THE PEN SPECIAL full ISSUE 2022

THE PEN
D e c e m b e r 2 0 2 2 | S p e c i a l
I s s u e
A Better Year,
A Better World
P R O M I S I N G
P R A C T I C E S A N D
I N N O V A T I O N S I N
P O S T S E C O N D A R Y
E D U C A T I O N

C O N T E N T S
P A G E 4
LETTER FROM THE EDITORS
P A G E 5
WHAT IS SHE WORTH? A MESSAGE
TO HIRING AUTHORITIES
Leah P. Hollis
P A G E 7
WERE WE SUPPOSED TO BRING
FLOWERS?: A COUNTER-STORY
ON DISTANCING AND
DISCONNECTION WHILE
ASSIMILATING
Carlos Nicolas Gómez Marchant and
Eric Cordero-Siy
P A G E 1 0
TECHNOLOGY & PRIVACY: THE
IMPORTANCE OF STUDENT VOICE
Stephanie J. Blackmon
P A G E 1 3
THE STUDENT VOICE IS HEARD:
TEACHERS MATTER
Tammie May

C O N T E N T S
P A G E 1 5
THEIR NEEDS ARE NOT MY
NEEDS: EQUITY-CENTERED CARE
FOR STUDENTS OF COLOR
Dwayne Hamilton, Jr.
P A G E 1 8
A SEAT AT THE TABLE: PERSONAL
& PROFESSIONAL STRATEGIES OF
RESISTANCE BLACK WOMEN
PROFESSIONALS CAN ADAPT
WHILE EMPLOYED AT A PWI
Tyler Hodges
P A G E 2 1
MORE THAN A PLAYER:
COLLEGIATE STUDENT-ATHLETE
MENTAL HEALTH CONCERNS AND
STEPS TO IMPROVE SUPPORT
SYSTEMS
Amie Macbeth
P A G E 2 4
INCLUSIVE POSTSECONDARY
EDUCATION FOR STUDENTS WITH
INTELLECTUAL DISABILITY: “IPSE”
THE NEW CAMPUS POPULATION
Tamara H. Shetron
P A G E 2 8
SPOTLIGHT

Letter from
the Editors
By showcasing promising educational practices and innovations,
The PEN hopes to create spaces that not only support the academic
and social-emotional needs of students and faculty, but also serve
as pathways to professional stability for our scholars and
practitioners.
We are honored to reintroduce AERA's postsecondary education newsletter, The
Pen, as an academic forum where members can showcase their work and gain
insights into a variety of topics and issues across the higher education landscape.
The eight articles in this special issue emerged under a common theme of “care” and
include stories, strategies, and best practices that explore how conditions of care affect
faculty, staff, students, families, and communities.
What is she worth? A message to hiring authorities issues a call to action to address
inequities and disparities that can diminish the perception of a woman's value in higher
education. The authors of Were We Supposed to Bring Flowers?: A Counter-story on
Distancing and Disconnection while Assimilating bring to light both the discomfort and pride
exuded by families of first-generation students navigating unfamiliar postsecondary
spaces.
Speaking to the role of student voice in creating positive conditions for care, Technology &
Privacy: The Importance of Student Voice offers student-centered privacy policies when
implementing new technologies in higher education, and The Student Voice is Heard:
Teacher Matters highlights the role of teachers and first-generation students' academic
success.
Their Needs are not my Needs: Equity-Centered Care for Students of Color underscores the
value of centering equity as the foundation of the culture of care model to properly serve
all students. In A Seat at The Table: Personal & Professional Strategies of Resistance Black
Women Professionals Can Adapt While Employed at a PWI, the author addresses creating
conditions for belonging and thriving for Black women professional at predominately
white institutions. Collegiate Student-Athlete Mental Health Concerns and Steps to Improve
Support Systems discusses the importance of mental health practices for student athletes,
and to conclude the articles of the special edition, Inclusive Postsecondary Education for
Students with Intellectual Disability: “IPSE” the New Campus Population discusses best
practices for creating an inclusive campus that can better serve the student population
with intellectual disabilities.
The pieces selected in this edition of The Pen invite us to critically analyze our previous
practices and how these affect everyone touched by higher education. By intentionally
employing a culture of care, we can create more inclusive environments that serve
everyone.
We hope that conversations about the culture of care on college and university campuses
will be enriched and expanded beyond this space.
Tameka Porter, Ph.D. | Editor
Dr. Porter is a Senior Researcher at the
American Institutes for Research (AIR). Her
research interests include equitable access
to postsecondary education and
frameworks for equitable postsecondary
hiring practices.
Alice Lee | Managing Co-Editor
Ms. Lee is a third year PhD student in the
Center for the Study of Higher Education at
the University of Arizona. Her research
interests include college financing models
and family engagement in Higher Education.
Talia Raya| Managing Co-Editor
Ms. Raya is a third year PhD student in the
Center for the Study of Higher Education at
the University of Arizona. Her research
interests include stratification within higher
education, distance learning and Latinx
student success.
Contact: aera.thepen@gmail.com
THE PEN | 4

WHAT IS SHE WORTH?
A MESSAGE TO HIRING
AUTHORITIES
L E A H P . H O L L I S
L e a h P . H o l l i s E d . D , i s a n A s s o c i a t e P r o f e s s o r a t M o r g a n S t a t e U n i v e r s i t y , i s a n o t e d
n a t i o n a l a n d i n t e r n a t i o n a l e x p e r t o n w o r k p l a c e b u l l y i n g . H e r m o s t r e c e n t b o o k , B l a c k
W o m e n , I n t e r s e c t i o n a l i t y , a n d W o r k p l a c e B u l l y i n g : I n t e r s e c t i n g D i s t r e s s , ( R o u t l e d g e
2 0 2 2 ) i s a n e x t e n s i o n o f h e r w o r k o n b u l l y i n g i n h i g h e r e d u c a t i o n .
When a dean or provost returns home and takes a
moment to watch the children playing, the
observation does not reveal a gender-based
deficiency. The daughter, niece, or granddaughter is
not reduced to 2/3s of a person. She does not
withhold a third of her laughter compared to her
brothers. The young heroine has a full head of hair,
not missing a third of her ponytails, a third of her
energy, or a third of her creativity. A third of her face
is not missing, nor a third of her tears should she
skin her knee. When she was born, her mother did
not have third less pain or buy a third fewer diapers
and baby formula. She does not get cake with a
third of it missing for her birthday.
Certainly, a girl should not be loved a third less.
These questions are disconcerting that someone’s
daughter, niece, or granddaughter is worth only 2/3s
of the boys, yet that is the message telegraphed to
women facing unequal pay. The idea of only 2/3s of
one’s daughter playing on a swing set is absurd, yet
this is what employers do when they illegally pay
women a third less than men for the same work.
The American Association of University Women
(AAUW) reports that the average salary disparity for
all women is 83%, with the widest gap occurring for
women ages 55- 64 (AAWU, n.d). When data is
further analyzed, women of color endure more
severe inequities. Latinas make 55 cents less;
Indigenous women make 60 cents less, and Black
women make 63 cents less than their male
counterparts. Further, AAUW reported a
motherhood penalty where moms make only 71% of
what their male counterparts make.
At one time in United States history, disenfranchised
enslaved people were reduced to 3/5s of a person to
please Southern male aristocratic slaveowners. By
first enslaving and then reducing enslaved people to
3/5’s value of a man gave Southern male aristocrats
more political power. The 3/5’s compromise which
was proposed in 1787 stood as policy in America for
78 years until the 13th Amendment abolished it with
slavery in 1865; in 1868, the 14th Amendment and its
equal protection clause totally eradicated the 3/5’s
THE PEN | 5

