Abstract
There is no doubt higher education has a societal impact. Among a host of other areas, Baum, Ma, and Payea (Education pays 2010: The benefits of higher education for individuals and society. College Board Advocacy & Policy Center, 2010) tell us that individuals who pursue higher education earn more and are more likely than others to be employed, receive health insurance and pension benefits from their employers, be satisfied with their jobs, and be more active citizens. In addition, these individuals have healthier lifestyles, thus reducing healthcare costs for individuals and society, and college-educated parents engage in more educational activities with their children, who in turn are better prepared for school. In addition, higher earnings of college-educated individuals are applicable across all racial groups as well as both males and females, who also are less dependent on social programs, leading to decreased demands on public budgets, as well as higher levels of community and civic engagement (Gohn & Albin, In: Gohn and Albin (eds) Understanding college students subpopulations: A guide for student affairs professionals. National Association of Student Personnel Administrators, 2006).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abes, E. S., & Jones, S. R. (2004). Meaning-making capacity and the dynamics of lesbian college students multiple dimensions of identity. Journal of College Student Development, 45, 612–632. doi:10.1353/csd.2004.0065.
Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College Student Development, 48, 1–22. doi:10.1353/csd.2007.0000.
Adams, M. (2007). Pedagogical frameworks for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (2nd ed., pp. 15–34). New York, NY: Routledge.
Adams, M., Bell, L., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice. New York, NY: Routledge.
Adams, M., Bell, L. A., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice (2nd ed.). New York, NY: Routledge.
Adams, H. L., & Phillips, L. (2009). Ethnic related variations from the Cass model of homosexual identity formation: The experiences of two-spirit, lesbian and gay native Americans. Journal of Homosexuality, 56, 959–976. doi:10.1080/00918360903187895.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. doi:10.1037/0003-066X.55.5.469.
Arnett, J. J. (2003). Conceptions of the transition to adulthood among emerging adults in American ethnic groups. New Directions for Child and Adolescent Development, 100, 63–75. doi:10.1002/cd.75.
Arnett, J. J. (2004). Emerging adulthood: The winding road from the late teens and through the twenties. New York, NY: Oxford University Press.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297–308.
Baum, S., Ma, J., & Payea, K. (2010). Education pays 2010: The benefits of higher education for individuals and society. New York: College Board Advocacy and Policy Center.
Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Franciso, CA: Jossey-Bass.
Baxter Magolda, M. B. (2009). The activity of meaning making: A holistic perspective on college student development. Journal of College Student Development, 50, 621–639. doi:10.1353/csd.0.0106.
Baxter Magolda, M. B. (2010). The interweaving of epistemological, intrapersonal, and interpersonal development in the evolution of self‐authorship. In M. B. Magolda, E. F. Creamer, & P. S. Meszaros (Eds.), Development and assessment of self‐authorship (pp. 25–43). Sterling, VA: Stylus Publishing.
Baxter Magolda, M. B., & King, P. M. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus.
Belenkey, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice and mind. New York: Basic Books.
Bem, S. I. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354–364.
Bilodeau, B. (2009). Genderism: Transgender students, binary systems and higher education. Saarbrucken, Germany: VDM.
Blimling, G. (2001). Uniting scholarship and communities of practice in student affairs. Journal of College Student Development, 42, 381–396. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/195176024?accountid=10226.
Brackett, C., & Zanuk, D. (Producers), & Lang, Walter. (Director). (1956). The King and I. [Motion picture]. United States: 20th Century Fox.
Broido, E. M., & Manning, K. (2002). Philosophical foundations and current theoretical perspectives in qualitative research. Journal of College Student Development, 43, 434–445. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/195182448?accountid=10226.
Carter, K. A. (2000). Transgenderism and college students: Issues of gender identity and its role on our campuses. In V. A. Wall & N. J. Evans (Eds.), Toward acceptance: Sexual orientation issues on campus (pp. 261–283). Washington, DC: American College Personnel Association.
Cass, V. (1979). Homosexual identity formation: A theoretical model. Journal of Homosexuality, 3, 219–235. doi:10.1300/J082v04n03_01.
Chavous, T. M. (2002). Gender and ethnicity in the college experiences of African American students at a predominantly White university. African American Perspectives, 8, 142–150.
Chickering, A. W. (1969). Education and identity. San Francisco, CA: Jossey-Bass.
Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco, CA: Jossey-Bass.
