Journal of the Student Personnel Association at Indiana University <p>The&nbsp;<em>Journal of the Student Personnel Association at Indiana University </em>(formerly <em>The Journal of the Indiana University Student Personnel Association</em>) has been&nbsp;published annually since 1967 by the Student Personnel Association at Indiana University&nbsp;with support from the Higher Education and Student Affairs (HESA) Program. The Journal is produced expressly to provide an opportunity for HESA master’s students to publish articles pertinent to the field of student affairs. ISSN&nbsp;2334-1548.</p> Student Personnel Association at Indiana University en-US Journal of the Student Personnel Association at Indiana University 2334-1548 <h4>Authors who publish with the Journal of the Indiana University Student Personnel Association (hereinafter “the Journal”) agree to the following terms:</h4><p> </p><ol><li><p>By submitting to the Journal, the author grants to the Journal the non-exclusive right to reproduce, translate (as defined below), and/or distribute your submission worldwide in print and electronic format and in any medium, including but not limited to audio or video.</p></li><li><p>The author agrees that the Journal may, without changing the content, translate the submission to any medium or format for the purpose of preservation.</p></li><li><p>The author agrees that the Journal may keep more than one copy of this submission for purposes of security, back-up and preservation.</p></li><li><p>The author represents that the submission is his/her original work, and that s/he has the right to grant the rights contained in this agreement. The author also represents that his/her submission does not, to the best of his/her knowledge, infringe upon anyone's copyright.</p></li><li><p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</p></li></ol> 2019 SPA at IU Journal Student Personnel Association at Indiana University ##submission.copyrightStatement## 2019-04-29 2019-04-29 Letter from the Editors Vandana Pawa Autumn Kearney Rebecca E. Kates ##submission.copyrightStatement## 2019-04-29 2019-04-29 When Housing Takes A Break: The Need For Homeless Student Housing Over Campus Breaks <p>An exploration of the need for homeless student housing over campus breaks.</p> Rebecca E. Kates ##submission.copyrightStatement## 2019-04-29 2019-04-29 7 9 Selling Beer at College Athletic Events <p>An exploration of the issue surrounding selling alochol at collegiate athletic events.&nbsp;</p> Alfred Garcia ##submission.copyrightStatement## 2019-04-29 2019-04-29 10 11 Organizational Identity, Outcomes, and Culture at Hispanic-Serving Institution <p>This paper addresses the ever-changing student populations in higher education and examines the ways that Hispanic-Serving Institutions (HSIs) support their Latinx students through academic success, cultural validation, institutional mission, self-awareness, and an institution's organizational identity. By understanding the unique challenges that Latinx students face, promoting a culturally validating environment, and prioritizing positive organizational outcomes, HSIs can move towards a Latinx-Serving Institutional Typology.</p> Alejandro G. Rios ##submission.copyrightStatement## 2019-04-29 2019-04-29 13 23 Transforming Higher Education: Creating Linguistically Affirming Campus Environments <p>Campus environments today are an amalgamation of students from various linguistic and cultural backgrounds. As the number of linguistically diverse students in post-secondary education continues to rise, higher education institutions in the United States are challenged with, and responsible for, supporting their needs. However, linguistically diverse students, particularly students of color, learn early on that their academic environments are rooted in standard language ideology and that their variety of English and/or primary language is deemed inadequate and invaluable. This paper presents culturally relevant pedagogies and curriculum as opportunities for campus environments to enact change surrounding institutional culture and create spaces that validate and affirm students and their linguistic varieties.</p> <p>Keywords: linguistic diversity, cultural relevance, standard language ideology</p> Simone A. Francis ##submission.copyrightStatement## 2019-04-29 2019-04-29 24 34 Rural Transition Theory: A Theory for Rural Midwestern Students Moving to College <p>Students from the rural Midwest who are preparing to enter college do so with a unique combination of challenges stemming from the fact that many rural students are first-generation and low-income with little exposure to diverse populations (Howley, 2006). To best explain and explore their transition to America’s college campuses, Schlossberg’s transition theory, Bourdieu’s theory of social reproduction, and Rowe, Bennett, and Atkinson’s White Racial Consciousness Model are used as a framework to propose the rural transition theory. This theory provides student affairs practitioners with a deep understanding of the population so that rural students can be best supported.</p> Autumn Kearney ##submission.copyrightStatement## 2019-04-29 2019-04-29 35 45 Spiritual But Not Religious: Student Development Model at Religiously Affiliated Institutions <p>This paper will focus on the development of students who enter religiously-affiliated universities with a personal religion but then transition to being spiritual but not religious. To do this, a theory is created that closes the gap of developmental theory for spiritual but not religious students at religiously-affiliated institutions. Religiously-affiliated institutions have the resources to support all students but often focus mainly on those who identify with the dominant religion. The decline in religious affiliation while attending college is not holistically represented in current student developmental theory. The Spiritual but Not Religious Identity Development Model is constructed from Smith’s (2011) Model of Atheist Identity Development and Bryant and Astin’s (2008) concept of spiritual struggle to create a model for students who do not reject theism, but organized religion.