compromise (Nittle, 2020). Disenfranchising
communities of color for political gain occurs when
organizations refuse to follow one of several
unequal pay laws. The 1963 Equal Pay Act
supposedly ended gender-based pay; however, a
complainant had to file a charge within 180 days of
the last discriminatory paycheck. Employees
typically do not know their colleagues’ salaries only
six months into the job. In 2009, President Barack
Obama signed the Lilly Ledbetter Equal Pay Act,
which bolster protections for underpaid women
(Lyons, 2013). As of 2022, 42 of 50 states have passed
state legislation to strengthen worker’s pay equity
rights. Despite these laws, Capatosto (2022)
reported that pay gaps are evident in every
academic discipline (Johnston, 2017). Further,
colleges and universities promote men to full
professors faster, which means higher salaries for
men. Consequently, a CUP-HR report confirmed
that an average 20,000 pay gap for women faculty
have been sustained for at least 15 years after several
federal and state laws prohibit pay inequity
practices.
Sound policy has helped the country evolve into
more fairness in the workplace for women; however,
as evidenced by AAUW and CUP-HR, the higher
education sector still lacks equal pay compliance.
Hence, to avoid practices that reduce women to 2/3s
of men, analogous to how powerful men reduced
enslaved people to 3/5s of a person, pay equity is a
promise left unfilled on a grand scale in higher
education. Inevitably, not only are woman and
particularly women of color disenfranchised on a
large scale, but women are also challenging the
illegal practice in greater numbers. Compliance with
federal and state law is critical for all parties, so
higher education can engage in the substantial
business of educating students and solving critical
societal issues. Daughters, nieces, and
granddaughters deserve pay equity and equal
protection as guaranteed in the constitution.
Creating policy that further threatens college and
university goals to secure student financial aid until
federal laws are taken seriously may be the strong
impetus to foster pay equity.
The higher education sector refusing to pay women
equitably violates federal policy and scores of state
legislation prohibiting the inequitable practice.
Clearly, colleges and universities do not adopt
consistent compliance with pay inequity laws. With
this in mind, one might look to other laws and
policies which have priority. For example, when
colleges and universities fail to manage other fiscal
areas such as students’ loans, or inappropriate
funding from athletic boosters, auditors and
accreditors can render a school ineligible to receive
Title IV student financial aid funding. If the federal
government adopted such consequences for
systemic noncompliance with pay equity laws,
colleges and universities plausibly would prioritize
pay equity.
References
American Association of University Women (n.d.) Workplace and economic equity.
https://www.aauw.org/resources/article/fast-facts-pay-gap/
Bichsel, J., & McChesney, J. (2017, February). The gender pay gap and the representation of women in higher
education administrative positions: The century so far. CUPA-HR. www.cupahr.org/surveys/briefs.aspx
Capatosto, K. (2022). Advancing Equal Pay in Higher Education: An Intersectional Examination of Structures,
Socialization, and Solutions to Close the Gender Wage Gap. In Bridging Marginality through Inclusive Higher
Education (pp. 177-202). Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-8000-7_9
Henretta, J. A., Edwards, R., & Self, R. O. (2011). America's History, Volume 1: To 1877. New York. Worth
publishers. Macmillan.
Johnson, H. L. (2017). Pipelines, pathways, and institutional leadership: An update on the status of women in
higher education. American Council on Education. https://www.acenet.edu/Documents/HES-Pipelines-
Pathways-and-Institutional-Leadership-2017.pdf
Lyons. S (2013). Why the law should intervene to disrupt pay-secrecy norms: analyzing the Lilly Ledbetter
Fair Pay Act through the lens of social norms. Columbia Journal of Law and Social Problems, 46(3), 361–(add
page) http://jlsp.law.columbia.edu/wp-content/uploads/sites/8/2017/03/46-Lyons.pdf
Nittle, N. (2020). How grandfather clauses disenfranchised black voters in the US. Thought Co.
https://www.thoughtco.com/grandfather-clauses-voting-rights-4570970
THE PEN | 6

Were We Supposed to Bring Flowers?:
A Counter-story on Distancing and
1
Disconnection while Assimilating
C a r l o s N i c o l a s G ó m e z M a r c h a n t , P h . D
a n d E r i c C o d e r o - S i y , P h . D .
Carlos Nicolas Gómez Marchant is an assistant professor of STEM
education at the University of Texas at Austin. He wants to learn more
about the experiences of elementary Latiné learners navigating
predominantly white schools.
Eric Cordero-Siy is a clinical assistant professor in the Boston University
Wheelock College of Education & Human Development. He wants to learn
how mathematics education plays a role in upholding systems of
oppression both inside and outside school.
My hands grip the large black book
Ignacio gave me. He handed it to me
at the entrance of the arena. He
called it his dissertation as I hugged
it to my chest. “Gracias mijo,” barely
escaped my lips from the joy of being
given a piece of his new world.
Josefina and I stood there. He waved
and lovingly smiled at us as he
disappeared inside, just like he did
when he was eight, excited for
second grade. We followed other
families into the closest entrance.
“Aquí es donde entran los demas,” I
said, leaning towards Josefina. We
slowly walked into the large arena
and made sure to get the best view
of the stage. I could hear Josefina’s
laughter as I tried different seats, all
the while refusing to let go of
Ignacio’s book.
2
We’re now in perfect seats, his book lying gently on my lap. I refuse
to let go, remembering all the years of tearful phone calls. Those
calls were the most painful. All I could do was listen. I had no
advice to give. He talked about things like qualifying exams,
conferences, and defenses. I didn’t know what these were. I felt
helpless—distant from what he was going through. “Keep going.
Estoy contigo en la lucha.” But beyond encouraging words, what
else could I do?
3
THE PEN | 7

Leaning back in my seat and ignoring what’s
happening on the stage, I let my fingers glide
over Ignacio’s name in gold lettering on the
cover and read the title out loud, Somos más
Juntos que Separados: A Freirean Exploration of
Latine Learners’ and Teachers’ Dialogical
Problem Posing Practices. I sigh. Quiero ser parte
de lo que está haciendo. His voice echoed, “my
investigation es para la comunidad. ” I open the
book to the dedication page, “For Raul and
Josefina. For all the sacrifices you made for our
education.” I tear up. “Pero no te entiendo.” I say
this out loud to the dissertation. It’s a puzzle
taunting me. It’s dedicated to us but I can’t get
past the first few pages. But it’s okay. I want to
connect with him, but this disconnection is
necessary for his success.
5
4
The screaming family next to me startles us. On
stage, they are hooding a young white woman.
She wore the $1400 regalia. Ignacio told us about
it. Why would something so expensive look so
unattractive? Ignacio borrowed his black robe
from a friend, but proudly shared he bought the
$80 hat as his keepsake. Underneath though,
he’s wearing the suit we bought him. I insisted we
get him one, como todos ellos en la torre. He
looked nervous, but like one of them. Sigh. That
other family takes up so many seats. We could
never fill so many seats. Javi couldn’t get off
work today. Each of them with a bouquet of
flowers. It’s just me and Josefina. Were we
supposed to bring flowers? Josefina points to the
line by the stage, “ahí está.” I see him for a
second before he walks up.
6
“Ignacio Prats Cordero.” The space fills with his name, and I scream. Josefina
screams. I never knew we could scream so loud, and yet, I want it to be
louder. I want windows to shatter, walls to crack, and the earth to shake in his
honor. I pushed my lungs for more. It feels primordial like his ancestors are
here being part of this moment. My throat hurts. I want him to know we are
here. Don’t lose us in the crowd. I want Ignacio to know WE ARE HERE. ¡NO
LOGRARON MANTENERTE AFUERA! YOU ARE NOT A GUEST, YOU BELONG, YOU ARE
7
ENOUGH. You may not see us, but you will hear our voice. YOU will not be held
captive quietly. I open my eyes, lungs burning, and the hood coming down.
Our eyes meet—Ignacio flashes me his loving smile; that same loving smile.
THE PEN | 8

