Author: ACPAAdmin

written by: Dr. Shannon Dean-Scott, Alicia Stites, Mohammad Khan

Abstract

More and more people in the U.S. are identifying as Multiracial; colleges and universities are also seeing this increase in Multiracial students. Through campus involvement, these students often develop their understanding of identity. Our qualitative study examines eight students’ experiences to understand the development of their Multiracial identity through campus involvement. We offer findings, analysis, and recommendations to build more inclusive environments that foster intentional involvement opportunities and significant racial identity development for Multiracial students.

Exploring the Role of Involvement in Cultivating a Multiracial Identity

As the number of individuals in the United States who identify as Multiracial rises, colleges and universities (Hanson, 2024) also see an increase in Multiracial students (Mitchell & Warren, 2022). While many factors contribute to a Multiracial student’s identity development, environments continue to serve as critical influences on how these students navigate college campuses (Giebel, 2023). We build upon Renn’s (2000, 2003) use of Bronfrenbrenner’s (1993) Model of Developmental Ecology by exploring the unique context of involvement at a Hispanic Serving Institution and the influence on Multiracial identity development and engagement. 

Based on findings from a qualitative study with eight Multiracial students, we highlight the reciprocal relationship between the campus co-curricular experience and identity development. We outline insights from involved students about their own perception of their racial identity, their interactions with monoracial peers, and their transformation about understanding race. We also discuss how racial singularities are a driving institutional and social force that plays a critical role in interpersonal relationships and the larger campus culture for Multiracial students. These racial singularities are systemic and pervasive yet generally go unaddressed by student affairs professionals often due to a lack of resources (Mitchell & Warren, 2022). We close the article by offering recommendations for disrupting racial singularities in campus spaces and building more inclusive environments that foster intentional involvement opportunities and more significant racial identity development for Multiracial students.

Historical and Theoretical Context

In order to understand the history of Multiracial college students and their identity development, one must understand the past and current landscapes related to Multiracial individuals.  In 2000, the U.S. census added the ability to select more than one racial identity. Of the 281.4 million people who filled out the census, 6.8 million (2.4%) identified as more than one race (U.S. Census, 2000). During the 2010 census, there was an increase in those who identified as Multiracial from 6.8 million to 8.9 million, 41% of whom were under 18 years of age (US Census, 2010). Many of those individuals are now attending college. As of 2023, 4.3% of the college student population identified as Multiracial and among this group, college attendance has increased by 133% since 2010 (Hanson, 2024). This is important to note when considering what we know about Multiracial students in terms of developmental theory and involvement. The experiences of Multiracial students are under-researched. Our study helps address this knowledge gap.

Current Multiracial identity development theories are built upon other monoracial identity development models such as Cross (1971) and Morten and Atkinson (1983), some of the first identity theories that did not center whiteness. These theories were foundational for Poston (1990) who created models of biracial identity development and Root (1996) who discussed Multiracial identity development; both focused on the healthy development of a racial identity and acknowledged Multiraciality as important. Building on these theories, Renn (2003) created a Multiracial identity development theory that included the psychological, sociological, and ecological needs for college students from mixed racial backgrounds. 

Renn (2003) used Bronfenbrenner’s (1979) ecological model to examine Multiracial college student experiences. She considered the holistic influences of the individual (person), the environment (process), the immediate surrounding (context), and changes in development (time). Renn’s (2003) theory highlighted the importance of peer culture and belonging as critically essential components of developing their Multiracial identities. These include public spaces, and private spaces for students to reflect and discuss their identities with others (Renn, 2008). These reflective conversations occur in contexts including clubs, organizations, and other involvement opportunities (Renn, 2003). Much work is still needed to understand the complexities and development of Multiracial college students.

Challenges with Current Theories

One challenge with the current set of Multiracial theories is that previous literature focuses on Multiracial categorically and not individual identity groups. Although some Multiracial individuals prefer this designation and feel they have more in common with their Multiracial peers (Gardner, 2014; Hentz, 2019), these theories do not capture the various experiences of different Multiracial students based on their multiple monoracial backgrounds. It would be challenging to capture every Multiracial individual’s unique racial experiences, and yet it is a gap in our understanding of how Multiracial students navigate college environments and develop their identities. Our study responds to the need for better understanding the Multiracial student experience. 

Importance of Involvement for Racial Identity Development

Theories enable some understanding, however, never fully encompass lived experiences of students, in this context for Multiracial identity development. Further, there is literature about how students develop in college, in their racial identities, and how racial identity impacts involvement (Willis, 2017). Involvement increases GPA, satisfaction, and graduation rates (Conefrey, 2021), but can be impacted by their racial identity (Hentz, 2019; Mahoney, 2016; Willis, 2017). However, more research is needed to better understand how involvement impacts identity development.  

We use Astin’s (1999) definition to understand how students develop Multiracial identity through college involvement. Astin (1999) defined involvement as the amount of physical and psychological energy students devote to the academic experience including academics, co-curriculars, leadership, and other involvement. This definition allows us to consider various involvement experiences and nuance the psychological component of involvement. 

The discussion about whether leaders are born or made, whether one is a leader or a follower, and the definitional differences between leaders and managers are just some ongoing discussions and theories within leadership education (Northouse, 2019). Much leadership theory debate stems from one’s paradigm about truth and identity. Involvement theories and leadership theories are closely connected regarding benefits to students. Through sustained and encouraged involvement and various forms of leadership many students find themselves. 

In order to critically examine theories of identity development, involvement, or leadership, one should consider metacognition, critical self-reflection, social perspective-taking, dialectical thinking, and critical hope (Dugan, 2017). Metacognition refers to how we think about theories, whereas critical self-reflection suggests looking at yourself, your positionality, and engaging in self-exploration (Dugan, 2017). Social perspective taking is the ability to adopt another person’s point of view; dialectical thinking implies the ability to hold conflicting or contradictory concepts together (Dugan et al., 2014). Finally, critical hope is the ability to realistically appraise a situation while envisioning a better future (Bishundat et al., 2018). Each of these concepts relies on the ability of the individual to know themselves, their identities, their struggles, their privilege, and to be able to make meaning of their experiences to see other points of view and envision something better.

Taking a critical perspective is not simply knowing the content and the theory, it is about diversifying content and theories. Research recognizes the importance of social identity development within involvement and leadership opportunities (Mahoney, 2016). Further, researchers have looked critically at the role of racial identity plays in involvement (Gardner, 2014; Willis, 2017) and how involvement fosters racial awareness and support, particularly for Multiracial students (Gardner, 2014). Recognizing and valuing the importance of understanding yourself, while also understanding others is imperative for continued development (Mahoney, 2016). Students make meaning of their social identities through relationship with others via involvement which is particularly beneficial for Multiracial students on campus. Our study sought to identify the ways Multiracial students better understood their own racial identity through and because of their college involvement. 

Methodology

To advance the conversation on Multiraciality and student engagement, our study examined Multiracial student experiences in co-curricular activities on an HSI campus. We focused on upper-division students (junior and seniors) active in organizations, groups, or programs. The study focused on the environment and peer relationships with peers to assess the development of the racial identity of Multiracial students through co-curricular involvement.  Our study centered how Multiracial students viewed themselves on campus, in interpersonal relationships, and how the environment shaped their view of race and Multiracial identity. 

This study used a qualitative phenomenological approach.  Qualitative research allows for rich descriptions and an in-depth understanding of a particular time, setting, and experience (Creswell, 2014). Rather than predict phenomena, qualitative inquiry allowed us to understand the intricacies of racial identity development and the role and/or influences of involvement and the environment in this development. Identifying participants as the teachers, phenomenological research provided participants space to share and interpret their experiences (Creswell, 2014)in order to identify common themes across the experiences of Multiracial students.

We conducted our study at a large public state institution in the southern United States with a Hispanic-Serving Institution (HSI) designation. Determined by the U.S. Department of Education, the HSI designation is granted to institutions with  more than 25% of their student population identifying as “Hispanic” (White House Hispanic Prosperity Initiative, n.d.). At the time of the study, student demographics at the institution reflected that about 4% of the student population identified as biracial or Multiracial. The study included eight Multiracial student leaders, seven of whom identified as women and one who identified as a man. We tailored our selection criteria to include only juniors and seniors, students involved in any form of co-curricular activities, and students who self-identified as Multiracial. We worked with Institutional Research to email junior and senior students who identified as two or more racial or ethnic identities on their enrollment documents. We intentionally sought juniors and seniors intending to interview students who would have had a broader range of involvement experiences. 

We explored students’ perceptions of their racial identity, their experiences in co-curricular activities, and their overall engagement with the campus environment through one-on-one interviews that lasted approximately 60 minutes. We utilized a semi-structured interviews, asking about their pre-collegiate experiences and how the leadership opportunities they took part in impacted the formation of their social and leadership identities. 

