In higher education, student mental and emotional health and wellbeing continue to be a pressing matter of concern for administrators, policymakers, and students alike. For student leaders, this toll is often exacerbated by different modes of campus involvement and engagement; in this study, this includes college student government. While studies have examined students’ experiences more broadly, in this article, we illuminate findings from a larger study on 25 elected student government presidents and vice presidents who talked about the intense health circumstances they faced in their leadership roles. Through constructivist grounded theory methodology, we add to trauma stewardship frameworks to make some timely and important considerations for supporting college student government presidents and vice presidents. As a result, it is imperative for student government advisors and university administrators to address these concerns for student leaders. At the conclusion of this article, we introduce a model for Trauma Stewardship in Student Government.
در آموزش عالی، سلامت روانی و عاطفی و بهزیستی دانشجویان همچنان موضوعی مهم و مورد توجه مدیران، سیاست‌گذاران و خود دانشجویان است. برای رهبران دانشجویی، این فشار اغلب به واسطه شیوه‌های مختلف مشارکت و درگیری در محیط دانشگاه تشدید می‌شود؛ در این پژوهش، این امر شامل انجمن‌های دانشجویی دانشگاهی است. در حالی که پژوهش‌ها به طور کلی‌تر به بررسی تجارب دانشجویان پرداخته‌اند، در این مقاله یافته‌هایی از یک مطالعه گسترده‌تر درباره ۲۵ رئیس و نایب‌رئیس منتخب انجمن‌های دانشجویی ارائه می‌شود که درباره شرایط شدید سلامت روانی که در نقش رهبری خود با آن مواجه بوده‌اند، صحبت کرده‌اند. با بهره‌گیری از روش‌شناسی نظریه زمینه‌ای سازه‌گرایانه، به چارچوب‌های مدیریت آسیب روانی افزوده و ملاحظات به‌موقع و مهمی برای حمایت از رؤسا و نایب‌رؤسای انجمن‌های دانشجویی دانشگاه مطرح می‌کنیم. در نتیجه، ضروری است که مشاوران انجمن‌های دانشجویی و مدیران دانشگاه به این نگرانی‌ها برای رهبران دانشجویی توجه کنند. در پایان این مقاله، مدلی برای مدیریت آسیب روانی در انجمن‌های دانشجویی معرفی می‌شود.
Abstract Summer melt describes the phenomenon of graduates who appear ready for college opting not to enroll after high school, often because of challenges arising during the summer. Using the Education Longitudinal Study of 2002, this study situates summer melt within the broader college-choice process by comparing summer melters with students who follow through on their intentions, those who never intend to enroll, and those who enroll without prior intent. Socioeconomic differences in summer melt are closely tied to earlier disparities in progressing toward college intent. Summer melters also share some academic and behavioral characteristics with students who do not intend to enroll and are less likely than college-intending enrollees to maintain consistently high educational expectations during high school. They also exhibit differences in their model-predicted probabilities of enrollment between the 10th and 12th grades, with larger differences more common among lower-SES students. These results highlight the value of viewing summer melt as one point among several at which students reconsider their postsecondary plans, as well as the need for conceptual models that incorporate ongoing, rather than discrete, decision-making in the transition to college.
Over the last decade, there has been a visible surge of students participating in and leading different forms of activism. Following the cultural reckoning of 2020, the United States saw a rise in awareness and engagement in activism among young individuals. Continuing this trend, higher education institutions have seen an increase in on-campus demonstrations in recent years. Given the recent increase in activism, political engagement, and the globalization of social issues, this study examined how attitudes, beliefs, individual factors, and prior behaviors relate to undergraduate students’ willingness to engage in different forms of activism (i.e., conventional and high-risk). Across both forms of activism, institutional advocacy (i.e., the behavioral targeting of institutional racism) was the most consistent unique predictor of a student's willingness to engage in activism. Need for cognition and individual advocacy were significantly and positively related to conventional activism, whereas political orientation was negatively related to it. Social justice orientation was significantly and negatively related to high-risk activism.