Notes
1. Our goal with this counter-story (Solórzano & Yosso, 2002) is to
highlight the distancing from our families we have felt as early
Scholars of Color entering the white institutional spaces of
academia (see Moore, 2008; Bracey & McIntosh, 2020). The
distancing from our communities is an intentional practice of the
institutions to maintain white supremacy. Like Solórzano and Yoso
(2002) suggest, we weave in our own experiences, the literature,
and other sources to help us to construct the narrative. We hope
others reflect on distancing and continue to consider how
assimilation (or massification) can be resisted.
2. APA dictates other languages readers may not be familiar with
need to be italicized. We choose not to do this to the Spanish in this
piece because it is not unfamiliar to the main character. The
discourse of academia, however, is.
3. Inspired by Anzaldua’s (2015) opening chapter and how she signs
off to the reader.
4. There is a need for us in the academy to continue questioning
the connections our work makes with communities investigated
and what the academy values. As Fine et al. (2000) asked, for whom
is our research and what are our responsibilities to participating
communities?
5. As much as we do not want to center whiteness, our families
promoted assimilation because of financial and personal protection
provided by education. In a way, they want us to act like the
oppressors to avoid oppression (Freire, 2018)
6. A reference to the tower at the University of Texas at Austin
where the administration offices are held. Most universities have
nicknames for these central hubs.
7. Guzman (2019, p. 341).
References
Anzaldua, G. E. (2015). Light in the dark/Luz en lo oscuro: Rewriting identity,
spirituality, and reality. Duke University Press.
Bracey, G. E. & McIntosh, D. F. (2020). The chronicle of the resurrection
regalia: Or why every Black hire is the first. American Behavioral Scientist,
64(14), 1961–1974. https://doi.org/10.1177/0002764220975087
Fine, M., Weis, L., Weseen, S., & Wong, L. (2000). For whom?:
Qualitative research representations, and social responsibilities. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 163–
188). Sage.
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury.
Guzman, L. D. (2019). Academia will not save you: Stories of being
continually “underrepresented. Journal of Humanistic Mathematics, 9(1),
326–343. https://doi.org/10.5642/jhummath.201901.20
Moore, W. L. (2008). Reproducing racism: White space, elite law schools, and
racial inequality. Rowman & Littlefield.
Solórzano, D. G. & Yosso, T. J. (2002). Critical race methodology:
Counter-storytelling as an analytical framework for education research.
Qualitative Inquiry, 8(1), 23–44.
https://doi.org/10.1177/107780040200800103
THE PEN | 9

Technology & Privacy: The Importance of
Student Voice
Stephanie J. Blackmon, Ph.D.
Dr. Stephanie J. Blackmon is an Associate Professor of Higher Education at The College of William &
Mary. Her research explores the qualitative experiences people have with technology integration in higher
education and professional development settings; experiential learning in technology-related settings; and
trust, privacy, and security with the use of analytics, apps, and other technologies.
In postsecondary education, discussions about
technology integration often revolve around what a
particular technology can do: help increase
engagement, track participation, monitor course
performance, track access and logins, etc. However,
technology privacy is an integral aspect of technology
integration, and students’ voices should be included
in that aspect of postsecondary educational
experiences.
There are myriad applications (apps), learning
analytics dashboards, and other tools that have
become regularly integrated into postsecondary
education. Many of these tools track and collate
students’ data as a means of student support, but
students are rarely consulted or informed about how
these systems use their data (Ifenthaler & Tracey,
2016). Furthermore, students with disabilities
sometimes have to share more information with
technology platforms or tools in order for those tools
to foster accessibility (Blackmon et al., 2022).
Although colleges and universities must adhere to the
Family Education Rights & Privacy Act (FERPA),
FERPA does not always offer the same protections
when technology companies partner with universities,
leading to an ambiguity regarding student data that
students may not always know is there (Paris et al.,
2021).
Any postsecondary students can be impacted by
breaches and other concerns related to these
various technologies, but for students with
disabilities, the harm of a data breach may be
greater in some cases because, as noted, students
with disabilities ometimes share more
information so that materials are more accessible.
Therefore, it is imperative that postsecondary
institutions include students’ voices when
integrating technology.
Infinite Impossibilities?
The matter of student privacy is incredibly
complex, which means that getting student input
on matters of privacy is also complex.
Instructors, administrators, and even students
themselves may find the task of determining
privacy permissions overwhelming. In the case of
students with disabilities, navigating the area of
privacy permissions may be even more onerous
considering how many of those students are still
fighting to have accessibility and usability with
standard technologies like learning management
systems (LMSs) (Brito & Dias, 2020).
THE PEN | 10

However, getting student input does not mean
overburdening students with constant questions about
their privacy preferences; it means taking a more
inclusive approach to the overall integration of
technology in higher education, with a particular
focus on students’ specific and often intersectional
circumstances.
Prior to the development of the Institutional Review
Board (IRB), people probably thought that it was
untenable to get participants' informed consent prior
to conducting research, but now IRB approval is an
automatic part of the research process. The same
possibilities exist for student voice in technology
integration, and postsecondary institutions must not
wait for larger, more harmful data breaches before
addressing the issue of inclusive privacy practices.
A Proposed Path Forward
Strategies for inclusive privacy practices will
necessarily change (and expand) over time, but the
following three strategies provide a good starting
place:
Student technology privacy needs assessment.
Postsecondary institutions often conduct needs
assessments on various aspects of students'
experiences, and their privacy needs are no exception.
Faculty, administrators, teaching and learning centers,
and student centers often survey students at the
beginning of a semester or academic year. Those
anonymized assessments should include questions
about privacy implications for technology integration.
For example, administrators and faculty often
integrate social media into activities or courses, but
some students are not comfortable with their personal
and professional lives intersecting (Blackmon, 2018).
However, instructors and administrators may not
know this, and students may feel uncomfortable
discussing it for fear of seeming disagreeable. A few
questions about technology privacy needs can bring
that potential privacy concern to the forefront and
create a space for students to voice their perspectives
on technology privacy. It’s possible that some
students may not want to engage with certain
platforms because of privacy concerns, and assessing
students’ technology privacy needs can help them to
share that.
The survey results can be disseminated the same
way postsecondary institutions share other
materials that they want instructors,
administrators, and students to use for the
upcoming year.
Talk about technology and privacy.
Conversations about data privacy in technology
integration are a form of digital literacy
(Blackmon & Moore, 2020) and, furthermore, are
part and parcel to technology integration. These
conversations are not a replacement for the
critical work of informational technology (IT) or
data offices; they are complementary to that
work. The more postsecondary institutions
integrate technology, the more they should
prepare students for the implications of that
integration. That is a vital skill for being an
informed student and an informed citizen. The
conversations can happen before any activities
that integrate technology or at the beginning of a
course that integrates technology. Students
should be aware of what happens with their data
and have a voice in aspects of their data privacy.
Just as administrators and instructors lay out
expectations for a course, they can also lay out
considerations for student privacy implications.
This does not require that every person using
technology become a data privacy expert. The
focus, instead, is on gaining a greater
understanding of what it means to incorporate
various technologies—to become more informed
integrators and consumers of technology—and to
seek support from those with technology
expertise, if necessary, when planning to
integrate a new technology.
THE PEN | 11

