@article{poison_jaeger_norcross_2022, title={"I Didn't Realize I Could Be President": The Gendered Experiences of Women Student Body Presidents}, volume={63}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2022.0044}, abstractNote={Abstract:Women have long held leadership roles in society and education, yet little attention has been given to the experiences of women student body presidents. We studied 20 women student body presidents at multiple four-year institutions to understand their experiences in student leadership. We found that these women felt extreme responsibility and pressure as president, focused on making positive changes for others and their campus communities, navigated complex gender expectations and environmental pressures, and gained significant confidence in their ability to lead. These findings suggest that given women's successes in elite leadership roles, institutions need to direct resources to encourage and develop women leaders among the student body, create more opportunities for women to hold leadership roles, and facilitate opportunities for engagement with other women already in leadership roles.}, number={5}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Poison, Alicia Keating and Jaeger, Audrey J. and Norcross, Greyson A. B.}, year={2022}, pages={508–521} }
 @article{smith_jaeger_thomas_2021, title={"Science Olympiad Is Why I'm Here": the Influence of an Early STEM Program on College and Major Choice}, volume={51}, ISSN={["1573-1898"]}, DOI={10.1007/s11165-019-09897-7}, number={SUPPL 1}, journal={RESEARCH IN SCIENCE EDUCATION}, author={Smith, Katie N. and Jaeger, Audrey J. and Thomas, Dana}, year={2021}, month={Sep}, pages={443–459} }
 @article{worsham_desantis_whatley_johnson_jaeger_2021, title={Early Effects of North Carolina's Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students}, volume={62}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-021-09626-y}, number={7}, journal={RESEARCH IN HIGHER EDUCATION}, author={Worsham, Rachel and DeSantis, Andrea L. and Whatley, Melissa and Johnson, Katie R. and Jaeger, Audrey J.}, year={2021}, month={Nov}, pages={942–975} }
 @article{misra_kuvaeva_o'meara_culpepper_jaeger_2021, title={Gendered and Racialized Perceptions of Faculty Workloads}, volume={35}, ISSN={["1552-3977"]}, DOI={10.1177/08912432211001387}, abstractNote={ Faculty workload inequities have important consequences for faculty diversity and inclusion. On average, women faculty spend more time engaging in service, teaching, and mentoring, while men, on average, spend more time on research, with women of color facing particularly high workload burdens. We explore how faculty members perceive workload in their departments, identifying mechanisms that can help shape their perceptions of greater equity and fairness. White women perceive that their departments have less equitable workloads and are less committed to workload equity than white men. Women of color perceive that their departments are less likely to credit their important work through departmental rewards systems than white men. Workload transparency and clarity, and consistent approaches to assigning classes, advising, and service, can reduce women’s perceptions of inequitable and unfair workloads. Our research suggests that departments can identify and put in place a number of key practices around workload that will improve gendered and racialized perceptions of workload. }, number={3}, journal={GENDER & SOCIETY}, author={Misra, Joya and Kuvaeva, Alexandra and O'Meara, Kerryann and Culpepper, Dawn Kiyoe and Jaeger, Audrey}, year={2021}, month={Jun}, pages={358–394} }
 @article{culpepper_kilmer_o'meara_misra_jaeger_2020, title={The Terrapin Time Initiative: A Workshop to Enhance Alignment between Faculty Work Priorities and Time-Use}, volume={45}, ISSN={["1573-1758"]}, DOI={10.1007/s10755-019-09490-w}, number={2}, journal={INNOVATIVE HIGHER EDUCATION}, author={Culpepper, Dawn and Kilmer, Sarah and O'Meara, Kerry Ann and Misra, Joya and Jaeger, Audrey J.}, year={2020}, month={Apr}, pages={165–179} }
 @article{o'meara_lennartz_kuvaeva_jaeger_misra_2019, title={Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity}, volume={90}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2019.1584025}, abstractNote={ABSTRACT For decades, national surveys have shown faculty report high levels of dissatisfaction with the distribution of labor in their departments, especially women and underrepresented minority faculty. Research suggests this dissatisfaction is warranted, as these groups are often engaged in more service, mentoring, and institutional housekeeping than their peers. Despite the ample work revealing workload inequities and their consequences, few studies have examined the backdrop of conditions and practices within which workload is perceived as more or less fair, especially within departments. Drawing on survey data from 30 academic departments in Maryland, North Carolina, and Massachusetts, we empirically test three propositions about the conditions under which faculty experience their department workloads as equitable. We found departments where faculty reported equitable work conditions and practices (e.g., transparency, clarity, rotations of time-intensive roles) were significantly more likely than departments where faculty did not report these conditions and practices to report satisfaction with workload distribution, and satisfaction with teaching and service activities. Department work practices and conditions had a small or insignificant effect on faculty intent to leave. Interestingly, faculty confidence in the ability to enact these practices and conditions, which we termed action readiness, was not predictive of faculty satisfaction with workload distribution or teaching and service activities. We outline implications for academic leaders seeking to make academic workloads more transparent and equitable, and for future research.}, number={5}, journal={JOURNAL OF HIGHER EDUCATION}, author={O'Meara, KerryAnn and Lennartz, Courtney Jo and Kuvaeva, Alexandra and Jaeger, Audrey and Misra, Joya}, year={2019}, pages={744–772} }
