Correlates of Bystander Readiness to Help Among a Diverse College Student Population: An Intersectional Perspective

This study seeks to understand which socio-demographic variables explain bystander readiness to help (BRH) among a diverse (via race/ethnicity) sample of college students. This study uses an intersectional approach by investigating how gender intersects with variables, specific to a college student population (e.g., class level, college of major, sexual harassment on campus), to influence readiness to help. The results are from a survey about campus climate experiences, which includes a stratified random sample of college students from a large Southwestern university in the United States, with 964 respondents. We conducted bivariate crosstabulations, comparisons of means, and multiple regressions. The multiple regression analyses illustrate that for women, the single most robust relationship with BRH is experiences with sexual harassment. For men, the strongest correlate is being a student within the college of liberal and fine arts. The practical and research implications of these findings are discussed.

     

‘I think it’s very much placed on us’: Black queer men laboring to forge community at a predominantly White and (hetero)cisnormative research institution

Abstract

The sociopolitical conditions in which Black queer college men exist in often marginalize them from fully participating in and engaging with the entire campus community. Some researchers suggest that Black queer men (BQM) create counterspaces on-campus to contend with their marginalization as racial, gender, and sexual minorities. This study explores the collegiate experiences of BQM who forged community and strong interpersonal relationships through a peer-support group. Using intersectionality and queer theoretical frameworks, this study interrogates heteronormativity, cisnormativity, and racism that BQM experiences within postsecondary settings.     

高等院校数字校园建设策略--本科教育教学改革探索之五

信息化是当今世界经济和社会发展的大趋势，是衡量高校现代化程度和综合实力的重要标志之一，是实现高校跨越式发展、推动高等教育大众化、建设学习型社会、构建终身教育体系的重要途径．数字校园建设是推进教育信息化的关键，文章论证了我校数字校园建设的可行性，构拟了数字校园建设的目标和体系，阐述了数字校园建设的原则．     

基于和谐校园建设的高校学生党建工作创新

高校学生党建工作是高校党建工作的重要组成部分,是构建和谐校园的基本组织保障。能否做好高校学生党建工作,关系到高校和谐校园的构建,关系到能否为党的事业培养更多合格建设者和可靠接班人,关系到构建社会主义和谐社会的历史进程。本文从高校学生党建工作在构建和谐校园中的作用谈起,结合工作实际,提出了创新高校学生党建工作的几个途径。     

加强社团管理繁荣校园文化

高校学生社团在校园文化建设中发挥着积极的作用，是第二课堂的延伸和补充，但在发展过程中，也存在良莠不齐等巫待解决的问题。本文从繁荣校园文化、立足于培养高层次复合型人才的客观需要出发，提出了加强社团管理的基本思路。     

和谐校园创建视域下的高校党建工作研究

分析了和谐校园创建在加强高校党建工作中的意义,指出创建和谐校园是高校党建的有机组成部分,对于消除高校不和谐因素具有积极作用。认为高校党组织要以创建和谐校园为契机搞好党建工作,努力营建平安校园、文明校园、法制校园、廉洁校园和生态校园等和谐校园模式,在和谐校园创建中更好地发挥领导和组织作用。     

和谐校园构建中高校党建与团建的互动研究

随着社会经济结构发生变化,高校教育改革不断深化,高校的党团建工作也面临着新的问题和新的挑战．如何在和谐校园构建过程中依靠党建带动团建,团建促进党建,进一步发挥党团组织在青年中的影响力、凝聚力、号召力,促进和谐校园建设,已是十分必要和紧迫的任务。本文就是试图探讨如何形成有效的党建团建互动,从而使党团组织在构建和谐校园的过程中发挥出更加积极作用。     

一校多区格局下大学生党员教育管理服务工作反思及探索———以 G 大学为例简

在一校多区的格局下如何有效开展大学生党员教育管理服务工作,已经成为高校党建工作者的重要课题.通过对多校区高校开展大学生党员教育管理服务工作的存在问题进行反思,指出以年级划分校区的学生党员“帮传带”机制难以实施,党员归属感和责任感淡漠;学院管理队伍流动性大,基层党组织工作开展出现校区差异;新型媒体应用在一校多区格局下双向作用不明显等问题,并结合G大学实例进行对策的探索.     

高校党建与和谐校园建设

和谐校园包括制度和谐、文化和谐、人际和谐三方面的含义。建设和谐校园是高校党建的新课题。高校党建在和谐校园建设中具有重要的地位和作用。促进和谐校园建设要求在高校党建工作中不断加强制度建设与校园和谐文化建设,充分发挥基层党组织的作用。     

独立学院学生学习型党组织建设创新研究

独立学院作为新兴的高校育人模式,应当承担人才培养、科技富民、文化建设、文化传承及思想道德建设等任务。创建学生学习型党组织是独立学院学生全面发展全面提升学生的综合素质既是社会发展的要求,也是建设优秀校园文化的需要。同步推进学生学习型党组织建设和校园建设是推动高校建设的重要保障。     

关于加强高校班级党支部建设的思考

班级党支部是新时期高校学生党建工作的一种创新。在班级党支部组建以及建设过程中,会面临一些新情况新问题,如如何适时组建班级党支部,如何选好配强班级党支部书记。怎样正确处理党支部与团支部、班委会的关系等。本文对此提出了思路。     

