Now more than ever, those acting to deconstruct these oppressive systems rely on critical and new perspectives, new insight, community-based solutions, creative opportunities, and complex ways of thinking about the future of education. This journal aims to be a venue where this knowledge is shared. As such, the journal is unique in itself, and even furthermore is the only one seeking to interrogate higher education and student affairs solely through the utilization of critical social theories, perspectives, and frameworks. The journal process and content works to deconstruct systems of power within the publishing world and academia. Through open-access copyrights and open-review processes, we seek to problematize and dismantle the ownership of knowledge.
JCSHESA adheres to the BOAI definition of open access and users have the right to read, download, copy, distribute, print, search, or link to the full texts of these articles.
Thank you for your patience during our temporary closure of the submission portal. We have reopened it and enthusiastically await your submissions.
We welcome submissions across a range of topics that interrogate higher education and student affairs through the explicit use of critical social theories and frameworks. Please read through our submission guidelines for more information. If you have additional questions, visit our editorial board page to email an editor.
JCSHESA is housed at Loyola University Chicago in the School of Education's Higher Education program.
Current Issue: Volume 2, Issue 1 (2015)
Dirty Dancing with Race and Class: Microaggressions toward First-Generation and Low Income College Students of Color
Geneva L. Sarcedo, Cheryl E. Matias, Roberto Montoya, and Naomi Nishi
“From Whence Cometh My Help?” Exploring Black Doctoral Student Persistence
Melanie Acosta, Shaunte Duggins, Thomas E. Moore, Thomasenia Adams, and Bridgette Johnson
Challenging the Utility of a Racial Microaggressions Framework Through A Systematic Review of Racially Biased Incidents on Campus
Gina A. Garcia and Marc P. Johnston-Guerrero
But We Didn't Mean it Like That: A Critical Race Analysis of Campus Responses to Racial Incidents
Shametrice Davis and Jessica C. Harris
An Alternative Approach to Standardized Testing: A Model That Promotes Racial Equity and College Access
Saran Stewart and Chayla Haynes
Native American College Students: A Group Forgotten
Kristen E. Willmott, Tara Leigh Sands, Melissa Raucci, and Stephanie J. Waterman