Darnell Cole | University of Southern California (original) (raw)

Papers by Darnell Cole

Research paper thumbnail of Latina Students From College Preparatory Charter High School to First Year of College

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Faculty and Muslim Student Interactions

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Program Staff as Facilitators of Academic Self–Efficacy, Academic Behavioral Change, and Achievement among Low–income, First–Generation, and Minoritized Students

Journal of Student Affairs Research and Practice

Research paper thumbnail of Using data-informed decision making to improve student affairs practice

Jossey-Bass,, 2017

Comprend des références bibliographiques et un index.Is the data available on your college campus... more Comprend des références bibliographiques et un index.Is the data available on your college campus fully utilized? Analyzing data does not have to be a complex process, but there can be obstacles to putting data to good use: overworked staff or understaffed departments; silos that prevent crossing institutional boundaries; lack of research training; or simply being overwhelmed by the possibilities. Addressing these obstacles, this volume presents pragmatic ideas for implementing data-informed decision making to improve student affairs practice. It first illustrates how to easily analyze quantitative data and read assessment reports - demonstrating that advanced research knowledge is not necessary to make meaning of survey findings. It then provides suggestions for utilizing findings from large data sets typically available on campus and gives practical guidance for making sense of and using quantitative data to inform practice. Also included is how to use data to understand the experiences of non-dominant populations on campus, which is especially relevant given the diversity of today's college students. Several chapters speak directly to using data to understand marginalized groups based on race, religion, and sexual orientation, while others focus on using data to understand campus diversity experiences

Research paper thumbnail of Engaging Religious Minority Students

Research paper thumbnail of Learning Communities and Students' Sense of Belonging to Their University: First Results from a Longitudinal Study

Research paper thumbnail of Black Women in STEM: The Need for Intersectional Supports in Professional Conference Spaces

The Journal of Negro Education, 2020

Abstract:National discourse about STEM careers has dominated conversations about the need to meet... more Abstract:National discourse about STEM careers has dominated conversations about the need to meet the demands of the labor market. The ever increasing population diversity requires the participation of underrepresented groups, including women and individuals from racially minoritized backgrounds. However, for those at the intersections of historical and persistent marginality, such as Black female students, access to STEM majors, programs, and careers are particularly limited. This article uses observations, four student focus groups, document analysis, and survey data from a Black science conference to understand the experiences of Black women student attendees. Through an intersectional lens, we find that professional conferences can better serve Black female student participants by considering their nuanced experiences, barriers, and contributions to the field.We thank the National Science Foundation for supporting the conference and data collection used in this project.

Research paper thumbnail of Racialized Experiences of Muslim College Students Attending Historically Black Colleges and Universities (Poster 10)

Research paper thumbnail of Diversity an D Collegia te e xperien C es a ffe C ting s elf - p er C eive D g ains in Criti C al t hinking Which Works, and Who Benefits?

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experi- ences as triggers for the cognitive disequilibrium that fos- ters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitu- dinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self- perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.

Research paper thumbnail of Editor's notes: Editor's Notes

Nonprofit Management and Leadership, 2011

Research paper thumbnail of Protecting Muslim Students’ Speech and Expression and Resisting Islamophobia

Student Activism, Politics, and Campus Climate in Higher Education, 2019

Research paper thumbnail of From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals

Research paper thumbnail of Higher education: Handbook of theory and research, volume iv

Economics of Education Review, 1991

Research paper thumbnail of Student Personnel Association

Research paper thumbnail of Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs

Journal of College Student Development, 2008

Research paper thumbnail of Understanding Islamophobia on College Campuses

Contemporary Issues in Higher Education, 2018

Research paper thumbnail of The Role of Academic Validation in Developing Mattering and Academic Success

Research in Higher Education, 2022

Research paper thumbnail of Learning and Academic Self-Concept: Comparing International and American Students

In this chapter, the authors provide (a) succinct synopsis of the scholarship on international st... more In this chapter, the authors provide (a) succinct synopsis of the scholarship on international students’ college learning in the United States, and (b) detailed report of a study comparing international and American students’ learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice ar...