We used a three-cycle data analysis process (Saldana, 2009). The first step was transcribing interviews. Next, we individually reviewed and coded each transcript, utilizing NVivo to code and identify essential and salient ideas. We then collectively generated and compiled the codebook. Each code was revisited and sometimes re-coded to craft new co-generated codes that determined the larger categories and themes in the study. In order to ensure trustworthiness, we kept a careful audit trail of all the records and details of the data analysis process. Additionally, we triangulated the data by utilizing multiple researchers and cross validation techniques. 

Positionalities

Each of us came to this research from our own racial perspectives and from a variety of involvement opportunities both in college and within our careers. We believe it is important in understanding our research, to better understand a bit about the paradigms and experiences we bring to this study.

For Mohammad: As a Desi Muslim cisgender man, I value the impact involvement can have on community building and identity development. Being an involved student leader in college contributed to my understanding of the intricate dynamics of cultural assimilation and preservation, deepening my understanding of what it means to belong. While I do not identify as Multiracial, my bicultural upbringing informs my perspective on the nuances of Multiraciality. I understand the vital importance of amplifying the stories and experiences of marginalized students to better inform, analyze, and act for change on college campuses. 

For Alicia: My experience as a biracial, cisgender woman navigating college impacted my motivation to explore and research multiracial identity and involvement in higher education. My own experiences are a narrow scope on Multiraciality and I strive to focus on each unique experience to improve my understanding multiracial scholarship. I currently serve as a co-chair on the Multiracial Transracial Adoptees Network within ACPA that focuses on building community and furthering scholarship. 

For Shannon: I am a White, cisgender woman who grew up in a very racially diverse part of California and spent my first year of college in Idaho where the lack of racial diversity shocked me. My first-year experiences initially lead me to transfer schools and ultimately guided many of my career and research choices. I currently serve as a faculty member in a student affairs preparation program where we intentionally engage in discussions around racial justice and inequities.

We began working on the foundations of this research when taking Shannon’s course on Research Methods in Student Affairs. Over the course of the next year, we combined our individual research interests – on Multiraciality, involvement, and environment – to execute this study. We each contributed our unique insights and leveraged our positionalities to enrich the research. 

Limitations of the Methodology

Although this study offers valuable insight into how Multiracial students understand their racial identity due to their campus involvement, the study did have some limitations. We reached out to various campus involvement offices and leadership professionals to recruit participants. Yet our participants primarily identified as women which limits our findings. Further, our study focused on a specific group of upper-division Multiracial students within a specific HSI campus environment. There are many ways in which our findings are relevant to other contexts, yet it is important to note that Multiracial students elsewhere may have different experiences.

Findings

The three key themes from our study included: (a) self-perception of Multiraciality; (b) societal understanding of Multiracial identity; and (c) ideological views of racial identity. The majority of the students interviewed entered the university with a conscious understanding of their racial identity. We found that students’ interpretation of self, society’s comprehension of Multiracial identity, and how a Multiracial student’s experience shaped their views and actions regarding race were shared experiences for students in our study. In this section, we describe and provide examples of each theme. Additionally, instead of a separate discussion section, we include in our analysis implications and suggestions for student affairs professionals to improve the experience and environments for Multiracial students on campus to excel in their leadership endeavors.

Self-Perception of Multiracial Identity 

The students’ perception of their Multiraciality and how others perceive it shapes how they navigated co-curricular involvement. People unfamiliar to them would often confront them about their appearance within the group or organization. Whether the purpose for questioning a Multiracial person’s physical appearance is out of curiosity or the need to compartmentalize races, the exchange forced Multiracial people to explain themselves.

One participant, Rebecca, recalled accounts affecting her perception of her racial identity, 

Growing up, I used to be like, ‘I’m Hispanic’ and everyone was like, no, you look very White…so I don’t really fit into a certain category. Then I am just Multiracial because I am not specifically a part of this group or this group or this group. I’m a mixture of all.

Rebecca set herself apart from racial identity groups by choosing to identify as Multiracial, which to her does not connect with any particular group. She did not seem to find acceptance or belonging within these groups as a shared singular racial identity.

Multiracial Identity and Language

Aside from physical appearance, knowledge of a heritage language impacted how Multiracial students qualified their identities. Hermine, when deciding to join a multicultural sorority at the start of her college career, stated, “I’m only half Hispanic so sometimes I see Multiracial [people] and they’re speaking Spanish. I’m not sure if I would fully fit into that category.” Hermine was deterred from joining an organization because her language abilities different from others in the group. 

On the other hand, Multiracial individuals may use their language abilities to fit into groups and prove relatability. Rebecca shared, “In a social [setting] to fit in the groups, you know? I would definitely bring up more of my Latina background… And mention some words in Spanish.” Rebecca emphasized aspects of her identity to have a sense of belonging often using her bilingual abilities to fit in. Rebecca seemed very aware that language and sharing personal experiences related to her Latina background and strengthened the connection with others in the group. 

Multiracial Students Frustrations

Students expressed frustration with monoracial people’s lack of understanding and knowledge as a source for the challenges they face navigating their Multiracial identity. Raymond explained how identity confusion stems from monoracial people because, “They don’t have a lot of knowledge on how to approach a situation when someone looks a little different.” He further explained a situation when he and his sister moved to the suburbs, “We didn’t blend in with the white kids… we looked more like their skin tone but our hair was different and there were always fights with [white] people over our racial identity”.  Multiracial people often grow up trying to develop the best explanation of identity for themselves and others. 

Sarah expressed confidently identifying as Multiracial growing up but also faced challenges from others, “Have to be honest, I’ve never really struggled with accepting being biracial, but I’ve just had a hard time with other people just trying to accept me.” Both students expressed how identity expression can be difficult because others are not knowledgeable about their identity. 

Students described a precarious peer culture that led them to question their identity or highlight aspects of themselves to enter peer groups. Sandra noted, “People just sort of ask me ‘What are you?’ I just get confused because I’m like, ‘Are you meaning the city I last lived in?’ I feel like with that question I don’t really understand their meaning.”  Marian said, “I don’t really feel comfortable showing up there [monoracial organization] and kind of feel like I’m taking up space as someone who is very white passing… People have said ‘You’re too white for this, like you’re not actually Mexican.’” Sarah added, “On campus people just always assume that I’m Hispanic and people will say, ‘Wow you look like a Hispanic, like your facial structure’ and I have to reiterate I’m Multiracial.” Alongside interactions with peers, students expressed discomfort trying to enter public spaces and organizations on college campuses. Multiracial students need interactions and spaces that allow them to be authentic, self-explore, and develop their identity.

Perceived Societal Identification of Multiracial Identity 

Multiracial individuals have to navigate their various identities in different spaces.  Sometimes this means representing one identity over another in a certain context or recognizing how phenotypical representation of their race plays a role in the perception of identity. Other times, others racially categorize them with or without their knowledge. Many of our participants discussed how their first understandings of how people perceived them racially came from family. 

Natalie shared how being half Tongan and half white would show up differently based on which side of the family she was with. Natalie shared, “When I am with my Tongan side, I just forget about that other side and I am just Tongan. But when I am with my White family, I stand out more because I don’t look anything like my cousins.” For Natalie, her family reinforced the similarities in racial identities but sometimes neglected her Multiracial identities. 

Similarly, Sarah said,

“My dad is Black and my mom is White and our background is French and Hispanic… 

Growing up with two different sides has always been a part of my life, and you can’t 

choose a side, people want you to choose…  It’s hard for other people to accept.”

Sarah shared that even her family created pressures to choose a monoracial identity over her biracial identity. Participants started to recognize early in life the perception others had of their Multiracial identities and participants’ desire or need to placate to others by privileging one portion of their racial identity in certain settings. 

Others’ need for students to prioritize one part of their identity over others became more pronounced in college. Participants discussed how during college they had to navigate others’ perceptions and their own emotions related to managing multiple racial identities. Marian spoke about a campus club stating, “I’ve always felt like I don’t really fit into one place. As someone who is White passing, I’ve never felt comfortable joining [racial identity based] clubs.” Sarah tried to join the Hispanic Business Student Association (HBSA) and shared,

When I went [to the HBSA], I didn’t like the vibe I was getting because of how I looked… I also tried to join another organization for Latina women and when I went with my friend (who looked more Latina than I did), the president [of the organization] was only talking with her.

Participants often mentioned the struggle to fit in based on their perceived identities. Additionally, some participants also discussed difficulty fitting in based on their Multiracial identities. They were told they looked too much like one racial identity and not enough of another. 

Ideological Views of Racial Identity

Most of the participants in the study shared how their worldview evolved, both as it relates to society as well as their place in it. Students in our study were in the latter part of their undergraduate career. The culmination of their experiences as a Multiracial individual growing up and engaged on a higher education campus, particularly a Hispanic Serving Institution, shaped their perceptions of their racial identity in society. Their views, beliefs, or ideologies shaped how they engaged with monoracial people and how they navigated their experiences within their Multiracial identity. For example, Sandra sought understanding and for monoracial peers and staff to be more open to Multiracial individuals.

I just wish that people can be more knowledgeable and like want to learn more about it [my multiracial identity] cause you know mostly or people that I know that are monoracial don’t want to learn, don’t want to know. And so, I feel it’s their job as well to educate themselves however for us biracial or Multiracial and to provide them less- not lessons, but just teach them as well “Hey, that’s not okay.”