Leveraging current privacy support. For
technologies like LMSs, universities have already
vetted the various systems. Therefore, the focus can
move to institutional transparency about technology
privacy. If students or instructors have questions
about how an LMS uses students’ data, then they can
refer to materials that the university has already
compiled. These materials can be posted in plain
language on the appropriate area of an institution's
website. For any technologies that are newly
incorporated at the program or classroom level, those
incorporating the technologies can help students
understand the privacy implications.
Conclusion
Technology integration can help with everything
from course flexibility to student engagement,
and that offers a number of exciting possibilities.
However, inclusive privacy practices are a key
aspect of technology integration, and students
should have more voice in the privacy
components of technology integration in
postsecondary education.
References
Blackmon, S. J. (2018). Beyond cybernation: Technology &
teaching in doctoral educational leadership. In L. Hyatt and
S. Allen (Eds.), Advancing doctoral leadership education
through technology (pp. 56-74). Northampton, MA: Edward
Elgar.
Blackmon, S. J., & Moore, R. L. (2020). A framework to
support interdisciplinary engagement with learning
analytics. In D. Ifenthaler and D. Gibson (Eds.), Adoption
of data analytics in higher education learning and teaching
(pp.). New York, NY: Springer. Retrieved from
https://link.springer.com/book/10.1007/978-3-030-47392-1
Blackmon, S. J., Wittkower, D. E., & Lanford. T. L. (2022,
April) Trust, internet-connected devices, and the disability
community: Implications for higher education. American
Educational Research Association. Hybrid.
Brito, E., & Paiva Dias, G. (2020, June 24-27). LMS
accessibility for students with disabilities: The experts’
opinions. 15th Iberian Conference on Information Systems
and Technologies (CISTI), Seville, Spain. DOI:
10.23919/CISTI49556.2020.9141046
Ifenthaler, D., & Tracey, M. W. (2016). Exploring the
relationship of ethics and privacy in learning analytics and
design: implications for the field of educational technology.
Educational Technology Research & Development, 64, 877-
880. https://doi.org/10.1007/s11423-016-9480-3
Paris, B., Reynolds, R., & McGowan, C. (2021). Sins of
omission: Critical informatics perspectives on privacy in e-
learning systems in higher education. JASIST, 73, 708-725.
https://doi.org/10.1002/asi.24575.
THE PEN | 12

THE STUDENT VOICE IS
HEARD: TEACHERS MATTER
Tammie May, Ed.D.
D R . T A M M I E M A Y G R A D U A T E D F R O M B A Y L O R U N I V E R S I T Y ’ S E D U C A T I O N A L L E A D E R S H I P A N D
O R G A N I Z A T I O N A L C H A N G E P R O G R A M A N D I S C U R R E N T L Y E M P L O Y E D A T M E T R O P O L I T A N C O M M U N I T Y
C O L L E G E A N D S E R V E S A S T H E E X E C U T I V E D I R E C T O R O F C U R R I C U L U M A N D S T U D E N T L E A R N I N G .
In a recent phenomenological study, I
investigated the perceptions and experiences
of enrollment in developmental coursework
for first-generation college students.The
study participants for this study consisted of
five first-generation community college
students enrolled in an English and a math
developmental class, and the purposive
qualitative sampling strategy used was
maximum variation. The data collection
method employed consisted of two semistructured
interviews, and the data analysis
approach used was a modification of the Van
Kaam Method of Analysis of
Phenomenological Data as described by
Moustakas (1994). The participants’ voices
represented the lived experiences of firstgeneration
developmental college students
and centered around their academic journey
and the essential role teachers play in the
students’ success.
Throughout the discussion of their
experiences in their English and math
developmental classes, the five participants
described the influence and impact of their
teacher relationships. Participant Two
highlighted the importance of relationships
with his teachers, specifically she gave him
attention, which gave him confidence.
"Our teacher is good; she really forces us to
work hard. She makes sure we finish our work
on time. Having good relationships with your
instructors is good because the relationship
gives you confidence to ask them any
question. That means a lot to me because it
feels good when you tell or when you have a
problem and you ask somebody and then
they do, or they tell you what you really want
to hear and what you really want from them.
If you don’t have good relationships with your
instructors, that’s how you end up failing
sometimes."
Participant Two finished by describing how
the absence of relationships with teachers
could result in his failure. Participant Four
described the impact of his teacher in his
English class and the positive influence she
had on his experience; he also described the
impact of his teachers when he was in high
school.
"Teachers make everything great. My English
teach has refined my skill and made me a lot
better. In high school my teachers did a
phenomenal job, better than I could have
realized. Especially when it comes to the real
world because one of my teachers who I had
four years, taught me more about life than
my family."
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Participants consistently described the power
and importance of positive relationships with
their instructors and the impact on how these
students defined and created their concept
of self and their ability to be successful. When
the participants perceived a label from
teachers rooted in success, students lived to
that label. This phenomenon of teacher
expectancy is not unique to students, but this
study’s findings around first-generation
developmental college students provided an
area for future research.
Like Participant Four, Participant Five described
the influence of her English teacher and how
she makes things easy in class as well as a
teacher she had while in high school.
"It’s been really easy. I think that she’s really
helpful in how she, uh, goes step by step, trying
to help us out, make everything easy. I had this
English teacher in high school that he actually
helped me a lot in homeroom. I really
appreciate him because like, he’s always, he
always paid attention to me and would always
try to help me when I had trouble. I still to this
day, actually right now, he’s helping me write
an essay. He’s helping me trying to plan it out."
Participant Five has remained connected to her
high school English teacher which seemed to
provide a sense of support to her. All
participants spoke positively of the impact of
the relationships their instructors had on their
academic success. A key element to
understanding first-generation community
college students’ success while enrolled in
developmental coursework was the influence of
teacher relationships with the first-generation
developmental college student.
This study showed when first-generation
developmental students’ experienced positive
relationships with their teachers and
perceived success in their future, academic
success was achievable. The label of
developmental college student adds another
layer of identity that educators must
understand when considering college
students today. This awareness can inform
the redesign of a developmental curriculum
that works for students and supports their
academic success. Future research could
identify ways to enhance teacher preparation
and training when working with firstgeneration
developmental college students
to understand the importance of their role
with these students and how to bridge the
gap in supporting the students’ success.
References
Moustakas, C. (1994). Phenomenological research
methods. Sage.
THE PEN | 14