Research paper thumbnail of Using Data to Guide Diversity Work and Enhance Student Learning

New Directions for Student Services, 2017

Not everything that counts can be counted, and not everything that can be counted counts. —Willia... more Not everything that counts can be counted, and not everything that can be counted counts. —William Bruce Cameron (1963) The strength of a college lies in its capacity to nurture ideas and individuals. Central to this strength is the concept of diversity. Creativity, innovation, and learning stagnate without true diversity of perspectives, born from a multiplicity of individuals' identities (Miller & Katz, 2002). This chapter is about using campus diversity data to inform student affairs work. For the purposes of this chapter, diversity is defined on two levels. The first is compositional—the degree to which the community being refer-enced is representative, in all of its characteristics, of the larger population. The second is the degree to which members of that community experience a culture of inclusion and engagement within that community, such that each member feels a sense of belonging and respect. This definition, therefore, combines numerical representation with organizational culture. The guidance provided in this chapter is intended to complement earlier syntheses of research on improving the campus climate, most notably Griffin' s (2017) discussion on campus climate and diversity, and Pope and Mueller' s (2017) discussion of multicultural competence and change on college campuses. These writers have outlined the definitions, models, and key outcomes for campuses, and have identified how campuses could assess progress on those outcomes. This chapter focuses on three topics to help you use those data to inform your practice: (1) identifying the scope of your inquiry; (2) using data to improve program design, and therefore (3) program impact and student outcomes, particularly for diverse student communities.

Research paper thumbnail of Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking: Which Works, and Who Benefits?

The Journal of General Education, 2014

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.

Research paper thumbnail of Latina Students From College Preparatory Charter High School to First Year of College

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Faculty and Muslim Student Interactions

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Program Staff as Facilitators of Academic Self–Efficacy, Academic Behavioral Change, and Achievement among Low–income, First–Generation, and Minoritized Students

Journal of Student Affairs Research and Practice

Research paper thumbnail of Using data-informed decision making to improve student affairs practice

Jossey-Bass,, 2017

Comprend des références bibliographiques et un index.Is the data available on your college campus... more Comprend des références bibliographiques et un index.Is the data available on your college campus fully utilized? Analyzing data does not have to be a complex process, but there can be obstacles to putting data to good use: overworked staff or understaffed departments; silos that prevent crossing institutional boundaries; lack of research training; or simply being overwhelmed by the possibilities. Addressing these obstacles, this volume presents pragmatic ideas for implementing data-informed decision making to improve student affairs practice. It first illustrates how to easily analyze quantitative data and read assessment reports - demonstrating that advanced research knowledge is not necessary to make meaning of survey findings. It then provides suggestions for utilizing findings from large data sets typically available on campus and gives practical guidance for making sense of and using quantitative data to inform practice. Also included is how to use data to understand the experiences of non-dominant populations on campus, which is especially relevant given the diversity of today's college students. Several chapters speak directly to using data to understand marginalized groups based on race, religion, and sexual orientation, while others focus on using data to understand campus diversity experiences

Research paper thumbnail of Engaging Religious Minority Students

Research paper thumbnail of Learning Communities and Students' Sense of Belonging to Their University: First Results from a Longitudinal Study

Research paper thumbnail of Black Women in STEM: The Need for Intersectional Supports in Professional Conference Spaces

The Journal of Negro Education, 2020

Abstract:National discourse about STEM careers has dominated conversations about the need to meet... more Abstract:National discourse about STEM careers has dominated conversations about the need to meet the demands of the labor market. The ever increasing population diversity requires the participation of underrepresented groups, including women and individuals from racially minoritized backgrounds. However, for those at the intersections of historical and persistent marginality, such as Black female students, access to STEM majors, programs, and careers are particularly limited. This article uses observations, four student focus groups, document analysis, and survey data from a Black science conference to understand the experiences of Black women student attendees. Through an intersectional lens, we find that professional conferences can better serve Black female student participants by considering their nuanced experiences, barriers, and contributions to the field.We thank the National Science Foundation for supporting the conference and data collection used in this project.