In addition to Sandra wanting monoracial people to be open to learning about Multiracial experiences, she wanted Multiracial people to speak up for themselves more. Sandra’s thoughts were mirrored by almost all participants in terms of a need for Multiracial student self-advocacy. Participants shared how they assessed the world around them and the various spaces in which they navigated and advocated for themselves. 

Natalie said she has come to terms with how she perceives her identity and expresses herself. She reflected on her experiences, saying, “Growing up was a bit of a struggle. Once you’re old enough to realize, it is like trying to find this balance. And it took me a long time to realize it [my Multiracial identity] doesn’t need to be divided down the middle. It’s just both.” 

Multiracial people are often viewed as fractions of racial identities within one person, which is dehumanizing and operates within a deficit mindset. For students in our study, the majority had experiences where peers or family devalued their multiracial identities and instead wanted them to choose between their racial identities. Many participants shared situations where they felt not enough of one racial identity in order to be a member in that group. Instead of dividing themselves, many of our participants found solace in accepting their racial identities wholly. Natalie summed this acceptance up saying, “Being multiracial doesn’t mean a subtraction or some kind of fraction… it is wholeheartedly both”.

Discussion

Although the previous literature on Multiracial student identity development provides a foundation for understanding racial identity, this study expands the literature by looking at this development through an involvement lens.  Much is known about the benefits, generally, of involvement (Conefrey, 2021), and yet this study identified three ways our participants developed their Multiracial identity through campus involvement. The three themes (self-perception of Multiraciality, societal understanding of Multiracial identity, and ideological views of racial identity) all have parallels to previous literature. Our findings also have implications for practitioners and researchers as we consider how to best support the development of Multiracial students.

Involvement in organizational and collaborative spaces with peers provides Multiracial students the opportunity to find community and share similar experiences. These socio-cultural conversations foster personal identity development and provide affinity and language with which to navigate Multiraciality in the academy. These experiences are central to college students’ social identity development and even more critical as Multiracial students seek to identify who they are (Renn, 2008). Renn (2008) highlighted the importance of peer culture and its influence in various areas on- and off-campus. Students enter spaces (microsystems) that directly and indirectly shape them. For many of the participants, their physical appearance shaped the interactions they had with other students. Thus, it is imperative for Multiracial students to find a sense of belonging in physical spaces that allow them to connect with others who look like them and hold shared identities.

Multiracial students also discussed how peers impacted participants’ feelings associated with their Multiracial identity. Through peer culture students may be pressured to express aspects of a shared identity to feel accepted (Renn, 2020).  For many people of color and Multiracial individuals, racial socialization comes early in life through parental figures or caretakers (Gardner, 2014). Yet, college is a time of exploration and development, and many Multiracial students feel they must choose singular identities over their preference for blended identities (Gardner, 2014).  The peer interactions and pre-collegiate experiences inform the students’ context and define the nature of their Multiracial identity. The exposure of Multiracial students to multiple familial and peer contexts provides a forum for dialogue and exposure that is not commonly seen in monoracial experiences. 

When trying to better understand the perceptions from others based on Multiracial identities, it is important to recognize the impact peers have on a Multiracial individual understanding and embracing their identities (Renn, 2008). Racial identity is not only constructed within social relationships, but development is fostered through these constructed social environments. Multiracial students will thrive and gain better understanding of their racial identity if they are involved in environments that foster and accept all facets of their racial identities (Gardner, 2014). The burden of advocacy becomes a challenge when spaces are designed (intentionally or unintentionally) to create barriers or limit full involvement in various student experiences. Student affairs professionals have the ability to positively impact student leaders and to foster spaces on campus where Multiracial students can show up as their whole racial selves.

Implications for Practice

As student affairs professionals, we must educate monoracial individuals on the complexities of racial constructs with an intentional focus on Multiracial students. This means educating students and colleagues about the experiences of Multiracial students and challenging traditional notions of identity. This education and challenge can come in various ways, such as allowing students to identify with multiple races on forms or creating alternatives for individuals to self-identify as Multiracial. By enabling people to identify as Multiracial, we begin to shift the narrative away from the specific multiple singular racial identities that people hold and begin to discuss identity more comprehensively actively including Multiracial persons. 

Student affairs administrators must commit to being intentional about Multiracial student empowerment, particularly in building leadership capacity. The Multiracial student’s journey of understanding self and navigating monoracial spaces provides ample opportunity to cultivate skills and explore personal beliefs and values. We must also evaluate leadership systems and practices on our college campuses, including affinity-based student organizations, student centers, services, and events. 

Student affairs professionals can support Multiracial students by normalizing Multiracial identity in monoracially dominated spaces. Students can be influenced by the environment and culture of the people around them thus impacting their ability to live authentically with one’s racial identity. Practitioners can facilitate this culture by disrupting the normalized monoracial dynamics through conversations and institutional forms. Reflecting on race as a social construct provides an opportunity for both monoracial and Multiracial students to engage and develop an understanding of varying racial identities. 

Throughout their student involvement journeys, Multiracial students reflected on their racial identity and navigated multiple contexts that inform their perspectives on Multiraciality and their relationships with monoracial peers. Our study identified the ways that leadership and involvement opportunities shaped students’ racial understanding of themselves, how others perceived their race, and ultimately their ideological standpoints in terms of understanding race. Through experience and research-based practice, higher education leaders can transform the leadership capacity of Multiracial students with a focus on creating intentional spaces of belonging.

Implications for Future Research

Although this study provides some insight into the experiences and development of Multiracial students in the context of their involvement, more research is needed to truly understand Multriacial students’ identity development. Further research could explore how various types of involvement differentiate how students’ Multiracial identity develops. While this study takes a broader perspective of involvement, additional investigation is required to nuance student organizational involvement versus academic involvement, or whether involvement spaces must specifically address race to foster belonging. This could lead to a greater understanding of how involvement, and particularly certain types of involvement and leadership opportunities, help students develop their racial identities. 

In addition to different types of involvement, it is also important to obtain a larger more diverse sample size in terms of gender identity. A larger sample is needed to allow for the richness of students’ experiences to be explored and determine how these experiences are influenced by other aspects of students’ identity. This study does not address the role of intersecting identities, particularly as it relates to gender and Multiraciality. A larger more diverse sampling would be beneficial for a qualitative study or allow for a quantitative study. In a quantitative study, researchers could explore the relationships between types of involvement in college and Multiracial students’ identity development opportunities, as well as feelings of belonging across various intersecting identities. Additional qualitative studies could emerge from this quantitative assessment that investigate these results using an intersectional framework. As student diversity continues to increase on college campuses, understanding how these identities intersect and influence each other will be crucial in advancing student development and sense of belonging.

Further, while the population of Multiracial individuals grows in the United States, consideration for each growing generation should also be taken into account. The Multiracial population is expected to triple in size by the 2060 census. Thus, there will likely be an emerging population of Multiracial students who are raised by one or more Multiracial parents, which raises questions about the formative experiences of these students, when compared to students who may have monoracial parents. Future researchers need to be cognizant of how parental and guardian influences shape identity development for Multiracial individuals. This shift away from a monoracial lens as the Multiracial populations increase is an important consideration in identity development and should be researched as generational shifts happen. It would be incredible to determine what impacts the development of Multiracial college students and how a more visible populations affects monoracial peers’ perception on Multiracial identity.

Conclusion

While this article provides insight into the involvement experiences of Multiracial college students and their perspectives on racial identity, there is still much work to be done to create better environments (physical and metaphysical) for students to engage with each other around racial development.  

As higher education professionals continue to disrupt dominant narratives around involvement and racial identity, they must pay special attention to the unique experiences of Multiracial students. Whether navigating positional or organization roles, engaging in service activities, or taking part in other leadership development practices, how we support Multiracial students must be intentional and must attend to their unique needs. Our practices should begin with an openness to learn and receive, provide space for identity exploration and empowerment, and reimagine the philosophies and traditions of leadership and involvement. In supporting Multiracial students and their desired co-curricular involvement on campus, professionals must stay informed on current trends, issues, and barriers related to Multiracial student involvement and seek opportunities for advocacy and activism. These practices demand institutional financial and intellectual resources and ultimately allow for creating more equitable spaces for Multiracial students.

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Ozaki, C. C., & Johnston, M. (2008). The space in between: Issues for Multiracial student organizations and advising. In K. A. Renn & P. Shang (Eds.), Special issue: Biracial and Multiracial students (New Directions for Student Services, 123, pp. 53–61). Jossey-Bass.

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Renn, K. (2020). The Influence of Peer Culture on Identity Development in College Students. Journal of College and Character, 21(4), 237–243. https://doi.org/10.1080/2194587X.2020.1822879

Renn, K. A. (2008). Research on biracial and Multiracial identity development: Overview and synthesis. In M.D. Coomes and R. Debard (Eds.), Serving the millennial generation (New Directions for Student Services, 123, pp. 13-21). Jossey-Bass. 