 @article{hudson_haley_jaeger_mitchall_dinin_dunstan_2018, title={Becoming a Legitimate Scientist: Science Identity of Postdocs in STEM Fields}, volume={41}, ISSN={["1090-7009"]}, DOI={10.1353/rhe.2018.0027}, abstractNote={Abstract:Postdoctoral scholars are a critical labor source within academia, and a postdoc appointment has become a prerequisite to most academic science careers. A small but growing body of literature examines postdocs' career experiences and outcomes. The present research adds to this literature by seeking to understand how STEM postdocs exhibit science identity, a concept that may shape their persistence in academic science careers. Findings highlight how postdocs perform science and seek legitimacy as scientists and suggest the need for postdocs' supervisors and institutions to develop more realistic expectations for the postdoc role and stronger support for the postdocs they employ.}, number={4}, journal={REVIEW OF HIGHER EDUCATION}, author={Hudson, Tara D. and Haley, Karen J. and Jaeger, Audrey J. and Mitchall, Allison and Dinin, Alessandra and Dunstan, Stephany Brett}, year={2018}, pages={607–639} }
 @article{mitchall_jaeger_2018, title={Parental Influences on Low-Income, First-Generation Students' Motivation on the Path to College}, volume={89}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2018.1437664}, abstractNote={ABSTRACT Reports abound about the challenges that first-generation, low-income students face on the path to higher education. Yet despite these barriers, millions of low-income, first-generation students persevere. What or who influences their motivation to “stay the course” to higher education? Using self-determination theory as a framework, this cross-case study highlighted the motivational experiences of seven low-income, first-generation students and their parents on the path to college. Specifically, the study explored how parents augmented—or at times, undermined—students’ self-determination toward college, as evidenced by students’ feelings of relatedness, competency, and autonomy. Results showed that students’ self-determination was enhanced when parents were involved in college planning, served as positive examples, set high academic standards early, and fostered students’ sense of career volition. Motivation was undermined when families limited students’ choices, did not set clear expectations for college going, provided little feedback, or emphasized family obligations. The findings have the potential to facilitate deeper understanding of the impact of parents as motivational partners in the college access process.}, number={4}, journal={JOURNAL OF HIGHER EDUCATION}, author={Mitchall, Allison M. and Jaeger, Audrey J.}, year={2018}, pages={582–609} }
 @article{dunstan_eads_jaeger_wolfram_2018, title={The Importance of Graduate Student Engagement in a Campus Language Diversity Initiative}, volume={46}, ISSN={["1552-5457"]}, DOI={10.1177/0075424218783446}, abstractNote={ In 2012, North Carolina State University launched a campus-wide linguistic diversity program, “Educating the Educated,” with a goal of engaging the campus community about language as a key element of diversity and increasing general knowledge of language and dialect differences. The program has successfully grown over the past several years since its launch, in large part due to the leadership efforts of the program’s student ambassadors. Student ambassadors are involved in peer education on campus, seek out opportunities to engage the campus and local communities, and develop partnerships on campus with existing organizations to enhance diversity education efforts with the inclusion of language diversity. A majority of these student ambassadors are graduate students in the linguistics Masters program. In this paper, we discuss the importance of the student ambassadors to the success of the program in terms of their contributions and advancement of program objectives. We also highlight the importance of graduate students being engaged on their campus, drawing from higher education research literature on graduate student engagement and the critical role it plays in academic and professional development. }, number={3}, journal={JOURNAL OF ENGLISH LINGUISTICS}, author={Dunstan, Stephany Brett and Eads, Amanda and Jaeger, Audrey J. and Wolfram, Walt}, year={2018}, month={Sep}, pages={215–228} }