THEIR NEEDS ARE NOT MY NEEDS:
EQUITY-CENTERED CARE FOR
STUDENTS OF COLOR
Dwayne Hamilton, Jr.
Dwayne Hamilton, Jr. is a 2nd-year master’s student in the Student Affairs Administration in Higher
Education program at the University of North Carolina at Greensboro. His research interests are rooted
in student-centered case management best practices with a focus on religion as a means of resistance for
Black queer men.
As higher education institutions seek to foster
student success, many have adopted a culture
of care model of student affairs practice due to
its foundational belief that with increased
levels of support, all students can be successful
in college. This model promotes departmental
partnership so that student services provide
multifaceted care through the creation of a
support network for each student, which yields
a shared responsibility for students’ success.
The result is an increase in, “the level of
service available to students; time devoted to
students in need; assistance provided in
sensitive, compassionate ways; and an
underlying philosophy that every person and
every student is valued” (Torres et al., 2016, p.
276).
Despite the seemingly positive benefits of this
model, the increase in the support provided is
based on a definition of care that exists based
on the culture of the institution itself and by
extension, is steeped in whiteness. This
culture of care has never been based on the
individual needs of each student but instead is
driven by a positivistic definition of care and
created by a system that originally only cared
about a specific type of student: white and
from elite backgrounds. Consequently, the
current implementation of the culture of care
model causes additional harm as it further
marginalizes students of color through raceevasive
or race-neutral support.
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As practitioners begin to problematize the
current culture of care model, an important
consideration is the danger of how this model
is often implemented with a deficit mindset,
which promotes the idea that students of color
require additional support based on their
erroneously presumed lack of motivation,
drive, and resiliency. An increase in support
services is instrumental to the care of college
students, but when these services only cater to
the needs of the dominant, privileged
population, it prioritizes their need for
support while students of color are further
isolated from their institution. As a result,
these students have two options: navigate their
campus’ exclusionary culture alone or accept
“care” in the form of resources and services
that are not catered to their specific needs.
Practitioners often encourage students to
utilize these resources while ignoring the
mismatch in definitions of care because of the
misconception that “one-size-fits-all” services
are better than receiving no assistance at all.
Equity is needed as the foundation of the
culture of care model as students of color
possess forms of capital that are often
delegitimized in academic spaces since they
do not align with the dominant forms of
capital emphasized by the university culture.
The equitable assistance central to the culture
of care model is therefore focused on a
practitioner’s ability to provide additional
support to students of color based on their
cultural backgrounds and unique needs. It is
not simply supporting these students based
on the preconceived notion that they are
lacking the tools needed to succeed. I present
three efforts student affairs divisions must
enact for the culture of care model to
properly serve all students within an
institution:
Practitioners must recognize the various
consequences of not challenging the
institution’s professional environment when
attempting to create a culture of care. When
student support is catered to the dominant
population, performance metrics determine
impact by assisting the highest volume of
students. A larger population of White
students is then supported due to their
support aligning with the dominant forms
provided by the institution and therefore
yielding a higher number of student cases.
Students of color become neglected due to
the nuanced support they require taking
more time and not yielding high case
numbers. To promote equity in the
reimagined culture of care model, the
professional culture surrounding impact
should shift focus away from quantitative
data and embrace qualitative data. An office’s
impact must consider the level of impact
they’ve had on individual students through
narratives so that practitioners are not
penalized for spending additional time on
cases.
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Practitioners must provide space for students
to consider the members of their current
support network, the requirements future
members would need to meet, and the tools
they’ve used to overcome previous situations
so this information can be included in their
support plans. For instance, students of color
could feel uncomfortable with traditional
counseling spaces that weren’t emphasized in
their upbringing, so broaching this
information would allow for their unique
needs to be considered as a support network
is refined. A student could instead find
counsel in a religious leader on campus, so
removing assumptions about “traditional”
means of support could decrease the
possibility of their needs being ignored and
undervalued.
When the support practitioners provide to
students of color is riddled with assumptions,
microaggressions, and ineffective solutions
based on a deficit mindset, students cannot be
blamed for refusing to connect with offices
for support. Centering equity in the culture of
care model no longer allows for the
additional needs of students of color to be
seen as a burden but it instead reintroduces
and prioritizes students of color and their
specialized needs as they seek care from their
institution.
References
Torres, V., Schuh, J. H., & Jones, S. R. (2016). Student services: A
handbook for the profession. John Wiley & Sons, Incorporated.
Practitioners must build flexibility into
policies that allow them to deconstruct rigid
structures that limit the range of student
requests and practitioner responses.
Individualized support becomes more
feasible when procedures focus on guiding
students toward support instead of outlining
general support based on “what-if” scenarios.
As mental health crises continue to increase,
many culture of care models have devoted
more attention and funding to campus
counseling services as a part of a student’s
crisis management plan. As a result, many
crisis plans have requirements for students to
meet with on-campus counselors. Building
flexibility into policies requiring students to
meet with a mental health professional would
also allow students to fulfill this requirement
by meeting with counselors off campus that
may align more closely with their identities.
THE PEN | 17

A SEAT AT THE
TABLE:
PERSONAL & PROFESSIONAL
STRATEGIES OF RESISTANCE
BLACK WOMEN
PROFESSIONALS CAN ADAPT
WHILE EMPLOYED AT A PWI
Tyler Hodges
Tyler is a Doctoral Candidate in Baylor University’s EdD in Learning and Organizational Change program and plans on graduating Fall 2022. The following article reflects
portions of the author’s doctoral research that appear in Hodges, T. J. (2022). A Seat at the Table: An Instrumental Case Study on the Personal and Professional Strategies of
Resistance Black Women Professionals Adapt While Employed at a Predominantly White Institution. Her research areas centers on leveraging Black Feminist Thought as a
framework for the retention and holistic support of Black women professionals at Predominantly White Institutions.
T
he goal of this instrumental case study was to shed light on and give voice to the experience of Black women
professionals at a PWI. Through the personal narratives a glimpse is provided into the personal and
professional strategies adapted to resist, sustain holistic wellness, and achieve a sense of belonging. The
study also reveals the siloed plight Black women continue to face in navigating White structures, systems,
and spaces. This research serves as a call to action for PWIs seeking to implement restorative practices
and retention strategies as it pertains to Black women professionals.
Black women are key in the attrition and persistence of students of color and should be positioned in the institution as high
value stakeholders. Creating a thriving environment and cultivating culturally responsive approaches for Black women
professionals are of high priority. The landscape of higher education has shifted drastically in the past 10 years and as a
result, PWIs are met with new sets of challenges related to diversity, equity, inclusion, and belonging. Human Resources
and Diversity, Equity, and Inclusion offices on campus are equally tasked with the responsibility of responding to the times
before us. The field of higher education is at a critical crossroad when it comes to the retention of staff. As a country, we
are facing the “Great Resignation” and institutions no doubt feels the shift. Black women are the backbone of this industry
and are an integral piece to succeeding in the next chapter post COVID-19. There needs to be a redefinition and
realignment of recruitment, retention, and engagement strategies as it relates to Black women professionals.
The implications of this research are paramount for stakeholders charged with the onboarding and recruiting of Black
women professionals. Black women professionals are systemically excluded from achieving a true sense of belonging at
PWIs. This research illuminates the need and appetite for revised policy and practice that bridge the gap in persistence
and inclusion. Failure to address the marginalized experience for Black women professionals has led to both a mass
exodus and great resignation (Clark & Mitchell, 2018; Jackson, 2007; Rothstein, 2018). Black women are neglecting their
holistic wellness in the pursuit of acculturation, hemorrhaging communities of colors’ ability to thrive. Invested stakeholders
at PWIs can disrupt their rhetoric and approach and opt for sustainable practice as it relates to Black women professionals.
The conversation of institutional value and impact of this population must be both forefront and aggressive. Institutional
human resources can begin the process of diving deeper into equitable practices for recruitment and retention.
THE PEN | 18

Participants from this study suggest robust mentoring and onboarding experiences specifically tailored to building
community and connection for Black women professionals upon entry into the institution. The first step for the institution is
the adoption of Black feminist thought as a framework for onboarding and retention programming and policy. Centering
the narratives of Black women into the fabric of the institution is a bold step towards sustained inclusion, investment, and
accountability.
An intentional step further would be the adoption or development of a campus wide initiative such as, “Sister Soul GlowTM
(2022): Thriving at my PWI”, charged with one effort—retaining Black women professionals. This program will serve as a
blueprint and counterspace for navigation within this PWI. SisterSoulGlow will position the basic program tenets of
community, connection and caring as Black Women can foster and maintain sense of belonging and professional growth.
The “Sister Soul GlowTM: Thriving at my PWI” initiative is intentionally designed as a communal space where Black
women can design a thriving experience at their institution. Black women on campus should feel like they have an
extensive network invested in their professional and personal success.
The “Sister Soul GlowTM: Thriving at my PWI” initiative is intentionally designed as
a communal space where Black women can design a thriving experience at their institution
Upon hiring, participants will be onboarded and successfully integrated into the campus culture. This program is an
experiential launching pad that will funnel Black women faculty and staff into their desired respective areas of campus.
The Sister Soul GlowTM Task Force would centralize all efforts specific to the amplification and affirmation of Black
women professionals on campus. This goal, while robust, should be woven into the pedagogy and strategic plan of PWIs
as it disrupts White supremacist ideology. Human Resources and the Diversity, Equity, and Inclusion offices could house
the recruitment, onboarding, and budgeting processes and then delegate faculty and staff across functional areas to
manage the day-to-day programmatic operations. Implementing an affinity space such as “sister circles” within this
framework expands the echo chamber of issues to a broader impact. This collective action is reflective of the Black
feminist thought approach, using community and an ethic of caring as its premise. The objective of an initiative such as
this is achieving a sense of belonging and ultimately professional retention for Black women on campus.
THE PEN | 19

