Browsing by Author "Feldman, Steven"

Now showing 1 - 11 of 11

A Multi-Institutional Examination of Mind and Body Well-being for First-Generation
(2024-04) Yuhas, Bridget; Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
First-generation students (FGs) often face unique challenges in navigating collegiate experiences which can impact their well-being. In this study, we examine undergraduate FGs’ mind and body well-being using data from two large-scale multi-institutional data sets. Specifically, we examine relationships between stressors and supports and assess the extent that FGs know how to get help at their institution for a variety of well-being issues. Results imply that FGs generally feel less institutional support for their well-being, that inverse relationships exist for mind and body stressors and institutional supports, and that results for knowing how to get help are mixed. Implications point to continued disaggregation to better understand FGs experiences and recognizing the importance of social capital to FGs success.
Beyond the score: Investigating the relationship between the Campus Pride Index and perceived student support
(2023-10) Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
Connecting College Student Civic Engagement and Cultural Center Involvement
(2024-04) Copeland, Olivia; Feldman, Steven; BrckaLorenz, Allison
In this study, we explore the relationship between cultural center involvement and college students’ civic engagement outcomes. We utilize data from a large-scale, multi-institutional data set to run a series of regression analyses. Findings indicate that participating in the activities of a cultural center positively correlates with higher levels of civic engagement skills and abilities as well as frequency of civic engagement. We also used effect coding in our models to explore sub-group differences within gender, sexual, and racial identity categories. Disaggregating by identity, our results indicate some disparities among students prior to considering their cultural center involvement. These findings present a significant counter to the widespread attack on diversity, equity, and inclusion efforts, evidencing the continued relevance and positive influence of cultural centers on all students.
Examining campus support systems for LGBQ+ college students' mental health and well-being
(2023-11) Feldman, Steven; BrckaLorenz, Allison
In this study, we explore LGBQ+ college students’ experiences related to mental health and wellbeing, using the Proud & Thriving Framework. Our research utilizes a large scale, multi-institutional, quantitative and qualitative data set that includes a variety of institutional types and geographic locations across the United States. We use a series of OLS regression analyses and descriptive analyses to explore LGBQ+ students’ difficulties, support networks, knowledge about institution-provided supports, and student-suggested ways that their institution has supported their mental health and well-being. We find that large portions of LGBQ+ students do not know how to get help with various difficulties and that students within the LGBQ+ community had differing relationships with risks and supports depending on their specific LGBQ+ identity such as asexual students struggling less with workload-related issues and pansexual students struggling more with health-related issues than their LGBQ+ peers. We conclude with suggestions for campus staff, faculty, and higher education researchers on tangible ways that they can work to improve campus environments and experiences for LGBQ+ college students.
Exploring how inclusive name/pronoun policies and practices relate to quality of interactions
(2024-11) Feldman, Steven; Copeland, Olivia; BrckaLorenz, Allison
Using a large-scale, multi-institution dataset, we explore the relationship between name/pronoun policies and practices and college students’ quality of interactions with other students, advisors, faculty, staff, and administrators on campus. Findings indicate that more affirming policies and practices were associated with more positive quality of interactions, especially for transgender students.
Faculty Feelings Matter: Environmental Experiences of Queer Faculty of Color
(2023-04) BrckaLorenz, Allison; Chamis, Ella; Feldman, Steven
Despite an emphasis on diversifying the professoriate, higher education has failed to make significant progress in recruiting and retaining diverse faculty in the academy. Literature points to issues of campus climate, discrimination, and workplace stress as common reasons for diverse faculty to leave their positions. Using the College + University Teaching Environment framework, Quare Theory, critical methodological philosophies, and a large-scale multi-institution quantitative dataset, this study examines affective components of a faculty environment for queer faculty, faculty of color, and queer faculty of color. Results indicate strong relationships between perceptions of support, sense of belonging, mental health, and stress with faculty persistence in their role as well as additional stress for LGBQ+ faculty of color.
Quantitative Reasoning
(2024) Feldman, Steven; BrckaLorenz, Allison
The Quantitative Reasoning scale (fQR) includes questions pertaining to faculty perceptions of the importance of students' engagement with numerical information. This document provides basic findings for the FSSE Quantitative Reasoning scale and its individual component items.
Somewhere to Stay and Thrive: Relationships between Persistence and Environments for Diverse Faculty
(2023-11) BrckaLorenz, Allison; Christiaens, Roman; Feldman, Steven; Russell, Alethia; Wenger, Kevin
As colleges and universities invest in efforts to cultivate diverse learning environments, a primary focus has been hiring and retaining faculty with underrepresented and marginalized backgrounds. Using data from a large-scale, multi-institution quantitative data set, we explore how faculty persistence relates to aspects of a faculty member’s environment. We found that faculty perceptions of work-life balance and within-work balance were the strongest indicators of a faculty member’s intentions to persist. Relationships between persistence and aspects of environment tended to be strongest for LGBQ+ faculty. Institutions interested in supporting and retaining diverse faculty can use these findings to better understand their institution’s environment for faculty and pinpoint areas to implement change.
Supportive Environment 2022-2023
(2024) Feldman, Steven; BrckaLorenz, Allison
The Supportive Environment scale includes questions pertaining to faculty perceptions of the extent to which institutions emphasize and provide services that support student learning and development. Instructors answer a variety of questions across domains including the cognitive, interpersonal, and physical. This document provides basic findings for the FSSE Supportive Environment scale and its individual component items.
Teaching Environment, 2022-2023
(2024) Feldman, Steven; BrckaLorenz, Allison
The Teaching Environment scale (fTE) includes questions pertaining to faculty perceptions of the extent to which they have the time, resources, environment, and help needed to do their best teaching. This document provides basic findings for the FSSE Teaching Environment scale and its individual component items.
Understanding how queer faculty of color's values relate to how they spend their time
(2024-11) Feldman, Steven; Priddie, Christen
Using the College + University Teaching Environment framework, this study uses a large-scale, multi-institution quantitative dataset to explore how queer faculty of color spend their time in the academy as well as how time spent relates to personal and institutional values.