 @article{o'meara_jaeger_misra_lennartz_kuvaeva_2018, title={Undoing disparities in faculty workloads: A randomized trial experiment}, volume={13}, ISSN={["1932-6203"]}, DOI={10.1371/journal.pone.0207316}, abstractNote={We conducted a randomized control study to improve equity in how work is taken up, assigned and rewarded in academic departments. We used a four-part intervention targeting routine work practices, department conditions, and the readiness of faculty to intervene to shape more equitable outcomes over an 18-month period. Our goal was to (a) increase the number of routine work practices that department faculty could enact to ensure equity, (b) enhance conditions within the department known to positively enhance equity, and (c) improve the action readiness of department faculty to ensure equity in division of labor. Post intervention faculty in participating departments were more likely than before the intervention to report work practices and conditions that support equity and action readiness in their department, and that teaching and service work in their department is fair. Participating departments were significantly more likely than control departments to report practices and conditions that support equity and greater action readiness to address issues of workload equity in their department. Finally, participating department faculty were more likely than control department faculty to report increased self-advocacy and were more likely than control department faculty to report that the distribution of teaching and service work in their department is fair.}, number={12}, journal={PLOS ONE}, author={O'Meara, KerryAnn and Jaeger, Audrey and Misra, Joya and Lennartz, Courtney and Kuvaeva, Alexandra}, year={2018}, month={Dec} }
 @article{jaeger_mitchall_o'meara_grantham_zhang_eliason_cowdery_2017, title={Push and Pull: The Influence of Race/Ethnicity on Agency in Doctoral Student Career Advancement}, volume={10}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000018}, abstractNote={This study examined and enriched our understanding of the career choice process for doctoral students of color in science, technology, engineering, and math (STEM) fields. In addition, it explored the challenges facing all doctoral students in STEM in understanding and making meaning of diversity as it relates to individual perspectives and actions. We used an agency theoretical framework to explore career-related decisions of doctoral students. This framework captured how students “navigate, negotiate, reframe, and act” during the career decision-making process of a doctoral program.}, number={3}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Jaeger, Audrey J. and Mitchall, Allison and O'Meara, KerryAnn and Grantham, Ashley and Zhang, Jingjing and Eliason, Jennifer and Cowdery, Kelly}, year={2017}, month={Sep}, pages={232–252} }
 @article{jaeger_haley_2016, title={My Story, My Identity: Doctoral Students of Color at a Research University}, volume={5}, ISSN={["2014-6418"]}, DOI={10.17583/qre.2016.2019}, abstractNote={We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.}, number={3}, journal={QUALITATIVE RESEARCH IN EDUCATION}, author={Jaeger, Audrey J. and Haley, Karen J.}, year={2016}, month={Oct}, pages={276–308} }
 @article{dunstan_jaeger_2016, title={The Role of Language in Interactions With Others on Campus for Rural Appalachian College Students}, volume={57}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2016.0009}, abstractNote={Dialects of English spoken in rural, Southern Appalachia are heavily stigmatized in mainstream American culture, and speakers of Appalachian dialects are often subject to prejudice and stereotypes which can be detrimental in educational settings. We explored the experiences of rural, Southern Appalachian college students and the role speaking a stigmatized dialect has in their interactions with others on campus. Semistructured interviews were conducted with students from rural, Southern Appalachia attending a 4-year university in a Southern city, and sociolinguistic analysis of participants’ speech was performed to provide detailed linguistic description that helped explain the influence of language on these interactions. Findings suggest that interactions with peers and faculty are influenced by students’ dialect on several levels. The findings have implications for improving diversity and inclusion programming on campus as well as highlighting the importance of research that considers language as a differentiating student characteristic in higher education research and practice.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Dunstan, Stephany Brett and Jaeger, Audrey J.}, year={2016}, month={Jan}, pages={47–64} }
 @article{means_jaeger_2016, title={“Keep Pressing On”: Spiritual Epistemology and Its Role in the Collegiate Lives of Black Gay and Bisexual Men}, volume={17}, ISSN={2194-587X 1940-1639}, url={http://dx.doi.org/10.1080/2194587X.2015.1125368}, DOI={10.1080/2194587X.2015.1125368}, abstractNote={Abstract This qualitative study explores how the spiritual epistemology of Black, gay and bisexual, cisgender men in college changed during their spiritual journeys and how participants used spirituality in their collegiate lives. External forces, such as family members, religious text, and church settings, initially shaped many participants’ spirituality, but their spirituality expanded to integrate participants’ passions and interests, such as science and music, as they moved towards developing their own spiritual guidelines. Students also used their spirituality as a source of motivation during college and a guide for collegiate decisions.}, number={1}, journal={Journal of College and Character}, publisher={Informa UK Limited}, author={Means, Darris R. and Jaeger, Audrey J.}, year={2016}, month={Jan}, pages={23–39} }