PWIs are challenged to co-create restorative spaces for Black women professionals and their counterparts to engage in
safe and strategic conversations and planning. A powerful demonstration of this exchange can begin with the drafting of
anonymous letters to the PWI on their experience. These series of letters can be shared during the designated "sister
circle" and later with campus stakeholders. Black women professionals would be able to reflect and process with willing
thought partners. The goal of these sessions is to build solutions and tangible action plans that promote both resistance
and retention.
References
Clark, I., & Mitchell, D. (2018). Exploring the relationship between campus climate and minority stress in African American college students.
Journal Committed to Social Change on Race and Ethnicity (JCSCORE), 4(1), 67-95. DOI: 10.15763/issn.2642-2387.2018.4.1.66-95
Jackson, S., & Harris, S. (2007) African American female college and university presidents: Experiences and perceptions of barriers to the
presidency. Journal of Women in Education Leadership, 5(2), 119-137. http://digitalcommons.unl.edu/jwel/7
Rothstein, R. (2018). The color of law. Liveright Publishing.
Hodges, T. (2022). A Seat at the Table: An Instrumental Case Study on the Personal and Professional Strategies of Resistance Black Women
Professionals Adapt While Employed at a Predominantly White Institution.[Doctoral dissertation, Baylor University]. ProQuest Dissertations
Publishing.
THE PEN | 20

M O R E T H A N A P L A Y E R
COLLEGIATE STUDENT-
ATHLETE MENTAL
HEALTH CONCERNS
AND STEPS TO IMPROVE
SUPPORT SYSTEMS
A m i e M a c b e t h
A m i e M a c b e t h i s a n A s s i s t a n t P r i n c i p a l f o r t h e P o w a y U n i f i e d
S c h o o l D i s t r i c t i n C a l i f o r n i a . H e r r e s e a r c h i n t e r e s t s i n c l u d e
m e n t a l h e a l t h s u p p o r t f o r a t h l e t e s , m e n t a l h e a l t h s u p p o r t
p r o g r a m s , a n d e q u i t y a n d a c c e s s i n e d u c a t i o n . S h e i s c u r r e n t l y a
D o c t o r a l C a n d i d a t e a t B a y l o r U n i v e r s i t y .
There are many benefits to
being a student-athlete, some of
which provide a perceived
buffer against potential
depression or high-risk activities
(Chen et al., 2010; Griffith &
Johnson, 2002; Miller &
Hoffman, 2009; Rao et al.,
2015). The benefits of collegiate
athletic participation include
belonging to a community,
meaningful relationships, selfefficacy,
and individual
accomplishment (Anchuri et al.,
2020).
However, these perceived
benefits do not negate the
inherent risks that accompany
the demands of being a college
athlete. The path to mental wellbeing
for collegiate studentathletes
is complex and
requires more than just
recommendations and
guidelines. Standardized mental
health support for all studentathletes
is essential in
preventing further injury and
death.
Because of years of athletic
endeavors, student-athletes
benefit from improved health,
character building, self-esteem,
and self-empowerment as part of
their athletic identity (Anchuri et
al., 2020; Chen et al., 2010;
Putukian, 2016). However, even
with the specialized schedules,
training, and notoriety that goes
with their on-campus status,
suicide continues to impact the
student-athlete community. From
2003 through 2012, suicide
caused 7.3% of student-athlete
deaths (Fogaca, 2021).
Beyond suicide, some studentathletes
participate in high-risk
behaviors such as alcohol abuse,
eating disorders, relationship
violence, and overtraining
(Anchuri et al., 2020; Armstrong et
al., 2015; Etzel, 2006). While
college students have stressors,
student-athlete stress is
compounded by academic
expectations, practice schedules,
training requirements, team
THE PEN | 21

meetings, travel, and social obligations
(Armstrong et al., 2015; Gulliver et al.,
2012; Vidic et al., 2017).
In 2011, 20 to 28% of college athletes
reported feeling depressed, and 31 to 48%
reported feeling overwhelming anxiety
(Davoren & Hwang, 2014). More recently,
Sutcliffe and Greenberger (2020) found that
21% of Division I athletes report feeling
depressed, and 28.8% report feeling
anxious. The NCAA Sport Science
Institute’s (2020) new focus on studentathletes
and suicide prevention is a step in
the right direction. However, the guidelines
do not go far enough to protect collegiate
student-athletes from participating in highrisk
behaviors or to prevent of suicide.
Seeking mental health support is difficult for
many. Student-athletes often do not seek
mental health professionals and instead opt
to speak to someone within the athletic
department (Maniar et al., 2001; Watson,
2005). The stigma around seeking mental
health support is perpetrated by social
history, high profits in athletics, individual
pressures, family expectations, media
attention, and the specific team’s belief
about the mental health (Bauman, 2016;
Fogaca, 2021; Gulliver et al., 2012; Kaier et
al., 2015; Maniar et al., 2001; Watson,
2005).
Some athletes will see a sports
psychologist, however, the therapy is often
centered on the student-athlete’s
performance and less on mental health and
coping methods (Van Raalte et al., 1992).
Athletic trainers are in almost-daily contact
with students. A task force convened by the
National Athletic Trainers’ Association
(2013) concluded that “the probability of
encountering one or more student-athletes
with psychological concerns within an
athletic department is a certainty.” As such,
college athletic trainers have been at the
forefront of asking for more specialized
support for the athletes they interact with.
The current practice of an annual
Preparticipation Evaluation (PPE) is the
sole medical evaluation for a large majority
of student athletes. It is often used only to
detect emergency or life-threatening
physical symptoms that should prevent an
athlete from participating (Kroshus, 2016).
The National Athletic Trainer’s
Association has asked for NCAA and
the colleges and universities to require
a more inclusive PPE, noting that a
more inclusive PPE could identify more
physical and mental issues than current
practices. Because the PPE is not
standardized by NCAA, inevitably, there
are physical and mental concerns that
are missed (NATA, 2013) as schools
are given leeway to choose what to
include in their PPE process and how
often to evaluate after the studentathlete’s
first year.
After a 2016 task force met to look
specifically at mental health and
collegiate student-athletes, the NCAA
(2020) recommended that schools hire
mental health providers, develop written
mental health plans, use mental health
screening tools, and provide mental
health education for all athletic
department members. The NCAA has
not standardized the use of mental
health screenings to improve the PPE
process (Kroshus, 2016).
It seems there is a disconnect between
what the NCAA requires and what
professionals in the field and
researchers have found to be
reasonable and practical. NATA (2013)
suggested that mental wellness
baselines and mental health histories
be taken yearly, like concussion
baselines, and follow these check-ups
with immediate, as-needed support
services, much like the attention given
to injuries. NATA also created a list of
PPE recommendations, including many
body-centered tests for general health,
medication use, nutritional assessment,
and mental health assessment (Conley
et al., 2014; NATA, 2013). Athletic
trainers and team physicians interact
with student-athletes every day and
are in the position to monitor behaviors
for patterns or changes; further,
because of this relationship, studentathletes
are more likely to trust the
athletic trainer for recommendations,
help, and crises intervention (Neal et
al., 2013).
Four clear steps must happen on every
college and university campus that
houses athletics to combat the rising
mental health crisis among collegiate
student-athletes. First, mental health
support should be integrated into the
athletics department to ease the
stigma and to provide ready and easy
access. These supports need to
include student-athlete training around
mental health warning signs, coping,
and stress management. Supported
by multiple studies, the multi-modal
model of a combination of sport
psychologist and athletic trainer
interventions is the ideal delivery
method (Fogaca, 2021; Glazer, 2008;
Neal et al., 2013; Parcover et al., 2009;
Putukian, 2016). Fogaca (2021)
witnessed success with programs that
integrate stress reduction and coping
mechanism learning with other
training; presented as a holistic way to
help student-athletes, more athletes
were willing and able to participate.
Second, all athletic department
members should have training on
warning signs and mental health
THE PEN | 22