Cross, W. (1995). The psychology of Nigrescence: Revisiting the Cross model. In J. Pontero, J. Casas, L. Suzuki, & C. Alexander (Eds.), Handbook of multicultural counseling (pp. 93–122). Thousand Oaks, CA: Sage.
Cross, W. E., & Fhagen-Smith, P. (2001). Patterns in African American identity development: A life span perspective. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 243–268). New York, NY: New York University Press.
Davis, T. L. (2002). Voices of gender role conflict: The social construction of college men’s identity. Journal of College Student Development, 43, 508–521. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/195180219?accountid=10226.
Delgado, R., & Stefanic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
Downing, N. E., & Roush, K. L. (1985). From passive acceptance to active commitment. A model of feminist identity development for women. The Counseling Psychologist, 13, 695–709. doi:10.1177/0011000085134013.
Edwards, K., & Jones, S. (2009). “Putting my man face on”: A grounded theory of college men’s gender identity development. Journal of College Student Development, 50, 210–228. doi:10.1353/csd.0.0063.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Ferdman, B. M., & Gallegos, P. I. (2001). Racial identity development and Latinos in the United States. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 32–66). New York: New York University Press.
Finerman, W., Tisch, S., Newirth, C. (Producers), & Zemeckis, R. (Director). (1994). Forrest Gump [Motion picture]. United States: Paramount Pictures.
Fowler, J. W. (1981). Stages of faith: The psychology of human development and the quest for meaning. New York: Harper Collins.
Gilligan, C. (1977). In a different voice: Women’s conceptions of self and morality. Harvard Educational Review, 47, 481–51.
Gohn, L., & Albin, G. (2006). Introduction to college students: Generations, stereotypes, and subpopulations. In Gohn, L. A., & Albin, G. R. (Eds.). Understanding college students subpopulations: A guide for student affairs professionals (pp. 1–23). Washington, National Association of Student Personnel Administrators. Retrieved from http://www.naspa.org/membership/mem/pubs/ebooks/UCCS.pdf.
Hardiman, R., Jackson, B., & Griffin, P. (2007). Conceptual foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin (Eds.), Teaching for diversity and social justice (2nd ed., pp. 35–66). New York: Routledge.
Harris, F. (2008). Deconstructing masculinity: A qualitative study of college men’s masculine conceptualizations and gender performance. NASPA Journal, 45, 453–474. doi:10.2202/1949-6605.2007.
Harris, F. (2010). College men’s meanings of masculinities and contextual influences: Toward a conceptual model. Journal of College Student Development, 51, 297–318. doi:10.1353/csd.0.0132.
Helms, J. E. (1990). Womanist identity attitudes. An alternative to feminism in counseling theory and research. College Park, MD: University of Maryland.
Helms, J. E. (1992). Black and white racial identity: Theory, research, and practice. New York: Praeger.
Henry, W. J., West, N. M., & Jackson, A. (2010). Hip-Hop’s influence on the identity development of Black female college students: A literature review. Journal of College Student Development, 51, 237–251. doi:10.1353/csd.0.0135.
Hoffman, R. M. (2006). Gender self-definition and gender self-acceptance in women: Intersections with feminist, womanist, and ethnic identities. Journal of Counseling and Development, 84, 358–372. doi:10.1002/j.1556-6678.2006.tb00415.x.
Horse, P. G. (2005). Native American identity. New Directions for Student Services, 109, 61–68. doi:10.1002/ss.154.
Huber, L. P. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. Educational Foundations, 24, 77–96. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/205234632?accountid=10226.
Jackson, B. W. (2001). Black identity development: Further analysis and elaboration. In C. L. Wijeyesinghe & B. W. Jackson (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 8–31). New York: New York University Press.
Johnson, D. R. (2012). Campus Racial climate perceptions and overall sense of belonging among racially diverse women in STEM Majors. Journal of College Student Development, 53, 336–346. doi:10.1353/csd.2012.0028.
Jones, S. (2009). Constructing identities at the intersections: An auto ethnographic exploration of multiple dimensions of identity. Journal of College Student Development, 50, 287–304. doi:10.1353/csd.0.0070.
Jones, S., & McEwen, M. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41, 405–414. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/195173169?accountid=10226.
Josselson, R. (1987). Finding herself: Pathways to identity development in women. San Francisco, CA: Jossey-Bass.
Kim, J. (2001). Asian American identity development theory. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 67–90). New York: New York University Press.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research and social issues (pp. 31–53). New York: Holt, Rinehart and Winston.
Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering (Ed.), The modern American college: Responding to the new realities of diverse students and a changing society (pp. 232–255). San Francisco, CA: Jossey Bass.