Renn, K. A. (2003). Understanding the identities of mixed-race college students through a developmental ecology lens. Journal of College Student Development, 44(3), 383-403.

Renn, K.A. (2002). Patterns of situational identity among biracial and Multiracial college students. In C. Turner, A. Lising-Antonio, M. Garcia, B. Laden, A. Nora, & C. Presley (Eds.), Racial and ethnic diversity in higher education (pp. 322-335). Pearson Custom Publishing

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Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications.

Shankman, M. L., Allen, S. J., & Haber-Curran, P. (2015). Emotionally intelligent leadership: A Guide for Students (2nd ed.). Jossey-Bass. 

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About the Authors

Dr. Shannon Dean-Scott (she/her) is an associate professor in Student Affairs in Higher Education (SAHE) at Texas State University.  Dr. Dean-Scott teaches courses in student development theory, assessment, research methods, and internship experiences in higher education.  Dr. Dean-Scott’s current research focuses on multicultural consciousness of undergraduate students, assessment practices, and teaching pedagogies.  

Alicia Stites (she/her) serves as a Senior Program Coordinator for the Foundation Scholars Program at The University of Texas at Austin. Alicia Stites manages a cohort of mentors supporting first-year students in a yearlong mentorship program focused on student success, academic excellence, and holistic student development. Current research interests include Multiracial identity development and first-year student success.

Mohammad Khan (he/him) is an assistant director for global programs and experiential learning at the Jones Graduate School of Business at Rice University. In this role, Mohammad oversees the operations and marketing of global business courses and domestic experiential learning opportunities for MBA students. Previously, Mohammad held roles in leadership and civic engagement functional areas at the University of Houston-Clear Lake and Texas State University, which prompted his research interests in identity, leadership development, and student engagement.

written by: Kelly Bardusk

Overview

After five years, Jim Clements transitioned from President at West Virginia to President at Clemson University. After settling into Clemson, he wrote this chapter for the book Leading Colleges and Universities: Lessons from Higher Education Leaders (Trachtenberg, et al., 2018). In this chapter, Clements shared some of his thoughts and tips regarding a successful transition into a new leadership role. Having recently read the chapter, I mapped my own experiences to the reflection provided by President Clements.

Personal Context

My origins stem from recreation by means of team sports and wanting to help people live happy and healthy lives. Coming from a family of primary school educators, I first wanted to be a high school physical education (P.E.) teacher. However, college spring break service trips with Habitat for Humanity inspired me to be more engaged among the community. I completed undergrad with a degree in Sports Management and minors in P.E., Coaching and Wellness. A variety of influences and some thorough self-discovery inspired my motto “with people and for people,” which led me to pursue a Master’s Degree in Recreation Administration complimented by a graduate assistantship in Campus Recreation. Within two weeks in this new environment and culture, I knew I had found my career path.

I am now an 11-year professional in Campus Recreation at Clemson University seeking my Ph.D. in Educational Leadership. I am on a journey of learning and gaining greater perspective towards a destination of continued positive impact with and for people. If you are wondering what that means, me too! Perhaps teaching, perhaps higher ed leadership, perhaps a little of both. I am just trying to prepare myself for the day I decide I need a change. Currently, I am navigating a transition from middle management to executive leadership, where I am refining the way I work with all levels of staff in my organization. I have always found great comfort in leading my teams as a peer, but it is time for me to embrace literal and figurative rising above of the crowd.

As this article focused on transition, I noted concepts for how a leader can serve their followers. I appreciated the relatedness to this article, beginning with a sports analogy and being filled with reflections and stories. President Clements has a way of making a big transition seem manageable, and right now, I am challenging my mindset that I can do bigger, more complex things in my organization. The article brought me a sense of reassurance.

My Experience with Reflection

I am a very reflective person. I do not process information quickly, but rather absorb and marinate. I like to consider multiple angles and take my time in making decisions. With this strategy, I am able to confidently articulate my reasoning, knowing that I have made the best decision with the information available. Admittedly, this approach has also led to much “paralysis by analysis” in my practitioner-based career.

I specifically recall my introduction to reflection via journaling in my junior year English class in high school. The first 15 minutes of every class we would write about anything we wanted, and it quickly became my place to safely process my life’s happenings. I have maintained journaling practices for over 15 years, chronicling relationship drama, big decisions, goals, dreams, and everything in between. I even made reference to my journals in my wedding vows. If this is not yet a tool you use, there are so many types of journals out there; I encourage you to find one that speaks to you and give it a try. Some initial things to consider are aesthetic appearance, lined versus unlined and prompted versus unprompted pages. I personally prefer lined but unprompted pages for my regular journal and love a prompted gratitude journal. Gratitude could be a whole other topic for another time.

Building a Reflective Notebook for Personal and Professional Development

At work, reflection helps me make sound decisions. I think before I speak, which generally keeps me from rash responses. I primarily practice work-based reflection in my head, but I have developed a digital notebook to track personal and professional development topics such as time management and leadership. When I read a good article like this one, I note the key points that stick out to me and consult them when situations arise where I need some inspiration, guidance, or a grounding reminder of my general philosophies. From this article, I noted two concepts that stuck with me. 

The first was a clear and basic explanation of what your followers expect from you: “They are looking for a leader to elevate the good work already being done and remove obstacles that get in the way of achieving the institutions long-term goals” (Clements, 2018, p.11). Too many times we can focus on teams or individuals and “fixing” them when the problems are the obstacles around the team, not the players themselves. I recently attended a strategic mapping exercise for a board that I sit on where our consultant used a similar analogy related to racing. In a nutshell, while looking for a competitive advantage, instead of leadership telling the pit crew to tweak the tiniest things under their race car’s engine, they needed to be filling potholes in the racetrack that was slowing the car down. The product was good enough, but the environment around it was filled with barriers that the leader needed to remove to keep their team efficient and effective. Every leader should remember to fill the potholes for their followers. Of course, this requires leaders to ensure they are aware of these obstacles in the first place.

The second concept that stuck with me was how President Clements classified and described types of former leaders: bubblegum, ghost, or a consultant who knows how to step away (Clements, 2018). The bubblegum leader hovers and will not leave, the ghost is nowhere to be found, and the consultant is the ideal leader who can be reliably called upon for information and guidance but provides space for the new leader to create their own culture moving forward. I explore all of these ideas in the following section taking the ideas from the page to practice.

Putting this Chapter Refection into Practice

Fill the Potholes

As a higher ed professional, we are seeing a shift in focus to holistic wellbeing across the nation. As a recreation professional, this is language and practice that leaders have been using for the past decade. As reports of stress, anxiety, and depression increase to levels beyond anything ever reported, the entire campus community is looking for solutions. At Clemson, extensive dialogue has created a Chief Wellbeing Officer (CWO) position that reports directly to President Clements. She is in her first quarter, and I sent this chapter to her. There is a direct correlation to her position and to the quote of enhancing existing work and removing barriers. With that, there is heightened hope (at least for me) that our CWO will tackle this massive undertaking for our enterprise to accentuate what we do well at Clemson and rally resources. In my leadership role, I need to make sure my team is ready and able to contribute to these coordinated efforts when we are called upon. I am working on our internal potholes.

Do Not be Bubblegum; Do Not be a Ghost.

I lead our Staff Experience efforts for 20 professionals, 6 grad assistants (GAs) and roughly 350 student employees in our department. This is one of my greatest opportunities to directly work with and for people. An already an important job, it has been heightened since the pandemic created the Great Resignation and the nation has seen severe shortages in the hourly-paid work force. Recruitment and retention are key to performing in an organization, and much of my work thus far has revolved around Organizational Support Theory where mutual benefits result when employers create a culture of care for their employees (Kurtessis et al., 2017).

There are committees comprised of our professional and graduate assistant staff who are focused on the student employee experience. Over the past couple of years, we lost staff at all levels and have been re-building. On our team, 60% of the pro staff has two or fewer years of experience in our department, and many came from fields outside of Campus Recreation. I have been a part of our committees for as long as I have been at Clemson, and I did not want our area to lose historical knowledge and perspective, so I remained involved up to this point. We have now stabilized our workforce and recreated our foundation, so it is time for me to consult and step back before I become bubblegum. Ghosting is not my thing. 

Reflection Questions for Your Career

While I have outlined how I have used the guidance in this chapter to inform my own work, I encourage you to do the same. Consider these questions in your own practice and leadership development.  

• • How can you use reflection to your benefit?
  • How do you check yourself for leadership vs management tendencies?
  • How do you navigate each of the types of former leaders described in this article?
  • What potholes do you have in your work? Have you told your supervisor, and even better, have you offered solutions for how to fill them?
  • As you progress in your career, how do/will you maintain doing the things you love?

Reflection Questions as a Leader

• • When do you know when a staff member is ready to lead? 
  • How do you actively enhance the work of those around you?
  • How do you create an environment where team members are comfortable raising concerns and identifying potholes affecting their work?
  • Have you built a brand as a leader who can fill potholes, or do issues die on your desk?

