The limited literature on sexual assault and unwanted sexual contact indicates that students with... more The limited literature on sexual assault and unwanted sexual contact indicates that students with disabilities, and specifically students with Autism Spectrum Disorder (ASD), are an at risk population. This study uses data from a multi-institution climate assessment to examine the prevalence of unwanted sexual contact. Findings indicate that students with non-ASD disabilities and students with ASD were twice as likely to report unwanted sexual contact, than their non-disabled peers were. Women students with ASD are particularly at risk. Implications for postsecondary institutions, recommendations for student affairs professionals, and areas for future research are discussed.
As higher education institutions make intentional steps to include underrepresented
groups and en... more As higher education institutions make intentional steps to include underrepresented groups and ensure their success in school, it is particularly important to understand their epistemological, intrapersonal, and interpersonal development as a key factor of supporting their academic and developmental needs. Institutions of higher education are challenged to prepare graduates for engaged citizenship in an increasingly multifaceted world that requires college graduates to demonstrate higher-level order epistemological abilities to successfully navigate in the 21st century. This qualitative study investigates self-authorship theory through the perceptions and experiences of first-generation undergraduate students, contextualizes periods of cognitive dissonance, examines contextual and environmental factors related to development, and frames these experiences as catalysts that promote self-authoring behaviors. This study captures the unique stories of 14 first-generation undergraduates at a public 4-year comprehensive liberal arts institution on the West Coast of the United States. Future research and practical application strategies to promote self-authorship are provided for higher education professionals to intentionally design supportive learning environments in an effort to better serve the developmental needs of first-generation undergraduates.
... You have a bright future ahead of you. I can't wait to see the day when you go to co... more ... You have a bright future ahead of you. I can't wait to see the day when you go to college. I am indebted to all of my friends from Avenida Simi (Cindy and Gina), Chaminade (Caroline, Jenny, Marc, and Angela), University of California at Santa Cruz (Naomi, ...
... Not only do African Americans, Hispanics, and Native Americans have lower graduation rates th... more ... Not only do African Americans, Hispanics, and Native Americans have lower graduation rates than whites and Asian Americans, they also experience inequalities in just about every indicator of academic success--from earned grade point average to placement on the dean's list ...
The limited literature on sexual assault and unwanted sexual contact indicates that students with... more The limited literature on sexual assault and unwanted sexual contact indicates that students with disabilities, and specifically students with Autism Spectrum Disorder (ASD), are an at risk population. This study uses data from a multi-institution climate assessment to examine the prevalence of unwanted sexual contact. Findings indicate that students with non-ASD disabilities and students with ASD were twice as likely to report unwanted sexual contact, than their non-disabled peers were. Women students with ASD are particularly at risk. Implications for postsecondary institutions, recommendations for student affairs professionals, and areas for future research are discussed.
As higher education institutions make intentional steps to include underrepresented
groups and en... more As higher education institutions make intentional steps to include underrepresented groups and ensure their success in school, it is particularly important to understand their epistemological, intrapersonal, and interpersonal development as a key factor of supporting their academic and developmental needs. Institutions of higher education are challenged to prepare graduates for engaged citizenship in an increasingly multifaceted world that requires college graduates to demonstrate higher-level order epistemological abilities to successfully navigate in the 21st century. This qualitative study investigates self-authorship theory through the perceptions and experiences of first-generation undergraduate students, contextualizes periods of cognitive dissonance, examines contextual and environmental factors related to development, and frames these experiences as catalysts that promote self-authoring behaviors. This study captures the unique stories of 14 first-generation undergraduates at a public 4-year comprehensive liberal arts institution on the West Coast of the United States. Future research and practical application strategies to promote self-authorship are provided for higher education professionals to intentionally design supportive learning environments in an effort to better serve the developmental needs of first-generation undergraduates.
... You have a bright future ahead of you. I can't wait to see the day when you go to co... more ... You have a bright future ahead of you. I can't wait to see the day when you go to college. I am indebted to all of my friends from Avenida Simi (Cindy and Gina), Chaminade (Caroline, Jenny, Marc, and Angela), University of California at Santa Cruz (Naomi, ...
... Not only do African Americans, Hispanics, and Native Americans have lower graduation rates th... more ... Not only do African Americans, Hispanics, and Native Americans have lower graduation rates than whites and Asian Americans, they also experience inequalities in just about every indicator of academic success--from earned grade point average to placement on the dean's list ...
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Papers by Edlyn Pena
groups and ensure their success in school, it is particularly important to understand their
epistemological, intrapersonal, and interpersonal development as a key factor of supporting
their academic and developmental needs. Institutions of higher education are
challenged to prepare graduates for engaged citizenship in an increasingly multifaceted
world that requires college graduates to demonstrate higher-level order epistemological
abilities to successfully navigate in the 21st century. This qualitative study investigates
self-authorship theory through the perceptions and experiences of first-generation
undergraduate students, contextualizes periods of cognitive dissonance, examines contextual
and environmental factors related to development, and frames these experiences
as catalysts that promote self-authoring behaviors. This study captures the unique
stories of 14 first-generation undergraduates at a public 4-year comprehensive liberal
arts institution on the West Coast of the United States. Future research and practical
application strategies to promote self-authorship are provided for higher education
professionals to intentionally design supportive learning environments in an effort to
better serve the developmental needs of first-generation undergraduates.
groups and ensure their success in school, it is particularly important to understand their
epistemological, intrapersonal, and interpersonal development as a key factor of supporting
their academic and developmental needs. Institutions of higher education are
challenged to prepare graduates for engaged citizenship in an increasingly multifaceted
world that requires college graduates to demonstrate higher-level order epistemological
abilities to successfully navigate in the 21st century. This qualitative study investigates
self-authorship theory through the perceptions and experiences of first-generation
undergraduate students, contextualizes periods of cognitive dissonance, examines contextual
and environmental factors related to development, and frames these experiences
as catalysts that promote self-authoring behaviors. This study captures the unique
stories of 14 first-generation undergraduates at a public 4-year comprehensive liberal
arts institution on the West Coast of the United States. Future research and practical
application strategies to promote self-authorship are provided for higher education
professionals to intentionally design supportive learning environments in an effort to
better serve the developmental needs of first-generation undergraduates.