THE ESSENTIAL STUDENT DEVELOPMENT REFERENCE, UPDATED WITH CUTTING-EDGE THEORY AND PRACTICE Student Development in College is the go-to resource for student affairs, and is considered a key reference for those most committed to conscious and intentional student affairs practice. This third edition includes new chapters on social class, disability, and emerging identity theories, with expanded coverage of faith and gender identity. A new framework provides guidance for facilitating dialogues about theory, teaching theory, and the importance of educators as consumers of theory. Discussion questions conclude each chapter and vignettes are woven throughout to provide practical context for theory. Learning activities in the appendix promote comprehension and application of theory. Get updated on the latest in student development theory and application Consider both the psychosocial and cognitive aspects of identity Learn strategies for difficult dialogues, and the importance of reflection Adopt an integrated, holistic approach to complex student development issues Student Development in College is the ideal resource for today's multifaceted student affairs role. "With five new or expanded chapters and critical updates throughout the text, this third edition expertly presents the complex, multifaceted, and continually evolving nature of the theories that inform scholars and professionals in their research and practice with college students. These authors, consummately aware of the needs of emerging and continuing student affairs professionals, have crafted a text that will be both eminently practical and intellectually engaging for graduate students, professionals, and faculty alike." —Dafina-Lazarus Stewart, associate professor, higher education and student affairs, Bowling Green State University "This third edition of Student Development in College beautifully presents the theoretical terrain of student development by honoring the foundational theories upon which the field was developed and foregrounding newer theories with brand new content and fresh perspectives. The result is a text that is comprehensive, sophisticated, and accessible—and one that is attuned to the contemporary realities of the complexities of student development." —Susan R. Jones, professor, higher education and student affairs, The Ohio State University

"Today's college students are an extremely diverse group of people. Many subpopulations can be identified within this larger group. Understanding College Student Subpopulations: A Guide for Student Affairs Professionals looks at who college students are, how they have changed, and how they will be different in the future. It analyzes the unique qualities of various subpopulations found on college and university campuses nationwide, and examines how these factors affect student success"--P. 4 cover.

The majority of research in developmental sport psychology has targeted the youth and adolescent age groups (aged five to 18) and has tended to avoid athletes in organized and highly competitive environment such as major college athletics. The transition from high school to college brings many challenges. Academically and socially, students encounter increased course rigor, decreased in-class time, and adjustment to new social groups. Additionally, student-athletes encounter scrutiny from the public, extensive time commitments, changing social dynamics, and physical and mental demands as they combine athletic and academic pursuits. This on-going study explores student-athletes' perspectives of the developmental transition from youth sport to collegiate sport; specifically looking at the influential experiences that student-athletes believe to have experienced and the development and transfer of psychological skills, leadership skills, and life skills from one level to the next in light of these experiences. An interpretivist, narrative approach was used to understand experiences and perceptions of student-athletes who recently completed their first year in college. Thirteen student-athletes participated in interviews that involved pictorializing a developmental timeline and responding to questions from a semi-structured interview guide. Narrative thematic analysis revealed categories, themes, and sub-themes across student-athletes from various sports. This study suggests that individuals that transition from youth sport to college sport are becoming culturally constructed "emerging-adult student-athletes", are prone to unique forms of environmental adversity due to their status as a student-athlete and are consistently faced with rapidly changing social dynamics. In light of this, student-athletes believed to have developed and/or strengthened important psychological and life skills due to their unique transition from youth sport to college sport. This study provides evidence that student-athletes emerging into adulthood within an athletic context experience especially challenging circumstance. Furthermore, most influential developmental transitions involved adversity. Additionally, student-athletes sought external resources and support in addition to implicitly developing psychological and life skills. The findings of this study will be able to provide insight to produce educational resources that can cultivate a smoother transition in to collegiate sports for not only the student-athletes, but parents, coaches, and support staff as well.

We invite you to explore the 11(1) issue of the Journal of International Students, featuring authors and research focused on Brazil, Canada, China, Indonesia, Japan, Philippines, Turkey, and the United States. The cover art, designed by graduate student Tyler Miller-Gordon, shows hands collated and interconnected in an unwinding fashion, displaying a spectrum of skin color, a mix of light and shadow, and the word hope in 100+ languages to reflect solidarity with global social movements addressing systemic racism and socioeconomic inequalities.

Empirical research findings suggest that the college environment promotes intellectual advancement and occupational preparation, as well as the development of psychosocial strengths such as self-awareness, interpersonal skills, morality, and general health and well-being (Arnett, 2000; Pascarella & Terenzini, 2005). However, all students do not experience college in this same way, nor do they all reap the same benefits (King, 1994; Montgomery & Cote, 2003). For example, college student-athletes must manage the developmental challenges and stressors that all college students face, in addition to those imposed by the requirements and expectations of their athletic departments, coaches, teammates, and the NCAA. Although sport participation has the potential to promote the development of psychosocial skills (Potuto, 2007; Wright & Cote, 2003), evidence suggests that Division I intercollegiate athletic competition may interfere with students' adjustment to college (Downey, 2005), and with their transition out of college (Martens & Cox, 2000). Therefore, the purpose of this study was to examine differences in psychosocial development between varsity student-athletes (n = 235) and non-athlete students (n =154) enrolled at Division I universities; post-hoc, recreational student-athletes (n = 59) were included as a third comparison group. Male (n = 195) and female (n = 253) freshmen, sophomores, juniors, and seniors (N = 448) responded to measures of demographic information, psychosocial skills, athletic identity, parental and peer attachment, hyper-competitiveness, and depressive symptoms. MANOVA results indicated small to moderate, statistically significant differences in the reported-psychosocial skills of varsity student-athletes, recreational student-athletes, and nonathlete students (F (12, 864) = 13.50, p