References

Clements, J. P., (2018) Winning the first quarter. In S. J. Trachtenberg, G. B. Kauvar, and G. Gee (Eds.) Leading colleges and universities: Lessons from higher education leaders. Johns Hopkins University Press.

Kurtessis, J. N., Eisenberger, R., Ford, M. T., Buffardi, L. C., Stewart, K. A., & Adis, C. S., (2017). Perceived organizational support: A meta-analytic evaluation of organizational support theory. Journal of Management, 43(6), 1854–1884. https://doi.org/10.1177/0149206315575554 

Trachtenberg, S. J., Kauvar, G. B., Gee, G. (2018). Leading colleges and universities: Lessons from higher education leaders. Johns Hopkins University Press.

About the Author

Kelly Bardusk (she/her) is a Ph.D. student in Educational Leadership at Clemson University. With over 10 years of experience in Campus Recreation, her passion is positively impacting others and encouraging a lifestyle of holistic wellbeing.

written by: Travis D. Williams

I Am a Witness: The Story in Progress

During the summer months of 2023, my colleagues and I were requested to set aside time from our busy planning schedules for a week-long student services professional staff training. Initially, I felt annoyed that I had to take a break from my summer preparations, but looking back, I found the experience to be surprisingly rewarding. It was during this training that I stumbled upon the inspiration for this essay.

Usually, when I hear about professional development training, I envision an external expert coming in to provide guidance and resources. However, my former dean of students had a different plan in mind for us. She asked each of us to present on a theory directly related to our respective roles and daily responsibilities. As the former Director for Student Activities and Engagement, I was assigned Alexander Astin’s Theory of Student Involvement. Astin’s theory which suggests that students who actively participate in both academic and extracurricular activities are more likely to succeed in college compelled me to reflect on my own collegiate journey. 

As I delved into the theory, I could almost hear the voice of my late pastor and mentor, the Rev. Dr. Timothy Stewart, using a phrase he often employed when making impactful points in his sermons: ‘Can I get a witness?’ In my mind’s ear, I could hear the response of my late grandmother declaring, “I am a witness,” in agreement. In that profound moment, I realized that I had indeed been a witness to the impact of Alexander Astin’s theory of student involvement throughout my journey. So much so that I am now on the other side of the coin, ensuring that students are engaged and involved. Today, I am here to share a firsthand account of how my involvement in student and campus life reshaped my career path, leading me from pursuing theology/ministry to embracing a role in student affairs.

The Evolution of My Path

On a sunny winter morning, I left Nassau, The Bahamas, to pursue my theological studies in the cold temperatures of Nashville, Tennessee. As a 19-year-old, leaving behind my family and friends was a difficult and lonely experience. However, it also filled me with excitement as I embarked upon new opportunities.

As an international, first-generation student, I have faced numerous difficulties I had not initially anticipated. The challenges of adjusting to a new environment, academic rigor, and financial responsibilities weighed heavily on my shoulders. Fortunately, during this transformative phase, the helpful guidance and mentorship I received from the administrators and professors at my undergraduate Historically Black College, American Baptist College, deeply impacted my life. Figures such as Drs. Jewel Brazelton, LaShante Walker, Jamye Hardy-Willé and Professor Martin Espinosa played pivotal roles in helping me navigate this uncharted path. 

Their support extended beyond academic advice; they encouraged me to tap into school resources like study support and counseling, and most significantly, they urged me to immerse myself in campus life. Initially, my primary focus had been attending classes and returning to my dorm room. However, I underwent a remarkable transformation during those years. 

I embraced a leadership role as the president of the Baptist Student Union, served as both vice-president and president of the Student Government Association and actively engaged in campus activities. Although my studies in Western Civilization, Theology of Death and Dying, and Pastoral Care were fulfilling, I discovered a profound passion for giving back to my campus community and creating transformative experiences for my fellow classmates. 

This newfound dedication was so compelling that it led me to contemplate furthering my theological studies, with the goal of working directly with college students. I wanted to provide others with the same support and opportunities that I had received. In the weeks leading up to my undergraduate graduation, I had a thought-provoking conversation with Dr. Jamye Hardy-Willé, during which I shared my uncertainty about my future, torn between my passion for ministry and higher education. I distinctly recall her handing me a printed sheet of paper adorned with a train. She shared that each section of the train symbolized a different stage of my life and reminded me that I possessed the power to strategically plan and shape my life according to my desires. This conversation not only offered me relief but also provided me a newfound sense of direction. 

I transitioned from my undergraduate studies to graduate school at Vanderbilt University Divinity School with the initial intention of minimizing my involvement in the community. I shared with a dear friend at the time that my goal was to attend my classes, take in the knowledge, and then return home. However, that was not the case. I partially attribute this to my highly active cohort.   

Vanderbilt University (VU) provided transformative opportunities. One noteworthy experience was serving on the interim Chancellor’s Diversity Council, which opened my eyes to an entirely new world of higher education. I had the privilege of collaborating with seasoned professors and administrators for an entire academic year, devising strategies to further the causes of diversity, equity and inclusion on our campus. This experience illuminated the expansive scope of student affairs, extending beyond my daily interactions with administrators. In addition to my campus involvement, I explored my dual passions by working as the coordinator for Religious Life and a teaching assistant at my alma mater, later assuming the role of ministry administrator at a local Presbyterian Church. 

Having engaged in experiential learning on both paths, I made a significant commitment to a career in higher education. This decision is not a renunciation of my love and passion for church ministry or preaching; rather, an appreciation for what halls of Higher Education have offered to me during my development. A few months before my graduation from VU, I began formulating strategies to transition into the higher education realm without having a formal degree in the field. Trusted voices guided me to explore campus ministry, emphasizing that it would allow me to leverage my theological background while gaining valuable experiences and making meaningful connections in higher education. 

Amid the challenges posed by the COVID-19 pandemic, I relocated to Norman, Oklahoma, taking on an opportunity to join the leadership team of the United Methodist campus ministry at the University of Oklahoma. During this period, my role in higher education became unequivocally clear: to cultivate environments where students can comfortably imagine (and sometimes re-imagine) their lives within a system that enriches our lives but often demands performance.  

Theology’s Gift: A Skill for Student Affairs

This shift in focus from pastoral Ministry to student affairs has highlighted the profound impact of my theological education on my approach to leadership and personal development. I have discovered that these skills and newfound insights did more; they not only prepared me for a career but also enriched my life. Sitting in the classrooms of Dr. Febbie Dickerson, Professor Martin Espinosa, and Dr. Bruce Rogers-Vaugh prompted me to engage in deep reflection and contemplation of life’s lessons, guiding me on how to live and lead in alignment with a belief system that breathes life into me every day. My theological education and experience have afforded me the opportunity to develop skills in critical thinking, empathy, compassion and awareness.    

When I entered my studies in theology, I initially anticipated an in-depth exploration of Early Church History, Old Testament and New Testament studies, and Christian Doctrine – expectations commonly associated with my degree program, Bible and Theology. However, my programs called me inward, prompting me to reflect on my personal experiences and how I engaged with the Biblical text and the world around me. This introspection revealed a deep realization that I had adhered to ideas and beliefs without questioning or critically thinking about their impact on my life or others. As a result, I began to deconstruct this dangerous belief system. Despite the difficulties and challenges, I have been able to reimagine life and embrace a more flexible framework that fosters growth and evolution as I continue to learn and develop.

Embracing this transformative framework has impacted many areas of my life, especially my leadership abilities and my approach to ministry. This framework has led me to show up with an open mind and heart, ready to offer support while also being receptive to receiving it in any given moment. I no longer presume that I alone have all the answers or solutions to the questions that arise in any space we enter. Instead, I approach situations with a healthy skepticism, prepared to engage critically with the ideas presented, which is antithetical to the traditional core ministry.

Through this approach, I have developed a greater capacity for listening and a deeper appreciation for the lived experiences of others, understanding that these experiences shape one’s perspective and worldview. By taking the time to truly understand a person and everything they bring to the table, I can assist them (if they allow) in strategizing a plan for their journey.

This experience has profoundly shaped my interactions with my students. Although I was not initially prepared for the work of higher education and student affairs within a classroom setting, the lessons from my ministerial work have provided me with a deeper understanding of the personal journey of transformation and self-discovery. 

I extend as much compassion to myself on this journey as I do to my students as they navigate their own paths. I vividly recall an instance when a student confided in me about their mother’s cancer diagnosis and another who had difficulties in sharing their sexual identity with their parents. During those emotional moment, I sat with them, empathizing with their feelings, and provided a few suggestions to assist them through the challenging period. Similarly, an international student opened up to me about their difficulties in meeting their tuition balances and having to be innovative to make ends meet. It is in these very moments that I felt honored to witness their vulnerabilities and deeply grateful to be here to support their growth and development. I have found deep appreciation in learning and listening to my students’ life stories because they often serve as a reminder of how each of their stories and my story connect us.

