Artificial Goods: Credentialism and Student Affairs Professional Development

Autor/inn/en	McCloud, Laila I.; Messmore, Niki
Titel	Artificial Goods: Credentialism and Student Affairs Professional Development
Quelle	In: Journal of College Student Development, 64 (2023) 2, S.246-249 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Student Personnel Workers; Teachers; Faculty Development; Credentials; College Faculty; Females; Blacks; Minority Group Teachers; Graduate Study; Social Justice; Student Personnel Services; Cooperation + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Studienbuch; Fakultät; Weibliches Geschlecht; Black person; Schwarzer; Aufbaustudium; Graduiertenstudium; Hauptstudium; Soziale Gerechtigkeit; Co-operation; Kooperation
Abstract	In recent years, opportunities for student affairs educators to pursue professional development have increased. These opportunities include pursuing additional degrees or learning experiences sponsored by professional associations. However, these opportunities come with physical and financial costs that need to be collectively assessed and evaluated by professionals and faculty compared to their effectiveness in enhancing student affairs practice and improving the quality of life for student affairs educators. Graduate preparation programs and professional associations have pushed practitioners and faculty to think about the role of credentialism in perpetuating whiteness, neoliberalism, and labor inequity. For this article, the authors argued that while credentials are deemed necessary or helpful for career advancement and social mobility, they perpetuate inequality in that individuals in senior-level positions operate as gatekeepers by controlling who has access based upon what Collins (2019) referred to as an "artificial good" (p. 243). Certificates become an artificial good as they are used to demonstrate that a student affairs professional has more education, not that they are more skilled or knowledgeable. They will explore these credentialing initiatives from their perspectives as a Black woman faculty member in a higher education and student affairs (HESA) graduate program and a White woman, mid-level student affairs professional. (ERIC).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01