The purpose of this study was to develop a substantive theory using a grounded theory approach to describe the development of advocacy and allyship among college students with marginalized identities. Findings support that participation in advocacy and allyship is a continuously evolving and messy process of becoming aware, educating self,…

This article presents findings and a model from a constructivist grounded theory study about purpose development for college students with disabilities. The 59 participants, drawn from 4 different higher education institutions, self-identified as having 1 or more of a variety of disabilities. Students engaged in imagination, exploration, and…

Little has been published on the intersections of disability and queer identities among college students. I propose 5 intersectional identity perspectives based on semistructured interviews with 25 students at a research university who identified as lesbian, gay, bisexual, transgender, or queer students with disabilities. Students articulated…

In this qualitative study I explored the mentoring roles of staff and administrators for first-generation Black, Latinx, and Biracial students. Social reproduction theory (which assesses how inequality is perpetuated or disrupted generationally) was used to analyze social capital cultivated by mentors. Staff of Color nurtured the capital that…

Individuals with autism spectrum disorder (ASD) are completing high school with reasonable expectations for postsecondary success. College educators are likely ill prepared to provide appropriate support for these students. Based on personal interviews with a diverse group of students with autism, this study (a) amplifies these students' voices,…

Studies on college students' racial identities seldom focus on geographic context, despite existing research documenting its role in how racial groups construct and express racial identities. Drawing on theories of ecological systems and racial formation, I explored experiences of race and racial identity among 10 Asian American students who…

I explored how African American college men conceptualized gender within their interpersonal relationships at a traditionally White institution. In interviews using both semistructured and photo elicitation interview formats, 17 participants shared stories about their interpersonal relationships with other men and ascribed multiple meanings to…

Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8…

This study examined 110 intercultural experiences from 82 students attending six colleges and universities to explore how students' interpretations of their intercultural experiences reflected their developmental capacities for intercultural maturity. Our analysis of students' experiences confirmed as well as refined and expanded King and Baxter…

Faculty and peer interactions are 2 of the most important relationships for college students to foster (Astin, 1993). Transgender college students have an increasing visible presence on college campuses (Pusch, 2005), yet limited research exists on their experiences and struggles in the classroom environment (Garvey & Rankin, 2015; Renn,…

Institutions of higher education are uniquely positioned to educate tomorrow's leaders and initiate change in the number and ethnic diversity of women in leadership roles. The purpose of our study was to understand the essence of Hispanic college women's leadership identity development with participants and researchers co-constructing meaning. We…

The purpose of this study is to explore the critical role of culture on the success of Southeast Asian American (SEAA) college students. Specifically, we examined the saliency of cultural validation and how it shaped the educational trajectories of SEAAs. A national sample of 34 participants was analyzed across 5 public, 4-year colleges and…

Through a year-long study of welfare-to-work students in the community college CalWORKs program, we investigated what self-authorship development looks like by examining developmental progress, and whether there are patterns in development along the three dimensions of self-authorship. Findings demonstrate progress toward self-authorship, but…

Increased enrollment of college students with disabilities raises concerns regarding appropriate communication. Faculty and administrators' lack of knowledge, false assumptions, and fear of the unknown may lead to an inequitable educational experience for students with visual disabilities. The purpose of this qualitative study was to determine the…

The theory that emerged from this constructivist grounded theory study of 10 college men's experiences depicts their gender identity as developed through constant interaction with society's expectations of them as men. In order to try to meet these perceived expectations, participants described putting on a performance that was like wearing a mask…