Bearing Witness

During this life and career journey, I have borne witness to numerous beautiful revelations. I firmly believe that each of us is endowed with the innate capacity not only to survive but to thrive in any endeavor we pursue. My transition from Pastoral Ministry to my current role in Student Success has been shaped and continues to be guided by my deep trust in my abilities and the conviction that they will lead me to truth, light, love, and fulfillment.   

I have discovered and continue to cultivate is my capability to think strategically. This skill equips me with the tools to sketch out various possibilities for my life’s path. There was a time where I thought I was purposed for one pathway, but my experience has revealed that there are more if I open myself to seeing what I did not previously seek and paying attention to things I used to overlook. Through strategic thinking, I have navigated my career and engaged in continuous learning, self-reflection, and personal growth. This gift has empowered me to maximize opportunities and chart my path forward with confidence. 

Reflection and Forward Thinking

As I’m trusting in my capacity and forging ahead on my own journey, I leave with you some reflective prompts. I encourage you to take the time to consider these questions as you think about your own journey, where you are today, and the various possibilities for your future. 

• • How has your trust in your abilities influenced the direction of your life and career?
    
  • What revelations have emerged from reflecting on the interconnected events in your life, and how have they shaped your path forward?
    
  • What role does community that does not necessarily share your truths and values play in your personal growth and resilience? 

Similar to Alexander Astin’s Theory of Student Involvement, which emphasizes the importance of active engagement in shaping our experience and outcomes, in his book Holy Play: The Joyful Adventure of Unleashing Your Divine Purpose Kirk Byron Jones suggests that “… purpose is not something we passively receive from God; purpose is something we actively create with God.” May you take proactive steps to shape the life you desire, so that you too can declare, ‘I am a witness.’ 

About the Author

Travis D. Williams (he, his, him) is an imaginator, agitator and a servant of love who believes in the transformative power of self-confidence and community.

written by: Emilie Waggoner

“You don’t have to be an enthusiast to enjoy Hatsune Miku!”

“Bro, I found the sauce you were looking for.”

“Thanks for the rec, I’m gonna go binge read it now!”

Each day, I find myself watching students exchange positive comments, recommendations, and helpful resources with each other. They are constantly talking to each other in a flurry of excited comments and GIFs., sometimes as early as 5:00am when I’m just waking up to get ready to work, all the way until I mute my notifications on the chat at 11:00pm. Students share pictures of themselves in personalized cosplay outfits, their new music covers of anime songs, and they drop their opinions on the latest anime show episode.  

I should have mentioned – all of this is happening online. 

In this article, I examine this engagement via the specific case of the University of Colorado Denver’s anime club and how students developed an online community. From there, I delve into a conversation on how other universities are utilizing new methods of online, in-person, and hybrid spaces to create student engagement and foster student belonging within their campus community. I summarize steps other institutions can take to create similar spaces for their students and how this can build upon current or new efforts to create student engagement in new, exciting ways beyond in-person spaces. 

The Anime Club Makes a Comeback

Back in the fall of 2022, I was approached by a peer mentor asking if we could bring back the University of Colorado Denver’s anime club. I was teaching a class on analyzing Japanese anime and researching ways college students made meaning from engaging with anime fandoms, both online, at conventions, and in their own spaces. I agreed, and with the help of a past anime club president, students started a small seven-person club. 

As of February 2024, there are over 85 members in the CU Denver Anime Club official Discord. Discord is an online chat app that allows groups to build a landing chat page and add different chat rooms off the main chat space. In these rooms, people can tag each other, share music, artwork, and videos, poll each other, and collaborate on shared works. Our club has even set up online gaming nights within a page on the Discord chat. 

While the club has meetings each week on Tuesdays, where students share anime recommendation, watch anime shows, and you can hear the loud sounds of students arguing about their latest anime “hot take”, the Discord group is the most active part of the club. Students have shared before that when they cannot make it to the club meetings due to class, work, or because they just do not feel up to engaging with other people in-person, the Discord has been a space for them to connect and feel like a part of the club. 

Anime in America

As someone who teaches and researches anime, it is not surprising to me that this club has quickly gained popularity on campus. The average age of American anime fans is 24.9 years old (Reysen et al., 2021), anime in America has surpassed domestic box office sales in movie theaters (Hoffman, 2021), and online fandom spaces have been found to be active places where fans engage in critical conversations around race and representation with one another (Fennell et al., 2012). There is even recent scholarship looking at how messaging within anime around accomplishing goals and overcoming challenges has been shown to be motivational and resiliency-building in college student anime fans (Migliorino-Reyes, 2020). To say anime is “just a cartoon” does not honor the real economic, social, and personal impact it has on fans today. 

In fact, anime fandom continues to grow in America. In 2023, Anime Expo in Los Angeles, California became the largest anime expo in the world, with over 392,000 visitors showing up to the expo over the course of four days and generating over $100 million for the local hotels and businesses (Anime Expo, 2023). I have been presenting at Anime Expo for over three years now, covering topics from Marx, Foucault and the popular 2006 anime series Ouran High School Host Club, fanfiction, and its ability to allow for safe exploration of gender and sexual orientation identity formation for college fans, and more. Each time, I ask the audience how many of them are either current college students or will be starting college in the fall, and every time more than half the room raises their hands. It also never ceases to amaze me how many people show up for academic panels on anime; over 150 attended my panel on Marx and Foucault and they were thoroughly ready to unpack capitalism references in a fan-favorite anime show. I even found a Tik Tok comment later that mentioned my panel, encouraging other commenters to go to more academic-focused panels at the expo that weekend.

Ever since the COVID-19 pandemic that halted many students’ in-person social lives, living in online spaces in 2024 is something that seems to have continued from the days of Zoom hangouts and Netflix watch party spaces. However, universities and colleges still seem to be grappling with how to create the ideal hybrid environment for classes, student meetings, and campus engagement and belonging. While campuses offer webinars to students for various academic support and career readiness assistance, there is still untapped potential for how institutions engage their students in belonging on-campus, even when they are not necessarily on-campus to begin with.  

Now, this is not to say institutions are not jumping on the popular culture train to engage more with their students in online and in-person spaces. E-Sports have been around for many years on multiple college campuses, and their popularity continues to grow. Just recently, the University of Colorado Boulder announced a new gaming space on campus, filled with Alienware computers, a broadcast studio, and a packed calendar of events for students, both serious gamers and those who just want to play a cozy game surrounded by new friends. In addition, the University of Colorado Boulder is creating events focused on serious discussions on race and representation in gaming, allowing for critical media literacy and forming conversations around equity in online spaces on campus. Spaces like this allow for the integration of the online fandom spaces and campus spaces, which creates belonging on a massive scale for universities and colleges. Again, this work is not new; scholars such as Johns Hopkins University School of Education video game researcher Javon Goard discussed representation in game development, and the International Journal of Computer Game Research continues to publish articles on representation through a variety of lenses. 

Higher Education and Popular Culture: Creating Belonging 

As we navigate the return to campus all these years later, it is still difficult to get students to engage in in-person programs. My institution has had success in some of our larger events, but in our smaller club meetings for workshop events, it is rare to get more than ten students into the space. I believe the pandemic shifted how students choose to interact in-person, and I also believe there is a lingering fear around interacting with strangers in new spaces. Our students spent many of their high school experience being told to isolate or socially distance themselves from others, so we cannot expect them to jump back into pre-COVID days of large crowds of strangers. Coupled with the rise of social media apps such as Tik Tok during COVID-19, students continue to operate in these online spaces with others, and building upon that connection can be a powerful tool for universities. 

In addition, many institutions are facing budget crunches and do not have funding to create an entire video game lounge for their students. However, there are a few ways institutions can begin incorporating online student spaces into their on-campus spaces. One way is by simply creating Discord channels for groups that are naturally formed in online spaces to begin with. If someone is not familiar with creating these types of channels, or needs an overview of how to use Discord, there are a variety of YouTube walkthrough videos available. In addition, Discord provides a full guide on their support website for new users. 

Across fandom history, anime and video game communities typically form in online spaces and historically practice much of their engagement on platforms such as Twitch and Discord. As mentioned, the University of Colorado Denver’s anime club features most of its interactions on Discord and it continues to be the easiest way to bring in new members into both the online community and the in-person club meetings. For example, meetings this spring have doubled compared to the fall meetings as the Discord channel continues to grow. 

Another way would be exploring utilizing platforms such as Twitch, a popular livestreaming broadcast service that was created in 2011, to host video game meetups, fundraisers, or even small competitions for student groups. There are many gamers out there who host Twitch playthroughs, create fundraising campaigns through various speedruns of games (where the main player works to skillfully beat a game in a set amount of time, usually much faster than casual playthroughs), or even host other Twitch players to discuss other pop culture references, such as their favorite anime shows. 

There are also companies that will bring out giant screens and multiple gaming stations for universities and colleges to host large in-person gaming meetups and movie marathons. This is very similar to fandom spaces at expos and conventions, where gaming lounges and anime movie lounges typically hold all-day or all-night drop-in opportunities for folks to watch their favorite shows or play games with new and old friends. These spaces also tend to be low stakes when it comes to student involvement, as students can self-select how involved they want to be with the other folks in those spaces. This type of event could be a great welcome week event for campuses with large residential student spaces, or they could be a great way to have students take a break from studying to connect with others during finals week. 