Research paper thumbnail of Racialized Experiences of Muslim College Students Attending Historically Black Colleges and Universities (Poster 10)

Research paper thumbnail of Diversity an D Collegia te e xperien C es a ffe C ting s elf - p er C eive D g ains in Criti C al t hinking Which Works, and Who Benefits?

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experi- ences as triggers for the cognitive disequilibrium that fos- ters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitu- dinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self- perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.

Research paper thumbnail of Editor's notes: Editor's Notes

Nonprofit Management and Leadership, 2011

Research paper thumbnail of Protecting Muslim Students’ Speech and Expression and Resisting Islamophobia

Student Activism, Politics, and Campus Climate in Higher Education, 2019

Research paper thumbnail of From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals

Research paper thumbnail of Higher education: Handbook of theory and research, volume iv

Economics of Education Review, 1991

Research paper thumbnail of Student Personnel Association

Research paper thumbnail of Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs

Journal of College Student Development, 2008

Research paper thumbnail of Understanding Islamophobia on College Campuses

Contemporary Issues in Higher Education, 2018

Research paper thumbnail of The Role of Academic Validation in Developing Mattering and Academic Success

Research in Higher Education, 2022

Research paper thumbnail of Learning and Academic Self-Concept: Comparing International and American Students

In this chapter, the authors provide (a) succinct synopsis of the scholarship on international st... more In this chapter, the authors provide (a) succinct synopsis of the scholarship on international students’ college learning in the United States, and (b) detailed report of a study comparing international and American students’ learning and academic self-concept. The study reveals greater involvement in college learning among international than American students. Regarding what contributes to academic self-concept, there are more similarities than differences between international and American students. Controlling for academic self-concept at college entry, students who are more involved in learning (e.g., more interactions with faculty, more time spent studying alone or with peers) report higher academic self-concept at graduation. Females, international and American students alike, report lower academic self-concept despite greater involvement in college learning. Institutional selectivity has a negative influence on international students. Implications for research and practice ar...

Research paper thumbnail of Using Data to Guide Diversity Work and Enhance Student Learning

New Directions for Student Services, 2017

Not everything that counts can be counted, and not everything that can be counted counts. —Willia... more Not everything that counts can be counted, and not everything that can be counted counts. —William Bruce Cameron (1963) The strength of a college lies in its capacity to nurture ideas and individuals. Central to this strength is the concept of diversity. Creativity, innovation, and learning stagnate without true diversity of perspectives, born from a multiplicity of individuals' identities (Miller & Katz, 2002). This chapter is about using campus diversity data to inform student affairs work. For the purposes of this chapter, diversity is defined on two levels. The first is compositional—the degree to which the community being refer-enced is representative, in all of its characteristics, of the larger population. The second is the degree to which members of that community experience a culture of inclusion and engagement within that community, such that each member feels a sense of belonging and respect. This definition, therefore, combines numerical representation with organizational culture. The guidance provided in this chapter is intended to complement earlier syntheses of research on improving the campus climate, most notably Griffin' s (2017) discussion on campus climate and diversity, and Pope and Mueller' s (2017) discussion of multicultural competence and change on college campuses. These writers have outlined the definitions, models, and key outcomes for campuses, and have identified how campuses could assess progress on those outcomes. This chapter focuses on three topics to help you use those data to inform your practice: (1) identifying the scope of your inquiry; (2) using data to improve program design, and therefore (3) program impact and student outcomes, particularly for diverse student communities.

Research paper thumbnail of Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking: Which Works, and Who Benefits?

The Journal of General Education, 2014

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and ... more This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.