procedures specific to their school
(Armstrong et al., 2015; Glick & Horsfall,
2009; Neal et al., 2013).
Third, the PPE process should include a
substantial mental health portion to screen
for underlying issues that may evolve over
the year (Conley et al., 2014; Joy, 2004;
Kroshus, 2016; NATA, 2013).
Finally, the NCAA must require schools to
provide screenings and support for mental
health services Kroshus, 2016; NCAA Sport
Science Institute, 2020). Standardized
mental health support for all studentathletes
is essential in preventing further
injury and death.
References
Anchuri, K., Davoren, A. K., Shanahan, A., Torres, M., & Wilcox, H. C. (2020). Nonsuicidal self-injury, suicidal ideation, and suicide attempt among collegiate athletes: Findings from the National College Health Assessment. Journal of American
College Health, 68(8), 815–823. https://doi.org/10.1080/07448481.2019.1616743
Armstrong, S. N., Burcin, M. M., Bjerke, W. S., & Early, J. (2015). Depression in student athletes: A particularly at-risk group? A systematic review of the literature. Athletic Insight, 7(2), 177–193.
Bauman, N. J. (2016). The stigma of mental health in athletes: Are mental toughness and mental health seen as contradictory in elite sport? British Journal of Sports Medicine, 50(3), 135–136. https://doi.org/10.1136/bjsports-2015-095570
Chen, S., Snyder, S., & Magner, M. (2010). The effects of sports participation on student-athletes’ and non-athlete students’ social life and identity. Journal of Issues in Intercollegiate Athletics, 3, 176–193.
Conley, K. M., Bolin, D. J., Carek, P. J., Konin, J. G., Neal, T. L., & Violette, D. (2014). National athletic trainers’ association position statement: Preparticipation physical examinations and disqualifying conditions. Journal of Athletic Training, 49(1),
102–120. https://doi.org/10.4085/1062-6050-48.6.05
Davoren, A. K., & Hwang, S. (2014). Depression and anxiety prevalence in student-athletes. In G. Brown, B. Hainline, E. Kroshus, & M. Wilfert (Eds.), Mind, body and sport: Understanding and supporting student-athlete mental wellness (pp. 38–
39). National Collegiate Athletic Association.
Etzel, E. F. (2006). Understanding and promoting college student-athlete health: Essential issues for student affairs professionals. NASPA Journal, 43(3), 518–546. https://doi.org/10.2202/1949-6605.1682
Fogaca, J. L. (2021). Combining mental health and performance interventions: Coping and social support for student-athletes. Journal of Applied Sport Psychology, 33(1), 4–19.
Glazer, J. L. (2008). Eating disorders among male athletes. Current Sports Medicine Reports, 7(6), 332–337. https://doi.org/10.1249/JSR.0b013e31818f03c5
Glick, I. D., & Horsfall, J. L. (2009). Psychiatric conditions in sports: Diagnosis, treatment, and quality of life. The Physician and Sportsmedicine, 37(3), 29–34. https://doi.org/10.3810/psm.2009.10.1726
Griffith, K. A., & Johnson, K. A. (2002). Athletic identity and life roles of Division I and Division III collegiate athletes. Journal of Undergraduate Research, 5(1), 225–231.
Gulliver, A., Griffiths, K. M., & Christensen, H. (2012). Barriers and facilitators to mental health help-seeking for young elite athletes: A qualitative study. BMC Psychiatry, 12(1), 157. https://doi.org/10.1186/1471-244X-12-157
Joy, E. A. M., FACSM, Paisley, T. S. M., Price, R. Jr. M., Rassner, L. M., & Thiese, S. M. M. (2004). Optimizing the collegiate preparticipation physical evaluation. Clinical Journal of Sport Medicine, 14(3), 183–187.
Kaier, E., Cromer, L. D., Johnson, M. D., Strunk, K., & Davis, J. L. (2015). Perceptions of mental illness stigma: Comparisons of athletes to nonathlete peers. Journal of College Student Development, 56(7), 735–739.
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Kroshus, E. (2016). Variability in institutional screening practices related to collegiate student-athlete mental health. Journal of Athletic Training, 51(5), 389–397. https://doi.org/10.4085/1062-6050-51.5.07
Maniar, S. D., Curry, L. A., Sommers-Flanagan, J., & Walsh, J. A. (2001). Student-athlete preferences in seeking help when confronted with sport performance problems. Sport Psychologist, 15(2), 205.
Miller, K. E., & Hoffman, J. H. (2009). Mental well-being and sport-related identities in college students. Sociology of Sport Journal, 26(2), 335–356. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2908331/
NATA. (2013, September 25). NATA releases consensus statement for developing a plan to recognize and refer student athletes with psychological concerns at the collegiate level. NATA.Org. https://www.nata.org/press-release/092513/natareleases-consensus-statement-developing-plan-recognize-and-refer-student
NCAA Sport Science Institute. (2020). Mental health best practices: Understanding and supporting student-athlete mental awareness. NCAA. https://ncaaorg.s3.amazonaws.com/ssi/mental/SSI_MentalHealthBestPractices.pdf
Neal, T. L., Diamond, A. B., Goldman, S., Klossner, D., Morse, E. D., Pajak, D. E., Putukian, M., Quandt, E. F., Sullivan, J. P., Wallack, C., & Welzant, V. (2013). Inter-association recommendations for developing a plan to recognize and refer
student-athletes with psychological concerns at the collegiate level: An executive summary of a consensus statement. Journal of Athletic Training, 48(5), 716–720. https://doi.org/10.4085/1062-6050-48.4.13
Parcover, J. A., Mettrick, J., Parcover, C. A. D., & Griffin-Smith, P. (2009). University and college counselors as athletic team consultants: Using a structural family therapy model. Journal of College Counseling, 12(2), 149–161.
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Putukian, M. (2016). The psychological response to injury in student athletes: A narrative review with a focus on mental health. British Journal of Sports Medicine, 50(3), 145–148. https://doi.org/10.1136/bjsports-2015-095586
Rao, A. L., Asif, I. M., Drezner, J. A., Toresdahl, B. G., & Harmon, K. G. (2015). Suicide in National Collegiate Athletic Association (NCAA) athletes: A 9-year analysis of the NCAA resolutions database. Sports Health, 7(5), 452–457.
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Sutcliffe, J. H., & Greenberger, P. A. (2020). Identifying psychological difficulties in college athletes. Journal of Allergy and Clinical Immunology. In Practice, 8(7), 2216–2219. https://doi.org/10.1016/j.jaip.2020.03.006
Van Raalte, J. L., Brewer, B. W., Brewer, D. D., & Linder, D. E. (1992). NCAA Division II college football players’ perceptions of an athlete who consults a sport psychologist. Journal of Sport & Exercise Psychology, 14(3), 273–282.
Vidic, Z., Martin, M. St., & Oxhandler, R. (2017). Mindfulness intervention with a U.S. women’s NCAA Division I basketball team: Impact on stress, athletic coping skills and perceptions of intervention. Sport Psychologist, 31(2), 147–159.
Watson, J. C. (2005). College student-athletes’ attitudes toward help-seeking behavior and expectations of counseling services. Journal of College Student Development, 46(4), 442–449. https://doi.org/10.1353/csd.2005.0044
THE PEN | 23