</p> Camber Sollberger ##submission.copyrightStatement## 2019-04-29 2019-04-29 46 55 Student Development of Campus Place Attachment <p>This article will examine the psychological process of place attachment as it applies to relationships students develop with college and university spaces. Manzo and Wright (2014) define place attachment as the bond that forms between a person and their physical surroundings. These connections inform an individual’s sense of identity, create meaning, and influence action. During their collegiate experience, many undergraduate students develop positive emotional ties to their campus, specifically those spaces in which they feel a sense of belonging. In contrast, some undergraduate students may never form an emotional bond with their campus, which can lead to feelings of loneliness or homesickness (Scopelliti &amp; Tiberio, 2010). The article will explore the construction of a theory that discusses the developmental process by which students form these meaningful person-place bonds in the collegiate environment.</p> Shelby C. Allen ##submission.copyrightStatement## 2019-04-29 2019-04-29 56 64 The Invisible Intersections of Afro-Latinx Identity: A Look Within Indiana University’s African American and African Diaspora Studies Department and Latino Studies Program Curricula <p>Afro-Latinx is a complex identity with layered components of racial and ethnic significance. This paper focuses on the impact Indiana University’s Latino Studies program and African American and African Diaspora Studies department introductory course curricula has on student awareness and understanding about Afro-, Latinx, and the intersectionality of these racial and ethnic identities. We present recommendations for utilizing culturally relevant pedagogies and integrating Afro-Latinx identity into curriculum.</p> Simone A. Francis Alejandro G. Rios Ivette Olave Raniesha Wassman ##submission.copyrightStatement## 2019-04-29 2019-04-29 65 91 An Examination of Asian International Students Sense of Belonging <p>International students comprise a significant portion of the student population at institutions of higher education within the United States, with a number of these students being from countries on the Asian continent. Past research surrounding this population has shown that international students face a unique set of challenges, especially in their transitional phase, in comparison to their domestic peers. This paper focuses on the ways in which Asian international students develop and experience a sense of belonging at Indiana University Bloomington, and provides recommendations for future practice to better foster a sense of belonging and create a culturally relevant environment for this population.</p> Jonathan Cisneros Oyindamola Bamgbola Anesat León Guerrero Christopher N. Nguyen Vandana Pawa ##submission.copyrightStatement## 2019-04-29 2019-04-29 92 109 Peers Mentoring the Future: An Assessment of the Kelley FUTURES Program <p>This study reviews the satisfaction and the confidence in persisting of underrepresented students in a peer mentoring program in the Indiana University Kelley School of Business. The research team reached out to the Kelley Office of Diversity Initiatives to get in contact with mentees in the office’s peer mentoring program known as the Fostering Underrepresented Talent Using Resources, Educators, and Scholars program, or the Kelley FUTURES Program. Utilizing Museus’ Culturally Engaging Campus Environments (CECE) model, current literature on the effectiveness of mentorship, and interviews with the participants, the research team evaluated how the FUTURES Program was being utilized by students and their perceived benefits from their participation. This information helped the research team give recommendations on how the program can be improved so that it can more effectively support the underrepresented students in the program.</p> <p>Keywords: mentorship, underrepresented students, persistence</p> Julian A. Batts Olivia L. Daley Alfred Garcia Kayanat Paracha Beleqsa Tamaami Carly Traynor ##submission.copyrightStatement## 2019-04-29 2019-04-29 110 132 Sophomore Internships: Critiquing Recruitment Strategies for 21st Century Scholars <p>The Sophomore Internship Program (SIP) at IUPUI offers paid internships for 21st Century Scholars, but has experienced low student engagement. The researchers completed interviews with sophomore 21st Century Scholars to explore the factors that influence their decision to participate in internships. Themes that emerged through transcription and coding include: communication, relationships, barriers, and attractive factors. The interviews and themes allowed the SIP coordinator to adjust recruitment strategies for future semesters in order to increase applicants.</p> Andrea D. Jarquin Jorge L. Lopez Alexandria Miskus Anna C. Priore Sophie C. Stewart ##submission.copyrightStatement## 2019-04-29 2019-04-29 133 152 Latinx Students and Career Development at the IU School of Liberal Arts at IUPUI <p>This paper highlights the important role that career services play in tertiary education and their role in the career readiness of students from underrepresented populations. In particular, the research team worked with the Office of Career Development in IUPUI’s School of Liberal Arts to see how that office could best support their Latinx students. Utilizing the framework of Museus’ Culturally Engaging Campus Environments (CECE) model, a review of current literature, and a mixed-methods assessment, the research team began to evaluate how career services can better support and reach Latinx students, the expectations this student group may have for the career services office, and whether the students are utilizing these career services.</p> <p>Keywords: career services, Latinx students, career readiness</p> Yohana H. Gebremicael Cassandra E. Govert Kayla Muncie Elizabeth Wall ##submission.copyrightStatement## 2019-04-29 2019-04-29 153 173