Kuh, G. D. (2008) High-impact educational practices: What they are, who has access to them, and why they matter. Retrieved from http://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47–68.
Laker, J. (2003). Bad Dogs: Rethinking our engagement of male students. In R. Brown (Ed.), Men on campus series. Washington, DC: Standing Committee for Men, American College Personnel Association.
Laker, J., & Davis, T. (2009). Continuing the journey toward international and multicultural campus communities. In G. McClellan & J. Stringer (Eds.), Handbook of student affairs administration (pp. 242–264). San Francisco, CA: Jossey-Bass.
Linder, C., & Rodriguez, K. L. (2012). Learning from the experiences of self-identified women of color activists. Journal of College Student Development, 53, 383–398. doi:10.1353/csd.2012.0048.
Lorber, J. (1994). “Night to his day”: The social construction of gender. In J. Lorber (Ed.), Paradoxes of gender (pp. 13–36). New Heaven: Yale University Press. Retrieved from http://www.tannerhiggin.com/summer11eng1c/wp-content/uploads/2011/06/social_constructions.pdf.
Mauk, A. J. & Jones, W. J. (2006). African American students. In L. A. Gohn & G. R. Albin (Eds.). Understanding college student subpopulations: A guide for student affairs professionals (pp. 69–90). NASPA. Retrieved from http://www.naspa.org/membership/mem/pubs/ebooks/UCCS.pdf
McClellan, G. S., & Larimore, J. (2009). The changing student population. In G. S. McClellan & J. Stringer (Eds.), The handbook of student affairs administration (3rd ed., pp. 225–241). San Francisco, CA: Jossey-Bass.
McKinley, B., & Brayboy, J. (2005). Toward a Tribal critical race theory in education. The Urban Review, 37, 425–446. http://dx.doi.org.argo.library.okstate.edu/10.1007/s11256-005-0018-y.
National Center for Education Statistics. (2011). The condition of education, 2011. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2011/2011033.pdf
O’Neil, J. M. (1996). The gender role journey workshop: Exploring sexism and gender role conflict in a coeducational setting. In M. A. Andronico (Ed.), Men in groups: Insights, interventions psychoeducational work (pp. 193–213). Washington, DC: APA Books.
On Campus with Women. (2009). Minorities in Higher Education 2008: Twenty-third status report. Retrieved from: http://www.aacu.org/ocww/volume37_3/data.cfm
Ossana, S., Helms, J. E., & Leonard, M. (1992). Do "womanist" identity attitudes influence college women’s self-esteem and perceptions of environmental bias? Journal of Counseling and Development, 70, 402–408. http://ezproxy.cul.columbia.edu/login?url=http://search.proquest.com.ezproxy.cul.columbia.edu/docview/219100688?accountid=10226.
Palmer, R., Davis, R., & Hilton, A. (2009). Exploring challenges that threaten to impede the academic success of academically unprepared Black males at an HBCU. Journal of College Student Development, 50, 429–445. doi:10.1353/csd.0.0078.
Palmer, R., Davis, R., & Maramba, D. (2011). The impact of family support on the success of black men at an historically black university: Affirming the revision of Tinto’s theory. Journal of College Student Development, 52, 577–597. doi:10.1353/csd.2011.0066.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (2nd ed.). San Francisco, CA: Jossey-Bass.
Patton, L. D. (2011). Perspectives on identity, disclosure, and the campus environment among African American gay and bisexual men at one historically Black college. Journal of College Student Development, 52, 77–100. doi:10.1353/csd.2011.0001.
Patton, L., McEwen, M., Rendon, L., & Howard-Hamilton, M. (2007). Critical race perspectives in student affairs. New Directions for Student Services, 120, 39–53l. doi:10.1002/ss.256.
Patton, L. D., & Simmons, S. L. (2008). Exploring complexities of multiple identities of lesbians in a Black college environment. Negro Educational Review, 59, 197–237. http://argo.library.okstate.edu/login?url=http://search.proquest.com.argo.library.okstate.edu/docview/218969895?accountid=4117.
Perry, W. G. (1968). Forms of intellectual and ethical development in the college years: A scheme. New York: Henry Holt & Company.
Phinney, J. S. (1995). Ethnic identity and self-esteem: A review and integration. In A. M. Padilla (Ed.), Hispanic Psychology: Critical issues in theory and research (pp. 57–70). Thousand Oaks, CA: Sage.