Next Steps: Working with Students 

Since the main audience for these activities is students, it is important to know what pop culture fan spaces are already popular with your student body. One way to do this is to look at events that have had a pop culture or popular media theme, such as video games, movie nights, or trivia events. For example, at the University of Colorado Denver, our largest event in the fall was a friendship bracelet-making event in the style of the Taylor Swift bracelets that were being made at concerts. Not only was it a relevant pop culture event that was taking place across the world, but it also emphasized connection and belonging. We partnered with our International Student Services Office and spent hours with new students making bracelets and sharing them. I even gave the students in my anime class extra credit if they went to the event and made me a bracelet, which I then proceeded to wear in each class afterward. 

Getting Started 

One way to get started is to ask yourself and others some questions. For example, consider the following: 

1. 1. What are pop culture topics or trends students at my institution are already talking about or engaging with? 
   2. What courses, student clubs, organizations, or events does my institution host with a pop culture lens? 
   3. In what ways can I incorporate online spaces into clubs, organizations, or events for my students? 
   4. Are there other staff or faculty with interests in this area that I can partner with? 

Another way to begin is to simply ask your student staff or student leaders what pop culture events they would be interested in hosting. The University of Colorado Boulder’s video game lounge was not built without student input, and your students are the best source of information when it comes to what is “in” within pop culture fandom spaces. The more buy-in you get from your students, the more willing they are to begin accessing their social networks to bring more students into those spaces and those events. 

Simply put, think about what your institution already does and how it has attracted students, and build on the momentum of current pop culture trends to create new and interesting programs. Again, many of these pop culture spaces start online, so think through your own internet literacy and ways in which clubs, organizations, and events can integrate online spaces within in-person spaces at your campus. 

Finally, embrace your excitement around pop culture. Anime continues to be my own favorite pop culture and fandom space, and I continue to take in feedback from my students to build up my class, engage new people in the anime club as its advisor, and explore new areas of research for my own personal and professional interests. Pop culture integration within institutional programs, spaces, and organizations can be a powerful way to continue providing access for your students, both in-person and online. 

Hopefully, this gives you some ideas into how you can maximize pop culture and fandom to foster belonging for students at your institutions too. Till then, see you space cowboy! 

References

Anime Expo. (2023, August 8). Anime expo 2023 celebrates 32nd anniversary with attendees from over 60 countries, over 400 exhibitors and 1,000 hours of programming. Anime Expo. https://www.anime-expo.org/2023/08/08/anime-expo-2023-celebrates-32nd-anniversary-with-attendees-from-over-60-countries-over-400-exhibitors-and-1000-hours-of-programming/#:~:text=Hosted%20by%20The%20Society%20for,Expo%202024%20will%20return%20to 

Fennell, D., Liberato, A. S. Q., Hayden, B., & Fujino, Y. (2013). Consuming Anime. Television & New Media, 14(5), 440-456. https://doi.org/10.1177/1527476412436986

Hoffman, J. (2021, May 2). Demon slayer: Mugen train makes box office history. Vanity Fair.  https://www.vanityfair.com/hollywood/2021/05/demon-slayer-mugen-train-makes-box-office-history 

Migliorino-Reyes, J. (2020). The Value of Anime in Building Resilience in College Students During Transition (Doctoral dissertation, Capella University). https://www.proquest.com/docview/2466059700/abstract/CFC6AA0A7B41456CPQ/1 

Reysen, S., Plante, C., Chadborn, D., Roberts, S. & Gerbasi, K. (2021). Transported to another world: The psychology of anime fans. International Anime Research Project: Commerce Texas.

About the Author

Emilie Waggoner (she/her) is the Director of Student Transitions at the University of Colorado Denver, which encompasses First-Year Experiences, the Peer Advocate Leader program, and the Lynx Summer Academy program. In addition, Emilie teaches a class analyzing Japanese anime, and serves as the advisor of the University of Colorado Denver Anime Club. She also presents at multiple state and international conventions on anime in academic research. She is pursuing her doctorate in education at the University of Colorado Denver, where she hopes to research popular media as an educational tool in first-year core classes. 

written by: Michelle Boettcher, Samantha Babb, Ric Montelongo, Mary Dueñas

Dear ACPA,

As we reach the end of another academic year, we hope each of you has had a number of successes to celebrate. As you reflect on your achievements and challenges, your new initiatives and your ongoing projects, we hope you will consider writing about those reflections and submitting to Developments. We have a highly-engaged group of readers who look for new ways of thinking and doing and articles to share in onboarding, training, staff development, and classrooms. Your work, questions, and areas of curiosity can help fuel the work and learning we do across higher education.

As for this issue, we are excited to share a number of articles with you from creative, reflective, and insightful partners in the work. Not all issues of Developments lend themselves to themes, but this one does. A thread through all of the pieces in this issue is the idea of finding the way. Each of our authors talks about this idea whether it is finding the way

• • into the field of student affairs (Williams)
  • to a sense of belonging (Waggoner)
  • into the role of College President (Bardusk)
  • involvement cultivates multiracial identity (Dean-Scott, et al.)
  • to highlight globalization in higher education (Dadzie & Kharitonova)
  • to incorporate mental health training in faculty development (Vega, et al.)
  • to engaging ethical mindfulness in our work (O’Brien)

Additionally, Executive Director Chris Moody’s submission this time around is the annual business report for ACPA. It is literally how we found our way as an organization through the past year. 

Enjoy this collection of work. Consider submitting your own personal essay, professional reflection, new initiatives, and questions for us to wrestle with. Thanks to everyone for making Developments such a great resource for ACPA. 

Have a wonderful summer. We’ll see you again in the fall.

Michelle Boettcher, Developments Editor (mboettc@clemson.edu)

Samantha Babb, Developments Associate Editor (sbabb@wustle.edu)

Ric Montelongo, Developments Associate Editor/Reviewer (rxm059@SHSU.edu)

Mary Dueñas, Developments Reviewer (mduenas@utk.edu)

written by: Chris Moody

Dear ACPA member,

Happy 100th Anniversary and congratulations on making it through (or nearly through for some) another academic year! This year, particularly the spring term has been challenging on many campuses and for many of our members. I hope and trust you have taken the important time of attending to your health, safety, and wellness, and the well-being of those within your circle of professional care and responsibility. 

For this issue of Developments, the ACPA Standard Operating Procedures requires a record of the business transacted by the Association to be shared with you in at least one issue of this publication annually. Highlights of the past year were shared at the ACPA24 Convention Annual Business Meeting, yet we know that some of our members may not have been able to be present with us for those updates. A year in our work can be defined in many ways: Calendar years, academic years, and fiscal years, just to name a few. Because ACPA members typically think about their professional involvement and connection from convention to convention each year, I offer this reflection on ACPA’s most recent year as a summary of the business actions and decisions taken by ACPA governance and International Office for the period between the 2023 Annual Convention in New Orleans, Louisiana through the ACPA24 Annual Convention in Chicago, Illinois, held this past 18-21 March 2024. 

March 2023

• • The 2023 Annual Convention was held March 26-29 in New Orleans, Louisiana, and welcomed 2,052 attendees. 
  • At the 2023 Annual Business Meeting, the members in attendance accepted two Bylaws proposals: The first pre-approved new Bylaws to take effect on March 20, 2024, and the second pre-approved another set of Bylaws revisions to take effect on February 18, 2025. The focus of both proposals was the phased introduction of a new governance model, previously known as the Governing Board and now to be known as the Leadership Council. 
  • Also, during the 2023 Annual Business Meeting, members in attendance approved a third Bylaws change renaming the Emeritum membership type and clarifying eligibility criteria for that type.

April 2023

• • In early 2023, the American Council on Education (ACE) offered ACPA the opportunity to relocate offices within One Dupont Circle in Washington, DC due to the increasing remote nature of International Office staff work. During the April 2023 meeting, the ACPA Governing Board authorized the Executive Director to sign the lease transfer to relocate the ACPA office suite within One Dupont Circle through June 2030. From April through June 2023, the ACPA International Office organized to execute the internal building relocation. 
  • Continuing the work of preparing for the new Leadership Council governance structure approved by members to begin on March 20, 2024, the Governing Board approved new position descriptions for all Leadership Council positions during the April 2023 meeting. This timing was important to have position descriptions prepared in advance of the start of the Leadership Council Nominations & Elections Process. 
  • Director of Equity & Inclusion, Jasmine Lee, provided the annual summary of bias incident reports received to the Governing Board. No submissions were received between the ACPA22 and ACPA23 Conventions.

