and the American culture vary greatly, and can sometimes appear to be irreconcilable. In this context, the author points out some barriers that Latinas face in higher education and recommends some policies to address them.
Being Black in a Sea of Color: A Phenomenological Study Exploring Black Students’ Racial Experiences at an AANAPISI and Emerging HSI
Lu, Charles; Channel Inez Newton, Ajhanai (Journal Committed to Social Change on Race and Ethnicity, 2019-12-11)
This phenomenological study used semi-structured interviews with 13 Black college students attending a university that is both an Asian American Native American Pacific Islander Serving Institution (AANAPISI) and emerging Hispanic-Serving Institution (HSI) to explore their racial experiences using symbolic interaction theory. Findings demonstrate that despite attending a minority-serving institution, Black students felt a cultural mismatch with their Asian and Latinx peers and the values of their campus. Being a minority within a minority-serving institution, they also experienced being invisible and hypervisible simultaneously.
Best Practices: Mentoring from a Distance
Ovink, Sarah (2020)
If your mentor-mentee relationship is thriving, congratulations, and keep up the good work! If you’re feeling, however, like you and your mentee aren’t connecting as well as you were in the beginning, or that your rapport has stalled, don’t worry—you are not alone! Even in the best of times, it’s common for mentors and mentees to hit roadblocks. In pandemic times, the challenges for forging strong connections are greater than usual. The silver lining is that most of us have strengthened our skills for staying socially connected while physically distant. This brief handout contains four quick tips for assessing your mentor-mentee relationship and/or jump-starting a stalled exchange. The references at the end contain a few links for more in-depth reading.
Beyond Higher Education: The Need for African Americans to Be "Knowledge Producers"
Johnson, Alex M. (The Modern American, 2005)
Despite the relative triumphs towards equality in education, the search for culprits who promulgate standards of inequality is not difficult to ascertain. Aside from the deluge of litigation mounting challenges to the constitutionality of affirmative action and school financing policies, various state and local ballot initiatives have sought to impose a deleterious effect on educational opportunities. Proposition 209 in California, Initiative 1- 200 in Washington, and the One Florida Initiative are illustrative of this problem. While much attention has been focused on legislative and judicial efforts intended to remedy the various problems afflicting students in the higher education landscape, far less discussion has been directed at those students under the auspices of elementary and secondary educational systems. However, this essay addresses the broader implications of higher education for African Americans, specifically the need for African Americans to enter academia and pursue intellectual scholarship.

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