INCLUSIVE POSTSECONDARY
EDUCATION FOR STUDENTS
WITH INTELLECTUAL
DISABILITY: “IPSE” THE NEW
CAMPUS POPULATION
Tamara H. Shetron, Ph.D.
Dr. Tamara (Tami) Shetron earned her Ph.D. in Developmental Literacy. She has a passion for supporting lifelong learning opportunities for
marginalized people and for using active, engaging, and embodied teaching pedagogies such as the use of Tableau Theatre in literacy
development courses.
This article provides a brief introduction to a new educational
movement that is providing students with intellectual and
developmental disabilities (ID or IDD) access to higher education
on college campuses. Historically, these programs developed
independently and in local contexts, however, in 2008, the Higher
Education Opportunity Act (HEOA) introduced Students with
Intellectual Disability (ID or IDD) as a new college student
population, and policies, procedures, and enthusiasm for this
student population is rapidly increasing. With the passage of the
HEOA, funding became available to support the establishment of
pilot programs on campuses, research initiatives, and the
eventual development of program standards. Programs that
meet the required standards achieve the designation of
“Comprehensive Transition Program” (CTP).
Students with ID who are enrolled in CTPs become eligible to
receive Federal Financial Aid, including Pell Grants, Work Study, and
other federal funding, which opens this opportunity up to many
more students and not just those from wealthy families. Programs
are organized in a variety of ways (e.g.., fully inclusive, semiinclusive,
separate, 2-year, 4-year) and because of combined
support for their development at the local level and through policy,
programs are proliferating across the United States.
Currently, 311 IPSE programs exist serving over 3,500 students each
year (Think College, 2022). The outcomes of college attendance for
students in these programs include career preparation, academic
advancement, and the development of social and living skills.
THE PEN | 24

Students frequently take regular college courses for
credit or audit, although some programs have
developed separate courses just for students in the
program. One of the main goals of these programs is
developing student’s vocational readiness and most
contain an internship component, a requirement for
achieving CTP status.
Students receive a “certificate of completion” rather
than an official college degree upon completion and
many programs allow their students to attend
graduation with everybody else.
Most research to date on these programs is
descriptive and anecdotal; however, several studies
have shown that students who have paidemployment
experiences during their college years
achieve paid employment beyond college at a
higher rate than those who do not have these
experiences during the college years. Grigal et. al.,
(2018) found that students were 15 times more likely
to have paid employment after college than those
who didn’t, and Sannicandro (2019) found that
students with IDD who attended an IPSE program
were twice as likely to be employed than students
who did not.
Inclusion is another area that has been shown to
positively impacts student’s growth and
development, particularly in developing selfdetermination
skills (Blackburn, et. al., 2019; Grigal et.
al., 2013; Shogren, et. al., 2017). Inclusion is also part of
gaining CTP status and can be achieved by allowing
students to matriculate with a code that provides
them access to all student services and
extracurricular activities.
Most programs emphasize the development of selfadvocacy,
academic and career exploration, work
and internship opportunities. Students can take
academic course work for credit, audit, or pass/fail
and have assistance learning about their own
interests, something often overlooked in earlier
educational experiences.
Students are eligible for the same accommodations
provided any other student with a documented
disability and course expectations can be modified if
taken for pass/fail/audit. This means that a student
might be expected to meet just half or two-thirds of a
course’s objectives to receive a “pass” or get credit
for auditing.
Faculty can also make adjustments that do not
impact course content but may allow students
multiple modes of expression to demonstrate
that they have learned course content. For
instance, a student may be permitted to present
an oral presentation using a power point rather
than a written research paper to demonstrate
knowledge, or graphically represent knowledge.
Additionally, there are a great many assistive
technologies they can use that neurotypical
students might benefit from such as speech to
text software, now built into most devices.
THE PEN | 25

Programs can utilize paid supports (other
students or support staff from community
or state ID organizations) but many are
learning to rely on the development of
natural supports. Students make friends
with others in the class and ask for
assistance when needed, such as sharing
notes, joining study groups, navigating
directions to class.
In general, students with ID require more
supports than neurotypical students at
the beginning of their college experience.
As the student gains confidence in their
abilities and familiarity with the campus
and campus life, these supports are
gradually lessened.
Access to lifelong education for all people
is a basic human right. According to The
United Nations Convention on the Rights
of Persons with Disabilities (CRPD) (U. N.
General Assembly, 2006) people with
disabilities are recognized under
international law as “rights holders with a
claim to the right to education without
discrimination and on the basis of equal
opportunity” (Convention on the Rights of
Persons with Disabilities Optional Protocol,
2016, p. 1).
Almost every state has at least one IPSE program,
and many states are developing legislation to
support these programs and provide technical
assistance.
One example of this is Massachusetts' H4695; “An
Act Creating Higher Education Opportunities for
Students with Intellectual Disabilities, Autism, and
Other Developmental Disabilities, which would
require all public higher education institutions in
Massachusetts to create guidelines for developing
inclusive courses.
Many other states have policies that support this
inclusive movement in one way or another, and you
can see what your state is doing by accessing the
“What’s Happening in Your State” page under the
resource tab at the Think College website.
Although the U. S. has not yet ratified the
CRPD, the U. S. has slowly moved toward
the integration of people with ID into the
fabric of society.
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References
Grigal, M., Papay, C., Smith, F., Hart., D., & Verbeck, R. (2018). Experiences that
predict employment for students with intellectual and developmental disabilities
in federally funded higher education programs. Career Development and
Transition for Exceptional Individuals, 42, 17-28.
Grigal, M., Weir, C., Hart, D., & Opsal, C. (2013, June). The impact of college on selfdetermination.
Research to practice in self-determination. Issue 6: Selfdetermination
and postsecondary education. The National Gateway on
SelfDetermination. UMKC Institute for Human Development, Kansas City, MO.
Higher Education Opportunity Act of 2008 (2008). Pub. L. No. 110–315 § 122 STAT.
3078.
Sannicandro, T. (2019). The effect of postsecondary education on employment,
income, and SSI for people with intellectual disabilities. Think College Fast Facts,
issue no. 24. Boston, MA: University of Massachusetts Boston, Institute for
Community Inclusion.
Shogren, K. A., Wehmeyer, M. L., Shaw, L. A., Grigal, M., Hart, D., Smith, F. A., & Khamsi,
S. (2018). Predictors of self-determination in postsecondary education for
students with intellectual and developmental disabilities. Education and Training
in Autism and Developmental Disabilities. 53(2), 146–159.
Think College (2022). Think College. https://thinkcollege.net/college-search
THE PEN | 27

SPOTLIGHT
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lease share your
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PUBLICATION>
NEW PUBLICATION IN THE
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"INCENTIVIZING EQUITY? THE
EFFECTS OF PERFORMANCE-
BASED FUNDING ON RACE-BASED
GAPS IN COLLEGE COMPLETION"
I
n their article "Incentivizing Equity? The Effects of Performance-Based Funding on
Race-Based Gaps in College Completion," Monnica Chan, Zachary Mabel, and Preeya
Mbekeani examine the impact of performance-based funding models with equity
premiums for state public higher education institutions in Tennessee and Ohio.
Using a Synthetic Control Method research design, they examine the heterogenous
impact of these funding regimes on completion outcomes for racially minoritized
students and students from historically overrepresented racial groups.
Across both states, they find null or negative effects on credentials conferred to
racially minoritized students and null or positive effects on credentials conferred to
students from historically overrepresented racial groups. As a result, performancebased
funding policies widened the racial gap in certificate completion in
Tennessee and in baccalaureate degree completion in Ohio. Read the full article:
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Contact:
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Postdoctoral Research Associate
Annenburg Institute for School Improvement at
Brown University
preeya_mbekeani@brown.edu
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