 @article{jaeger_dunstan_dixon_2015, title={College Student Access: How Articulation Agreements Support Rural Students}, volume={90}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2015.1087771}, DOI={10.1080/0161956X.2015.1087771}, abstractNote={Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Jaeger, Audrey J. and Dunstan, Stephany Brett and Dixon, Karrie Gibson}, year={2015}, month={Oct}, pages={615–635} }
 @article{dunstan_jaeger_2015, title={Dialect and Influences on the Academic Experiences of College Students}, volume={86}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2015.0026}, abstractNote={The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural Southern Appalachia attending a large research institution in the urban South. This qualitative study was aided by quantitative sociolinguistic methods used to identify and describe students' speech patterns in order to better understand the influence that students perceived their dialect to have on academic experiences. Findings suggest that for more vernacular students, dialect can influence participation in class, degree of comfort in course, perceived academic challenges, and for some, their beliefs about whether or not others perceive them as intelligent or scholarly based on their speech. This study has implications for the consideration of language diversity in fostering welcoming academic environments and in the role of language discrimination and stereotype threat/stereotype management.}, number={5}, journal={JOURNAL OF HIGHER EDUCATION}, author={Dunstan, Stephany Brett and Jaeger, Audrey J.}, year={2015}, pages={777–803} }
 @article{dunstan_jaeger_2015, title={Dialect and Influences on the Academic Experiences of College Students}, volume={86}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2015.0026}, DOI={10.1080/00221546.2015.11777383}, abstractNote={The dialects that college students speak represent a type of diversity that can influence many elements of their experiences in college, including academic experiences. In this study, we examined the influence of speaking a stigmatized dialect on academic experiences for White and African American students (both male and female) from rural Southern Appalachia attending a large research institution in the urban South. This qualitative study was aided by quantitative sociolinguistic methods used to identify and describe students' speech patterns in order to better understand the influence that students perceived their dialect to have on academic experiences. Findings suggest that for more vernacular students, dialect can influence participation in class, degree of comfort in course, perceived academic challenges, and for some, their beliefs about whether or not others perceive them as intelligent or scholarly based on their speech. This study has implications for the consideration of language diversity in fostering welcoming academic environments and in the role of language discrimination and stereotype threat/stereotype management.}, number={5}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Dunstan, Stephany Brett and Jaeger, Audrey J.}, year={2015}, pages={777–803} }
 @article{dunstan_wolfram_jaeger_crandall_2015, title={EDUCATING THE EDUCATED: LANGUAGE DIVERSITY IN THE UNIVERSITY BACKYARD}, volume={90}, ISSN={["1527-2133"]}, DOI={10.1215/00031283-3130368}, abstractNote={Review Article| May 01 2015 Educating the Educated: Language Diversity in the University Backyard Stephany Brett Dunstan; Stephany Brett Dunstan Search for other works by this author on: This Site Google Walt Wolfram; Walt Wolfram Search for other works by this author on: This Site Google Andrey J. Jaeger; Andrey J. Jaeger Search for other works by this author on: This Site Google Rebecca E. Crandall Rebecca E. Crandall Search for other works by this author on: This Site Google American Speech (2015) 90 (2): 266–280. https://doi.org/10.1215/00031283-3130368 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Stephany Brett Dunstan, Walt Wolfram, Andrey J. Jaeger, Rebecca E. Crandall; Educating the Educated: Language Diversity in the University Backyard. American Speech 1 May 2015; 90 (2): 266–280. doi: https://doi.org/10.1215/00031283-3130368 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsAmerican Dialect SocietyAmerican Speech Search Advanced Search The text of this article is only available as a PDF. Copyright 2015 by the American Dialect Society2015 Article PDF first page preview Close Modal Issue Section: Teaching American Speech You do not currently have access to this content.}, number={2}, journal={AMERICAN SPEECH}, author={Dunstan, Stephany Brett and Wolfram, Walt and Jaeger, Andrey J. and Crandall, Rebecca E.}, year={2015}, month={May}, pages={266–280} }
 @article{haley_jaeger_hawes_johnson_2015, title={Going Beyond Conference Registration: Creating Intentional Professional Development for Student Affairs Educators}, volume={52}, ISSN={1949-6591 1949-6605}, url={http://dx.doi.org/10.1080/19496591.2015.1050034}, DOI={10.1080/19496591.2015.1050034}, abstractNote={Understanding the professional growth and development of student affairs professionals is critical to the future of the profession. The purpose of this study was to examine professional development behaviors in student affairs professionals using claims about learning to better understand the context of the learner, what is being learned, and the processes for facilitating learning practices in order to make recommendations for the development of intentional professional learning plans.}, number={3}, journal={Journal of Student Affairs Research and Practice}, publisher={Informa UK Limited}, author={Haley, Karen and Jaeger, Audrey and Hawes, Carrie and Johnson, Jenny}, year={2015}, month={Jul}, pages={313–326} }