Pope, R. L., Mueller, J., & Reynolds, A. (2009). Looking back and moving forward: Future directions for diversity research in Student Affairs. Journal of College Student Development, 50, 640–658. doi:10.1353/csd.0.0097.
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.
Rankin, S. R. (2003). Climate campus for gay, lesbian, bisexual and transgender people: A national perspective. Washington, DC: National Gay and Lesbian Task Force Policy Institute.
Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46, 43–61. doi:10.1353/csd.2005.0008.
Renn, K. A. (2003). Understanding the identities of mixed-race college students through a developmental ecology lens. Journal of College Student Development, 44, 383–403. doi:10.1353/csd.2003.0032.
Reynolds, A. L., & Pope, R. L. (1991). The complexities of diversity: Exploring multiple oppressions. Journal of Counseling and Development, 70, 174–180.
Rowe, W., Bennett, S. K., & Atkinson, D. R. (1994). White racial identity models: A critique and alternative proposal. The Counseling Psychologist, 22, 129–146. doi:10.1177/0011000094221009.
Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.
Shek, Y. (2006). Asian American masculinity: A review of the literature. Journal of Men’s Studies, 14, 379–391. http://argo.library.okstate.edu/login?url=http://search.proquest.com.argo.library.okstate.edu/docview/222613986?accountid=4117.
Smith, W., Allen, W., & Danley, L. (2007). Assume the position….you fit the description: Psychosocial experiences and racial battle fatigue among African American male college students. American Behavioral Scientist, 51, 551–578. doi:10.1177/0002764207307742.
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. The Journal of Negro Education, 69, 60–73. http://argo.library.okstate.edu/login?url=http://search.proquest.com.argo.library.okstate.edu/docview/222072305?accountid=4117.
Solórzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counterstorytelling Chicana and Chicano graduate school experiences. International Journal of Qualitative Studies in Education, 4, 471–495. doi:10.1080/09518390110063365.
Sue, D. (2010). Microaggressions in everyday life: Race, gender and sexual orientation. Hoboken, NJ: Wiley.
Sue, D., & Capodilupo, C. (2008). Racial, gender, and sexual orientation microaggressions: Implications for counseling and psychotherapy. In D. Sue & D. Sue (Eds.), Counseling the culturally diverse: Theory and practice (5th ed., pp. 105–130). Hoboken, NJ: Wiley.
Sue, D. W., & Sue, D. (2003). Counseling the culturally different: Theory and practice. Hoboken, NJ: Wiley.
Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development, 44, 532–547. doi:10.1353/csd.2003.0044.
Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: A longitudinal study of Latino/a college students. Journal of College Student Development, 48, 558–573. doi:10.1353/csd.2007.0057.
Torres, V., Howard-Hamilton, M. F., & Cooper, D. L. (2003). Identity development of diverse populations: Implications for teaching and administration in higher education. San Francisco, CA: Jossey Bass.
Torres, V., Jones, S. R., & Renn, K. A. (2009). Identity development theories in student affairs: Origins, current status, and new approaches. Journal of College Student Development, 50, 577–596. doi:10.1353/csd.0.0102.
Vaccaro, A. (2010). Still chilly in 2010: Campus climates for women. Retrieved from http://www.aacu.org/ocww/volume39_2/feature.cfm?section=1
Villalpando, O. (2004). Practical considerations of critical race theory and Latino critical race theory for Latino students. New Directions for Student Services, 105, 41–50. doi:10.1002/ss.115.
Weber, L. (1998). A conceptual framework for understanding race, class, gender and sexuality. Psychology of Women Quarterly, 22, 13–32.
Wijeyesingehe, C. (2001). Racial identity in multiracial people: An alternative paradigm. In C. Wijeyesinghe & B. W. Jackson (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 129–152). New York: New York University Press.
Yosso, T. J., Smith, W. A., Ceja, M., & Solórzano, D. G. (2009). Critical race theory, racial microaggressions, and campus racial climate for Latina/o undergraduates. Harvard Educational review, 79, 659–690. http://argo.library.okstate.edu/login?url=http://search.proquest.com.argo.library.okstate.edu/docview/212300985?accountid=4117.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Rohrbacker, J.M., Weber, K. (2014). Race-Ethnicity and Gender in Higher Education. In: Miville, M., Ferguson, A. (eds) Handbook of Race-Ethnicity and Gender in Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8860-6_9
Download citation
DOI: https://doi.org/10.1007/978-1-4614-8860-6_9
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-8859-0
Online ISBN: 978-1-4614-8860-6
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)