Fat on Campus: Fat College Students and Hyper(in)visible Stigma

This article examines fat college students’ experiences of stigma. Fourteen college students and recent graduates describe their experiences of discrimination and stigma during their college careers. From these interviews, themes of hyper(in)visibility, anticipated stigma, spaces where stigma is more salient, and stigma management emerged. Fat students experience hyper(in)visibility: They are simultaneously hypervisible and invisible, on campus. This experience is impacted by gender and age. This hyper(in)visibility—combined with past experienced stigma—created a sense of anticipated stigma in students. Experiences of hyper(in)visiblity and anticipated stigma are made more salient by the size and shape of various campus spaces: classrooms, dining halls, student recreation centers, and recreational drinking spaces. Fat students often managed this stigma by avoiding these spaces and withdrawing from campus life. Students also embraced other stigma-resistance strategies and found peer groups and campuses spaces to facilitate this resistance.     

Academic and Career Development of Undocumented College Students: The American Dream?

Little is known about the academic and career decision‐making process for college students with undocumented status. This study used a multiple case study approach to explore how academic and work‐related decisions were made for 2 college students with undocumented citizenship status. Participants responded to a series of questions about their academic and career development. Data collected from these interviews were analyzed by a research team. After cross‐case analysis, 6 themes emerged: (a) barriers; (b) emotional impact; (c) resiliency, supports, and coping; (d) discrimination; (e) familial and cultural influences; and (f) academic, work, and career factors. Findings suggest that counseling professionals should attend to systemic, academic, and work‐related barriers that directly affect the educational and career decisions of students with undocumented citizenship status. Future research could expand on the present study by further exploring systemic and contextual factors that influence how undocumented students make academic and career choices using varied qualitative and quantitative methodologies.     

The Economic Value of Career Counseling Services for College Students in South Korea

This study investigated college students’ perception of the monetary value of career counseling services by using the contingent valuation method. The results of a multivariate survival analysis based on interviews with a convenience sample of 291 undergraduate students in South Korea indicate that, on average, participants’ expressed willingness to pay (WTP) for such services ranged from U.S. $10.22 to $10.54 per hour of individual career counseling. Self‐stigma and attitudes toward counseling had positive effects on their WTP, whereas the year in college and social stigma had negative effects. The results provide policy makers with preliminary evidence of the monetary value of career counseling.     

Whom Should We Serve? A Discourse Analysis of Social Workers’ Commentary on Undocumented Immigrants

We present a discourse analysis of social work practitioners’ commentaries on undocumented immigrants that were collected from a survey of practicing social workers’ attitudes toward immigration and immigrants. Analyzing 198 open-ended comments, we explore the discursive mechanisms practitioners employ to construct undocumented immigrants, and their professional responsibilities toward them. These views are illustrative of the ways in which the profession determines inclusion and exclusion, writ large in national immigration policies and laws and played out in the arenas of social work and social services. Disparate views of practitioners highlight tensions in the profession's relationships to law and social policies as well as to its own ethics and identity.     

Perceptions of Substance Abuse on College Campuses: Proximity to the Problem,Stigma, and Health Promotion

For college students recovering from substance addiction, the path to sobriety is fraught with challenges. Many campuses offer recovery support resources, but students indicate stigma associated with recovery prevents them from using these services. This problem could be ameliorated through communication campaigns addressing misperceptions of substance abuse and recovery. The purpose of this study was to understand how students’ perceptions of addiction and recovery vary based on their experience and background. A quantitative survey was employed to examine stigma beliefs among 2 subpopulations of college students at a large Southwestern university. Findings indicate students with exposure to issues surrounding substance abuse and recovery held fewer stigmatized beliefs, emphasizing the importance of identifying and researching a target audience before developing a health promotion campaign.     

Students Who Strip: The Benefits of Alternate Identities for Managing Stigma

We apply interactionist theories that highlight the contextual nature of stigma and the relational quality of stigmatization to the case of college students who work as topless dancers. We explore how the “toll of stripping” might be mediated by having an alternate, positive identity like “student.” Our analysis demonstrates that students who strip are distinctive from other strippers in important ways that stem from their salient, positive identity as students. Although they often feel as if they live a “double life” because they hide their occupation from family and friends, they benefit from sharing their student goals and ambitions with club customers. “Student” is a socially acceptable identity to share in routine social interactions and helps student strippers frame dancing as a transient occupation, offering them an opportunity to maintain a positive sense of self while buffering them from some of the negative effects of stripping.     