 @article{means_jaeger_2015, title={Spiritual Borderlands: A Black Gay Male College Student's Spiritual Journey}, volume={52}, ISSN={["1949-6605"]}, DOI={10.1080/19496591.2015.1009341}, abstractNote={This case study explored the spiritual journey and spaces of one Black gay male college student. Data collection included semi-structured interviews, field observations, and photovoice. Findings indicate that the student experienced tension during his spiritual journey because of his racial and sexual orientation identities but was able to reconcile his multiple identities through family support, developing a personal relationship with a higher power, and finding spiritual spaces where all his identities were embraced.}, number={1}, journal={JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE}, author={Means, Darris R. and Jaeger, Audrey J.}, year={2015}, pages={11–23} }
 @article{eagan_jaeger_grantham_2015, title={Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction}, volume={86}, ISSN={["1538-4640"]}, DOI={10.1353/jhe.2015.0012}, abstractNote={The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve part-time faculty’s satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.}, number={3}, journal={JOURNAL OF HIGHER EDUCATION}, author={Eagan, M. Kevin, Jr. and Jaeger, Audrey J. and Grantham, Ashley}, year={2015}, pages={448–483} }
 @article{eagan_jaeger_grantham_2015, title={Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction}, volume={86}, ISSN={0022-1546 1538-4640}, url={http://dx.doi.org/10.1080/00221546.2015.11777371}, DOI={10.1080/00221546.2015.11777371}, abstractNote={The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and practices targeted toward part-time faculty. This study examines the associations between part-time faculty satisfaction and a set of items that measure campus resources provided to part-timers, their perceptions of the campus climate, and measures of the institutional context. Findings point to opportunities for campuses and departments to improve parttime faculty's satisfaction through providing access to office space and developing a sense of respect among part-time and full-time faculty.}, number={3}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Eagan, M. Kevin, Jr. and Jaeger, Audrey J. and Grantham, Ashley}, year={2015}, month={May}, pages={448–483} }
 @article{wirt_jaeger_2014, title={Seeking to Understand Faculty-Student Interaction at Community Colleges}, volume={38}, ISSN={1066-8926 1521-0413}, url={http://dx.doi.org/10.1080/10668926.2012.725388}, DOI={10.1080/10668926.2012.725388}, abstractNote={One fundamental aspect of engagement in higher education is faculty-student interaction (FSI). FSI has been associated with student success and persistence in both four- and two-year institutions. Due to limited research concerning diverse students, understanding student engagement in higher education is based on White, traditional-age students who attend four-year institutions. Community colleges enroll almost half of United States undergraduates, and these students are considered nontraditional. Community college students’ primary involvement or interaction typically occurs inside the classroom due to students’ part-time status, employment responsibilities, limited involvement in student activities, and attendance at nonresidential campuses. Examining FSI is a possible approach to understand and support community college students in their educational endeavors. The purpose of this study was to explore the variables that predict FSI of community college students. This research project was guided by two theories that examine student engagement and FSI: Astin’s (1985) student involvement theory and Pace’s (1979) student development and college impress model. Descriptive and inferential statistics examined the data and answered three research questions. Analyses revealed that age, grants/scholarships, grade point average (GPA), orientation program/course participation, and learning community participation were significant predictors of FSI for full-time community college students; first-generation status, GPA, orientation program/course participation, and learning community participation were significant predictors of FSI for part-time community college students.}, number={11}, journal={Community College Journal of Research and Practice}, publisher={Informa UK Limited}, author={Wirt, Lesley G. and Jaeger, Audrey J.}, year={2014}, month={Apr}, pages={980–994} }
 @article{haley_jaeger_levin_2014, title={The Influence of Cultural Social Identity on Graduate Student Career Choice}, volume={55}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2014.0017}, abstractNote={
	  This study examines and enriches understanding of the career choice process for graduate students of color. Social identity theory (SIT) is used as a framework to expand our understanding of how and why graduate students choose (or do not choose) faculty careers. Graduate students’ cultural social identities influenced their career choice beyond work–life balance as they sought an integrated life that included values, beliefs, and perspectives that represent their cultural community.