关于加强高校国有资产管理的思考

高校的国有资产是发展我国高等教育的物质基础和保障,加强和完善高校国有资产的管理,是高校管理中一个新的课题。本文从高校国有资产的状况及管理中存在的问题出发,提出了加强高校国有资产管理的一些措施和办法。     

The Privilege of Ease: Social Class and Campus Life at Highly Selective,Private Universities

Active involvement in college activities is linked to a host of student development outcomes, including personal growth, achievement and satisfaction. Yet, to date there has been too little attention to how social class shapes campus involvement. Through an analysis of survey data of students attending a single elite university and a national sample of students at highly selective, private universities, I consider how class background is associated with participation in college activities and satisfaction with campus social life. Reflecting a history of class-based exclusion, the typical elite university student enters college from an affluent household, although distinct class fractions help conceal significant gaps and differences across the college years. Dominant class students devote considerable time to social and recreational activities, while middle and subordinate class students are more likely to have a part-time job to pay for college expenses. This pattern of campus involvement explains middle and subordinate class students’ lower levels of satisfaction upon graduation.     

创先争优背景下高校学生党员作用发挥问题研究

高校学生党员作为学生群体中的先进分子,其作用发挥对推进高校科学发展、促进校园和谐具有重要意义。在高校大力开展“创先争优”活动的大背景下,学生党员作用的发挥与“创先争优”的要求还有较大差距。为进一步发挥学生党员的作用,推动创先争优活动的顺利开展,我们可从五个方面着手：第一,加强学习,提高学生党员的政治理论修养;第二,搭建平台,提升学生党员的工作能力;第三,完善机制,实现学生党员评价的科学合理;第四,树立典型,激发学生党员的活力;第五,准确定位,巩固学生党员的群众基础。     

大学生党员先进性建设的理性思考

大学生党员大部分是在大学校园的特定环境中入党的，仍需进行继续教育和培养，加强大学生党员先进性建设，谋求高校党建工作与大学生思想政治工作有机结合，深入推进高校学生党建工作，从而有效地提升大学生党员的先进性。     

Collegiate Recovery Programs

More than ever, people are seeking substance use disorder treatment during the adolescent and young adult stages of development. Developmentally, many of these young adults new to recovery are in the process of making career decisions that may require attendance at a college or university. However, the collegiate environment is not conducive to a recovery lifestyle. Since the 1980s, several colleges and universities have implemented Collegiate Recovery Programs, offering students “safe havens” where they can obtain support from other students in recovery and from staff while they pursue a college education. The collegiate recovery programs have been successful at graduating students and supporting their recovery. Today, there are more than 75 collegiate recovery programs already established or in the process of development, serving more than 500 students across the United States. Although the various programs offer different types of services, each one seems to be having some type of success based on the research thus far. This article describes the emerging adult population of recovering college students, the history of Collegiate Recovery Programs, and what they offer.     

开展廉政文化进高校和大学生廉洁教育的意义和途径

"廉政文化进校园,开展大学生廉洁教育"是全社会廉政文化建设的重点组成部分,也是进一步加强和改进大学生思想政治教育的迫切要求.在分析大学生廉洁思想认识上存在一些误区和原因、大学生廉洁教育的意义的基础上,提出了进行大学生廉洁教育的途径:健全机制、加强师德建设、以高校"两课"教学为主渠道、融入校园文化建设的范畴、发挥学生党员骨干的积极性和影响力,全面提高大学生廉洁教育的效果.     

America’s Democracy Colleges: The Civic Engagement of Community College Students

This study explored the civic engagement of current two- and four-year students to explore whether differences exist between the groups and what may explain the differences. Using binary logistic regression and Ordinary Least Squares regression it was found that community-based engagement was lower for two- than four-year students, though community-based engagement increased as two-year students spent more time on campus, measured by enrolling full-time, living on campus, and working on campus. For political protests, two-year students were similar to four-year students, but when they spent more time on campus they were more likely to participate in political protests. For discussing politics, time spent on campus did not explain the differences between two- and four-year students. These findings indicate that while community college students arrive at college predisposed to lower rates of engagement than four-year students, these differences may be reduced by spending more time in educational settings by enrolling full-time, living on campus, and working on campus. Therefore, attending a community college does help students become productive members of society. Community college administrators and practitioners can use these findings to develop policies and practices that encourage students to develop the skills, abilities, and motivation necessary to be civically engaged.     

Becoming a Teacher of Mathematics

For many years I have engaged future mathematics teachers in activities that focus on emotional dimensions of their learning. Even those teachers who were able to reconstruct themselves as learners of mathematics had difficulties with changing their practice. Through a series of autobiographical stories, I examine my own experiences as a teacher and a learner. These stories—one from a computer class, one from a workshop for elementary teachers, one from college, and one from eighth grade—serve as data from which I draw themes that capture the tensions that I experience as I teach. Sharing these tensions with mathematics teachers has had an impact on the way the teachers talk about their teaching and promises to change how they teach. The paper is written to encourage teacher educators to adopt the practice of sharing teaching and learning stories with their students.