Anticipated Stigma and Defensive Individualism During Postincarceration Job Searching*

Obtaining employment is one of the most difficult challenges for individuals released from prison. This research explores the strategies recently released male parolees employ in attempting to find work, with specific attention to the role of anticipated stigma from their ex‐convict status. Through the use of in‐depth longitudinal interviews, this research contributes to our understanding of returning prisoner's experiences in job searching. We find that although a majority of the sample anticipated stigma as a barrier to employment, those who did expressed an extreme self‐reliance consistent with defensive individualism. This reluctance to draw on social networks may ultimately be counter‐productive to the search for employment.     

Non‐Citizen Mexican Youth in US Higher Education: A Closer Look at the Relationship between State Tuition Policies and College Enrollment

This paper examines state policies that extend or deny in‐state tuition to children of undocumented immigrants in the United States. Using the Current Population Survey (1997–2010), we assess changes in college enrollment among Mexican‐born non‐citizens — a proxy for the undocumented population. In contrast to previous analyses, we find that policies extending in‐state tuition to undocumented youth do not directly affect rates of college enrollment. However, we find that Mexican‐born non‐citizen youth residing in states that deny in‐state tuition have a 12.1 percentage point lower probability of being enrolled in college than their peers living in states with no such policies.     

Credit and Credibility: Homeownership and Identity Management in the Midst of the Foreclosure Crisis

This article explores how homeowners threatened with foreclosure attribute responsibility for their troubles and manage the stigma of mortgage default. In light of widespread home loss, at‐risk owners develop an understanding of the crisis as a collective experience and yet still experience stigma and employ identity management techniques to construct themselves as responsible homeowners. Based on interviews and fieldwork, this article explores the tension between collective and individual responsibility and the implications of this attribution for identity.     

Class, Culture, and Participation in the Collegiate Extra-Curriculum

With larger percentages of high school students entering higher education, it becomes increasingly important to look at how processes occurring on college campuses contribute to social stratification. Using in‐depth interviews with 61 students, I ask: How does social class structure students’ participation in the collegiate extra‐curriculum? I argue that the collegiate extra‐curriculum is an important site for stratification because it is there that students gain access to social and cultural resources valued by the privileged classes. I find that upper‐middle‐class students arrive on campus with cultural resources that motivate their participation and social resources that facilitate their involvement. Among working‐class students, limited financial factors constrain their involvement, while social and cultural resources further curtail their interest in such activities. These findings contribute to theories of social and cultural reproduction by showing that those who have more valued social and cultural resources at the outset are in a better position to gain additional such resources throughout their college careers. Moreover, these analyses show that symbolic and cultural hierarchies are sustained by the interdependent relationship between social and cultural capital.     

When Do Papers Matter? An Institutional Analysis of Undocumented Life in the United States

This article assesses how two key institutions differentially shape immigrants’ relationship to their rights in American society. We draw on over 200 in‐depth interviews to argue that there is a stark difference between how schools encourage undocumented youth to view themselves as equal members of US society and how undocumented workers are marginalized in the workplace. We find that even as schools track and stratify students, they also foster a culture of meritocracy between documented and undocumented youth. Schools ultimately render immigration status irrelevant as undocumented youth learn to navigate the primary institution of this stage of their lives. Conversely, immigration status is central to the experience of undocumented workers, who develop a particular set of survival skills that help them live and work successfully in the United States without being detected while also erecting a barrier between themselves and any additional rights they may be afforded.     

Stigma Management Through Participation in Sport and Physical Activity: Experiences of Male College Students with Physical Disabilities

Individuals with physical disabilities are oftenstigmatized because their bodies are assumed to varyfrom norms of physical competence and bodily appearance.Possession of a discrediting attribute may impair social interactions and result in thedevaluation of an individual. The purpose of this paperis to explore how involvement in sport and physicalactivity may be one strategy to manage the stigma of a disabled body. Data were collected throughin-depth interviews with 24 male college students withphysical disabilities. Findings indicate thatrespondents believe this context helps them exceedexpectations associated with their disability throughdemonstration of physical skill, a fit healthy body, amuscular body, and a liberated body. Sport and physicalactivity may be effective in compensating for a spoiled identity as participation in this setting isunexpected and emphasizes an alternative representationof a disabled body.     

Affective networks: how WeChat enhances Tencent’s digital business governance

An emerging body of literature has revealed that social media enhance digital business governance to facilitate Internet companies in generating profit throughout regulating the everyday lives of users. However, although existing debates are often contextualized in the West, little attention has been paid to China, where social media are widely used. To fill this knowledge gap, this article investigates the digital business governance practiced by Chinese Internet companies such as Tencent. Specifically, I employ an affective lens to analyze how WeChat, the most popular social media application launched by Tencent, allows this Internet company to influence users for its own business purposes. Chinese college students, which constitute a representative group of young people, were early adopters of WeChat, and they have led the trend of social media use in China. Based on a yearlong netnographic study of Chinese college students, the results reveal that the affective design of WeChat captured their attention and influenced their everyday practices. These results provide insight into how digital business governance operates in the Chinese context, in which authoritarianism and capitalism work closely together.     