	}, number={2}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Haley, Karen J. and Jaeger, Audrey J. and Levin, John S.}, year={2014}, month={Mar}, pages={101–119} }
 @article{levin_jaeger_haley_2013, title={Graduate Student Dissonance: Graduate Students of Color in a U. S. Research University}, volume={6}, ISSN={["1938-8934"]}, DOI={10.1037/a0034568}, abstractNote={This qualitative investigation examined the experiences of a population of graduate students—graduate students of color—in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university’s graduate programs that have considerable influence upon graduate students’ decisions about pursuing an academic career. For graduate students of color, professional and social identity alignment is a significant condition for decisions about academic career choices, and the institution’s norms and behavioral patterns have considerable influence on graduate students’ experiences and career choices.}, number={4}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Levin, John S. and Jaeger, Audrey J. and Haley, Karen J.}, year={2013}, month={Dec}, pages={231–244} }
 @article{ampaw_jaeger_2012, title={Completing the Three Stages of Doctoral Education: An Event History Analysis}, volume={53}, ISSN={["0361-0365"]}, DOI={10.1007/s11162-011-9250-3}, number={6}, journal={RESEARCH IN HIGHER EDUCATION}, author={Ampaw, Frim D. and Jaeger, Audrey J.}, year={2012}, month={Sep}, pages={640–660} }
 @article{jaeger_eagan_2011, title={Examining Retention and Contingent Faculty Use in a State System of Public Higher Education}, volume={25}, ISSN={["0895-9048"]}, DOI={10.1177/0895904810361723}, abstractNote={In many cases, state systems of higher education are not only challenged to address decreasing state budgets but are also asked to increase student retention and other measures of student success. The increased use of contingent faculty may help economically, but this trend may have unintended consequences. This research used logistic regression methods to examine six institutions within a public higher education system for the effects of contingent faculty use on first-year student retention. A thorough examination of other traditional variables used in retention studies is also provided. Results are reported by institutional type via Carnegie classification. Most notably, high levels of exposure to part-time faculty in the first year of college are consistently found to negatively affect student retention to the second year. These findings have implications for both policy and practice in the use of contingent faculty across institutional types.}, number={3}, journal={EDUCATIONAL POLICY}, author={Jaeger, Audrey J. and Eagan, M. Kevin}, year={2011}, month={May}, pages={507–537} }
 @article{jaeger_eagan_2011, title={Navigating the Transfer Process: Analyzing the Effects of Part-Time Faculty Exposure by Academic Program}, volume={55}, ISSN={["0002-7642"]}, DOI={10.1177/0002764211409383}, abstractNote={Researchers are beginning to understand that there are some differential effects on students in relation to exposure to part-time faculty; one possible explanation may be differences depending on program area. This study explores whether exposure to part-time faculty differentially affects students’ likelihood of transferring across academic program areas. The findings confirm prior research identifying a negative relationship between students’ instructional time with part-time faculty and their probability of transferring from a community college to a 4-year institution; however, the results indicated no differential effects of exposure to part-time faculty depending on program area. As scholars highlight differences among part-time faculty depending on academic discipline, this research suggests that these differences do not translate into differential effects on students’ likelihood of transferring.}, number={11}, journal={AMERICAN BEHAVIORAL SCIENTIST}, author={Jaeger, Audrey J. and Eagan, M. Kevin}, year={2011}, month={Nov}, pages={1510–1532} }
 @article{ampaw_jaeger_2011, title={Understanding the factors affecting degree completion of doctoral women in the science and engineering fields}, volume={2011}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/ir.409}, DOI={10.1002/ir.409}, abstractNote={Abstract}, number={152}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Ampaw, Frim D. and Jaeger, Audrey J.}, year={2011}, month={Dec}, pages={59–73} }