May 2023

• • Considering the increase in failures of regional banking centers, the ACPA Governing Board approved the opening of a second operating bank account with Bank of America and the transfer of funds from PNC Bank to create a more balanced portfolio of financial accounts. 
  • Aligning with the International Office relocation within One Dupont Circle, the ACPA Governing Board approved the selling, donating, and/or discarding of material assets located in the former suite. 
  • With the support of the Governing Board, the ACPA President appointed the Association’s chairperson (Kathy Guthrie) and members (Lena Crain, Steven Herndon, Alex Lange, Patty Perillo, and Kevin Wright) of the 2025 ACPA/NASPA Professional Competencies Review Task Force. 
  • Director of Research & Scholarship, Flo Guido, proposed a policy addition to the ACPA Standard Operating Procedures related to how to update previously published Association documents when new information or contexts are requested or introduced. The Governing Board approved this update to the Standard Operating Procedures. 
  • The Governing Board approved the proposal from the Commission for Professional Preparation to change their name to the Commission for Faculty & Graduate Programs. 

June 2023

• • The Governing Board reviewed and approved revisions to the 2024 Annual Convention schedule.
  • Following the May 2023 approval of a second operating bank account, the Governing Board reviewed and voted to accept an addition to the ACPA Standard Operating Procedures related to approval protocol for conducting financial transfers between the Association’s operating bank accounts.
  • In addition to the monthly Zoom meeting of governance leaders, the ACPA Governing Board convened in-person in Chicago, Illinois from June 25-27, 2023. During this meeting, the board approved revisions to the Nominations & Elections section of the Standard Operating Procedures in advance of the launch of the 2023 Leadership Council Nominations & Elections Process. The Governing Board also discussed plans and intentions for honoring and celebrating the 100th Anniversary year in 2024 and ways the board might leverage their authorities in marking this important milestone. The discussions around the 100th Anniversary continued during the August virtual meeting of the board, and results of these discussions and decisions were announced later in the year.

July 2023

• • The Governing Board did not meet in July 2023 in lieu of hosting an Association-wide virtual leadership summit on July 21 to share and discuss topics including the 100th anniversary in 2024, proposed changes to the governance model, and equity and inclusion training for leaders. Entity leaders, Convention team members, Senior Scholars, and ACPA Foundation Trustees were among those invited to participate in the virtual summit.
  • Sponsored by the ACPA Foundation, the first Faculty Institute on Racial Justice and Decolonization was held 11-14 July 2024 in Chicago, Illinois, welcoming 36 participating registrants and faculty.

August 2023

• • Following the closing of the financial transactions associated with the 2023 Annual Convention, the Governing Board approved a mid-year, restated budget for fiscal year 2023, reducing a projected deficit from $350,722 to an anticipated net profit of $2,447 due to the success of the ACPA23 Convention in New Orleans.
  • As the Audit & Finance Committee of the Governing Board began finalizing the FY2024 Association Budget proposal, the Governing Board endorsed a multi-year plan proposing a future strategy for International Office staff recruitment and retention that was used to inform the development of the budget. 
  • The Audit & Finance Committee also approved rates and registration policies for the 2025 Annual Convention in Long Beach, California in August 2023, and then approved modifications to the rate structure by adding a non-member International Attendee registration type in November 2023.

September 2023

• • Following nearly a year of extensive discussion and proposal development, the Governing Board accepted and adopted the recommended guidelines from the Future Conventions Task Force related to Future Convention Site Selection. These guidelines were used to begin sourcing future sites for the ACPA27 and ACPA28 Conventions and were subsequently revised again in December 2023 following the rescinding of the California Attorney General’s Travel Ban.
  • Director and Director-Elect of External Relations, Molly Springer and Ray Plaza, presented a proposed Association position statement on Electoral Participation, which was approved by the Governing Board and added to the list of ACPA Position Statements on the website. 
  • Assembly Coordinator for Coalitions & Networks, Monique Atherley, presented a draft Memorandum of Understanding between ACPA and the Coalition for Disability related to documenting expectations for coordination of accessibility-related items within the Association. The Governing Board approved this Memorandum of Understanding and authorized the Executive Director to sign the MOU on their behalf. 

October 2023

• • Director of Professional Development, Kelvin Rutledge, presented a second proposal from the Future Conventions Task Force recommending a set of guidelines for considering future convention site relocation. The recommended guidelines were approved by the Governing Board during the October 2023 meeting.
  • Director and Director-Elect of External Relations, Molly Springer and Ray Plaza, again proposed a new Association position statement on Affirming Access and Accessibility, which was approved by the Governing Board and added to the list of ACPA Position Statements on the website. 
  • 2023-2024 President Heather Shea appointed a new Task Force on Labor Commitments to continue the board’s work and imagining of related opportunities within the Association and appointed Jasmine Lee as Task Force Chair.
  • The Governing Board approved the 2022 fiscal year 990 and 990-T U.S. Federal Tax Forms, as well as the first financial audit of Association records since prior to the COVID-19 pandemic.
  • As part of the 2023 Nominations & Elections Process the Governing Board made the following appointments to the 2024-2025 Leadership Council: Kellie Dixon as Assessment & Innovation Chair, Da’Shaun Scott as Member Recruitment Chair, and Bernie Liang as Member Retention Chair.

November 2023

• • During the November Governing Board meeting, leaders approved the fiscal year 2024 Association Budget, with significant resources dedicated to activities related to celebrating ACPA’s 100th anniversary in 2024. 
  • The Governing Board authorized the International Office to negotiate and sign contracts with Toronto for hosting the ACPA27 Annual Convention and with Atlanta for the ACPA28 Annual Convention. 

December 2023

• • As part of the 2023 Nominations & Elections Process the Governing Board appointed George McClellan as Decolonization Strategies Chair on the 2024-2025 Leadership Council.
  • The Governing Board approved the proposal from the Task Force for Fat Folx/Identities to become the Coalition for Fat Identities.

January 2024

• • The ACPA Governing Board, ACPA @ 100 Planning Committee, and International Office launched the 100th Anniversary celebration on January 3, 2024, by email by sharing exciting plans and resources for this milestone year. This announcement included the offering of 100 complimentary Individual memberships for graduate students, new professionals, and individuals working in U.S. states with discriminatory laws or restrictive practices/policies related to diversity, equity, and inclusion work on college campuses. 
  • In early 2024, the Governing Board announced three renamings in honor of prior leaders of the Association: the Anne Pruitt-Logan Presidential Citation Award, the Nancy J. Evans Voices of Inclusion Award, and the Paul Shang Institute for Aspiring SSAOs. 
  • Following new Bylaws approved by members in March 2023, a task force of leaders, led by 2021-2022 ACPA President Danielle Morgan Acosta, worked throughout 2023 to propose a rewrite of the ACPA Standard Operating Procedures to align with the new Leadership Council governance model. The final SOP proposal in support of implementation of the first phase of the new structure was presented by the task force and approved by the Governing Board during the January 2024 meeting. This approved version of the Standard Operating was approved to be effective as of March 20, 2024, when the new model was to be implemented. In February 2024, the Governing Board also approved the proposed version of the Standard Operating Procedures to be in effect for phase 2 of the new governance structure as of February 18, 2025.
  • The Governing Board approved the proposal from the Multiracial Network (MRN) to be the Multiracial and Transracial Adoptee Network (MTAN). 

February 2024

• • Director and Director-Elect of External Relations, Molly Springer and Ray Plaza, proposed an addition to the ACPA Standard Operating Procedures for when and how the Association would consider making public comments or statements. The proposal was approved during the February 2024 meeting to be effective as of March 20, 2024. 
  • The Governing Board approved the proposal from the Task Force for Online Experiences & Engagement to become the Commission for Online Experiences & Engagement. 
  • The ACPA Foundation proposed a set of Bylaws changes for consideration to the ACPA Governing Board as the formal voting member of the ACPA Foundation. The proposed changes to the ACPA Foundation Bylaws were approved. 
  • In February 2024, the Governing Board also received and endorsed a report from the ACPA @ 100 Committee imagining the future of higher education/student affairs and the Association. 
  • During the February 2024 meeting of the Audit & Finance Committee of the Governing Board, the Committee approved the recommendation from the International Office to refrain from conducting a full financial audit of fiscal year 2023 in calendar year 2024 to refocus cash resources on strategic and anniversary related requests during the 100th anniversary year.
  • Also in February 2024, the Governing Board appointed Robert Reason, Iowa State University, as the 2024-2029 Editor of the Journal of College Student Development. Dr. Reason’s appointment to this role follows a four-year editorship by Vasti Torres, Indiana University. 

While the past year has been both exciting and busy with so much time and attention focused on celebrating ACPA’s 100th Anniversary, I am even more enthusiastic about what is yet to come as we conclude this centennial year and begin our 101st cycle. If you have not already done so, I invite you to watch the recording of this year’s Presidential Address by 2024-2025 ACPA President Dr. Rachel Aho from this year’s Annual Business Meeting to learn more about her aspirations for the year ahead.

Question or feedback on any of these decisions or updates may be sent to cmoody@acpa.nche.edu. A summary of the highlights from 2024 since the ACPA24 Convention will be shared at the 2025 Annual Business Meeting in Long Beach, California on 18 February 2025, and I hope you will join us there as we celebrate ACPA entering our second century of bold transformation in higher education.  

Chris Moody, Ed.D.
ACPA Executive Director