Rural Students’ Social Capital in the College Search and Application Process

Although the growing mandate for higher education creates challenges for students in rural areas, rural high school graduates currently attend college at a rate similar to their peers in other locale types. Prior research has attributed this accomplishment to family, school, and community social capital, yet the processes through which students translate social capital into educational attainment remain unspecified. This study examines how successful rural students access and engage various forms of social capital during the college search and application process. Analysis of semistructured interviews with 30 college graduates from communities throughout one predominantly rural state showed that family social capital provided most students with generalized support, but college‐specific guidance tended to correlate with parental education and income. Most students benefited from school social capital, primarily through pro‐college climate, peer networks, teachers, guidance counselors, and academic tracking. Students accessed community social capital through supportive youth and adult interactions, extended family ties, and a caring community, but these forms of social capital did not explicitly support the college search process. Although quantitative studies have operationalized family, school, and community social capital as distinct concepts, this study argues that these constructs cannot be disentangled given the interconnectedness of rural families, schools, and communities.     

Documented,Undocumented, and Liminally Legal: Legal Status During the Transition to Adulthood for 1.5‐Generation Brazilian Immigrants

This article deconstructs the “illegal–legal” binary that characterizes much immigration scholarship. Using in‐depth interviews with 42 1.5‐generation Brazilian immigrants in young adulthood, I find that respondents discuss a distinct hierarchy with four categories of legal membership—undocumented, liminal legality, lawful permanent resident (LPR), and citizen—that affect their daily lives and incorporation. Liminally legal and LPR statuses in particular challenge this illegal–legal dichotomy. Liminal legality is an “in‐between” status in which immigrants possess social security numbers and work permits but have no guarantee of eventual citizenship. Without opportunities to regularize their status, both undocumented and liminally legal young adults face increased vulnerabilities to poverty and social exclusion. Liminally legal youth, however, are in better positions than their undocumented peers during early adulthood because of state‐delimited rights associated with their legal status.     

Service user or service provider? How social work and human services students integrate dual identities

Students studying undergraduate social work and human services (SWHS) degrees may have used health and human service agencies, before and during their university education. Using services provides them with insights that are useful for professional practice. However, this article identifies that they experience a fear of shame and stigma revealing this during their studies. In examining interview data from 15 undergraduate SWHS students they recounted how they integrated their experience of being a service user into their professional development. It is argued that insider knowledge of services can provide them with valuable insights for practice. Students spoke about how positive experiences motivated them to study and provided models of effective practice, exemplifying its potential power to assist those in need. Negative experiences of service use can also be beneficial for learning what ‘not to do’. Although students found the experience of service use invaluable, they felt it was never acknowledged within the curriculum. Consequently, students interviewed in this study identified service users as ‘others’. They feared disclosing their own use of services due to perceived shame and stigma. Failing to provide opportunity for students to integrate their service user experience into their professional development creates a false dichotomy which does not acknowledge the intersection of these dual identities.     

Leaving the ‘perfect DREAMer’ behind? Narratives and mobilization in immigration reform

This paper focuses on the consequences of the narrative used to support immigration reform by some immigrant activists, and especially how this narrative may negatively impact potential allies. Policies and policy proposals such as the Development, Relief and Education for Alien Minors (DREAM) Act, and Deferred Action for Childhood Arrivals have been consistently championed using a specific narrative of undocumented youths which presents them as well-assimilated, driven, and US-educated. The paper is drawn from 60 in-depth interviews conducted with undocumented youths in 2013 in New York City and northern New Jersey. The paper builds on the literature relative to narratives in social movements, framing and policy-making. Findings indicate that recent campaigns continue to make extensive use of this narrative, even though it creates a divide within the undocumented community. This unintended consequence has recently led some activists to step away from the ‘perfect DREAMer’.     

Just the “Typical College Diet”: How College Students Use Life Stages to Account for Unhealthy Eating

I performed a qualitative content analysis of 136 college students' food diary reflection papers to examine the accounts used when explaining dietary failures. In addition to common justifications (denials of injury, appeals to higher loyalties, and condemning the condemners) and excuses (denials of responsibility and postponement), diarists referred to their status as a college student and the “typical college student lifestyle” as the major reason for eating an unhealthy diet. Exploring how students use life stages to neutralize stigma adds a new temporal and context‐focused dimension to studies of accounts and provides direction for potential health interventions.     

大学生时间管理倾向与社会适应能力的关系研究

为了探求大学生时问管理倾向与社会适应能力的关系，为提高大学生的社会适应能力提供一定的理论基础，采用青少年时间管理倾向量表和社会适应能力测试量表对重庆市大学生进行调查。结果显示时间管理倾向对大学生的社会适应能力有重要影响。