 @misc{jaeger_ampaw_2010, title={Standing on the outside looking in}, volume={33}, DOI={10.1353/rhe.0.0167}, abstractNote={of the frameworks previously discussed with the reciprocal empowerment framework at the center as the major thrust. The second chapter discusses the need for aligning the purposes of higher education institutions with the goals of globalization and diversity through an examination of mission statements about the educational benefits and value of diversity, and talent management. In discussing the importance of mission statements, the authors note that most institutional mission statements do not include statements of diversity and globalization. Instead, many institutions of higher education have vision statements, separate from their mission statements, that identify the institution’s diversityrelated initiatives and goals. Chapter 2 also discusses the growing importance of documenting diversity’s educational value, a need resulting from several court cases over the last few decades aimed at overturning affirmative action in admissions decisions. The authors make an interesting point that, although affirmative action was upheld in the Michigan case, the collective impact of these cases has in fact narrowed the scope of affirmative action to emphasize the need for diversity at the cost of addressing discriminatory practices and systematic advantages based on privilege. The chapter concludes with six principles to aid in the process of talent management, defined as initiatives to recruit and retain a diverse workforce in difficult economic times. Incorporating the principles requires that institutions of higher education make a paradigm shift to experience success in managing talent. Chapter 3 provides institutional leaders with five self-assessment tools to measure the pervasiveness of a diversity gap on campus. The authors argue that such an examination of institutional culture and climate is a necessary first step in transforming the institution into one that is welcoming and supportive of women and minorities. Chapter 4 builds on the previous chapter by providing ideas about how to use the information obtained from the self-assessment to set goals and begin the process of organizational transformation. The authors offer tactical strategies for orchestrating the process of cultural change that involves more than moving an organization from point A to point B. Further, the strategies presented have been supported in the literature to facilitate reciprocal empowerment, such as encouraging intergroup contact, breaking down stereotypes, creating safeguards for women and minorities (particularly those that buffer the organizational impact of differences in supervisory and peer relationships), and providing opportunities for mentorship. Chapter 5 provides the reader with a “toolkit” for cultural transformation by first stressing the importance of reculturing the environment through a process the authors call “slow knowing.” Finally, Chun and Evans round out the chapter by highlighting both external and internal vehicles for cultural change in higher education institutions. In conclusion, anyone interested in diversity initiatives on college campuses for women and minorities would benefit from reading this book. However, the individuals who would benefit the most are institutional leaders on college campuses. Commitment to true diversity and closing the diversity divide must come from senior leaders at the institution in order for diversity initiatives and cultural transformation as discussed in this book to be successful.}, number={4}, journal={Review of Higher Education}, author={Jaeger, A. and Ampaw, F.}, year={2010}, pages={602–604} }
 @article{sandmann_thornton_jaeger_2009, title={Editor's notes}, volume={2009}, ISSN={0271-0560 1536-0741}, url={http://dx.doi.org/10.1002/he.352}, DOI={10.1002/he.352}, abstractNote={New Directions for Higher EducationVolume 2009, Issue 147 p. 1-4 Editor's Notes Editor's notes Lorilee R. Sandmann, Lorilee R. Sandmann Editor University of Georgia and National Review Board for the Scholarship of EngagementSearch for more papers by this authorCourtney H. Thornton, Courtney H. Thornton Editor University of North Carolina systemSearch for more papers by this authorAudrey J. Jaeger, Audrey J. Jaeger Editor Center for Research on Engagement, North Carolina State UniversitySearch for more papers by this author Lorilee R. Sandmann, Lorilee R. Sandmann Editor University of Georgia and National Review Board for the Scholarship of EngagementSearch for more papers by this authorCourtney H. Thornton, Courtney H. Thornton Editor University of North Carolina systemSearch for more papers by this authorAudrey J. Jaeger, Audrey J. Jaeger Editor Center for Research on Engagement, North Carolina State UniversitySearch for more papers by this author First published: 28 September 2009 https://doi.org/10.1002/he.352AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume2009, Issue147Special Issue: Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified InstitutionsAutumn (Fall) 2009Pages 1-4 RelatedInformation}, number={147}, journal={New Directions for Higher Education}, publisher={Wiley}, author={Sandmann, Lorilee R. and Thornton, Courtney H. and Jaeger, Audrey J.}, year={2009}, month={Jun}, pages={1–4} }
 @article{eagan_jaeger_2009, title={Effects of Exposure to Part-time Faculty on Community College Transfer}, volume={50}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-008-9113-8}, abstractNote={Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students’ academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students’ likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.}, number={2}, journal={RESEARCH IN HIGHER EDUCATION}, author={Eagan, M. Kevin, Jr. and Jaeger, Audrey J.}, year={2009}, month={Mar}, pages={168–188} }
 @article{sandmann_thornton_jaeger_2009, title={The first wave of community-engaged institutions}, volume={2009}, ISSN={0271-0560 1536-0741}, url={http://dx.doi.org/10.1002/he.362}, DOI={10.1002/he.362}, abstractNote={Abstract}, number={147}, journal={New Directions for Higher Education}, publisher={Wiley}, author={Sandmann, Lorilee R. and Thornton, Courtney H. and Jaeger, Audrey J.}, year={2009}, month={Jun}, pages={99–104} }
 @article{eagan_jaeger_2008, title={Closing the gate: Part-Time faculty instruction in gatekeeper courses and first-year persistence}, volume={2008}, ISSN={0271-0633 1536-0768}, url={http://dx.doi.org/10.1002/tl.324}, DOI={10.1002/tl.324}, abstractNote={Abstract}, number={115}, journal={New Directions for Teaching and Learning}, publisher={Wiley}, author={Eagan, M. Kevin and Jaeger, Audrey J.}, year={2008}, month={Jun}, pages={39–53} }
 @article{thornton_jaeger_2008, title={The Role of Culture in Institutional and Individual Approaches to Civic Responsibility at Research Universities}, volume={79}, ISSN={1538-4640}, url={http://dx.doi.org/10.1353/jhe.2008.0011}, DOI={10.1080/00221546.2008.11772090}, abstractNote={This cross-site analysis examines the findings from an ethnographic study conducted at two research universities. The study employed a conceptual framework that links ideology, culture, and action to understand the relationship between institutional culture and civic responsibility. Implications center on institutional effectiveness and student development related to civic responsibility.s}, number={2}, journal={The Journal of Higher Education}, publisher={Informa UK Limited}, author={Thornton, Courtney H. and Jaeger, Audrey J.}, year={2008}, pages={160–182} }
 @article{thornton_jaeger_2007, title={A new context for understanding civic responsibility: Relating culture to action at a research university}, volume={48}, ISSN={["1573-188X"]}, DOI={10.1007/s11162-007-9058-3}, number={8}, journal={RESEARCH IN HIGHER EDUCATION}, author={Thornton, Courtney H. and Jaeger, Audrey J.}, year={2007}, month={Dec}, pages={993–1020} }
 @article{thornton_jaeger_2006, title={Institutional culture and civic responsibility: An ethnographic study}, volume={47}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2006.0014}, abstractNote={

Student citizenship development is an important goal of higher education that is rarely considered through a cultural lens. This ethnographic study of a research university is an examination of campus ideologies and cultural forms that address five dimensions of civic responsibility. The findings illustrate how the beliefs and cultural equipment specific to a campus can result in a unique institutional approach to the development of student civic responsibility.

}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Thornton, CH and Jaeger, AJ}, year={2006}, pages={52–68} }
 @article{jaeger_thornton_2006, title={Neither honor nor compensation - Faculty and public service}, volume={20}, DOI={10.1177/089504805284050}, number={2}, journal={Educational Policy}, author={Jaeger, A. J. and Thornton, C. H.}, year={2006}, pages={345–366} }
 @article{jaeger_2004, title={Meeting the special needs of adult students}, volume={45}, ISSN={["1543-3382"]}, DOI={10.1353/csd.2004.0009}, abstractNote={As educators discuss the needs of college students, the first ideas almost exclusively address young adults. Considering the needs, for example, of differently abled students or gay students is important, yet typically these students are envisioned as "traditional-aged." Many new student affairs professionals and paraprofessionals experienced college as a traditional-aged student. This text, Meeting the Special Needs of Adult Students, helps refocus educators' attention on the growing population of adult learners.}, number={1}, journal={JOURNAL OF COLLEGE STUDENT DEVELOPMENT}, author={Jaeger, AJ}, year={2004}, pages={99–101} }
 @article{jaeger_2003, title={Job competencies and the curriculum: An inquiry into emotional intelligence in graduate professional education}, volume={44}, ISSN={["1573-188X"]}, DOI={10.1023/A:1026119724265}, number={6}, journal={RESEARCH IN HIGHER EDUCATION}, author={Jaeger, AJ}, year={2003}, month={Dec}, pages={615–639} }
 @misc{jaeger_2002, title={Leadership and management issues for a new century}, volume={43}, number={5}, journal={Journal of College Student Development}, author={Jaeger, A. J.}, year={2002}, pages={761–763} }