Spirituality Research Studies in Higher Education

Terence Hicks is the dean of the Clemmer College of Education at East Tennessee State University. He is an accomplished author/editor and an award winning university dean. He is a noteworthy scholar who has conducted important research analysis on self-efficacy, STEM research, health and educational disparities, college retention, high school to college transition, and spirituality/psychological well-being of college students. Terence Hicks holds a bachelor and a master degree from Virginia State University. He has earned two doctorate degrees, a doctorate in education degree from Wilmington University, Delaware and a Ph.D. from North Carolina State University.

Terence Hicks and his colleagues' contribution to this important volume, Spirituality Research Studies in Higher Education, address a topic rarely considered in higher education discussions or research. We find ourselves in this the current state despite the importance of spirituality to so many. The significance of this volume is the contention regarding the critical role that spirituality can play in individuals' pursuits in higher education. Significant too is the attention given to the importance or role of spirituality among individuals in higher education from underrepresented groups. What is particularly noteworthy is that this volume brings to light the importance of spirituality's connection to the intellect and identity. Moreover, Spirituality Research Studies in Higher Education is compelling in that it can encourage a new focus in higher education research and discussions with spirituality at the center.

• TablesForeword by Donald Mitchell, Jr.AcknowledgmentsIntroduction by Terence Hicks Section One Chapter One—Finding Meaning and Purpose in Loss: Insights into Spiritual Aspects of the Grieving Process of College Students (Tiffani A. Riggers-Piehl, Ph.D., Baylor University)Chapter Two—The Relationship between Spirituality and Sexual Identity Among Lesbian and Gay Undergraduate Students: A Qualitative Analysis (Danielle Johnson, Ph.D., SUNY Buffalo)Chapter Three—A Profile of Choice/Responsibleness and Goal-Seeking Attitudes among First-Generation and Non-First-Generation College Students (Terence Hicks, Ph.D., Ed.D., East Tennessee State University and Dixie Dennis, Ph.D., Austin Peay State University)Chapter Four—Spiritually Driven Strategies Employed by First-Generation College Aspirants of Color to Resist Stereotype Threat and Discrimination (Pamela A. Larde, Ph.D., Mercer University and Daurette L. Joseph, M.S., Georgia Institute of Technology)Section TwoChapter Five—African American Males’ College Preparedness: The Role of Spirituality in Home-based Education (Jasmine D. Williams, M.B.A, Prairie View A&M University)Chapter Six—African American College Women’s Reactions: A Group Program Providing Counseling and Spiritual Support (LaShonda B. Fuller, Ph.D., Chicago State University, Shatee Hall-Sally, B.A., Chicago State University, Tiera Clay, B.S., Bowling Green State University, and Patricia Reeves, Ed.D., Western Michigan University)Chapter Seven—Internalization of the African Gods and Academic Achievement Perceptions (Hassiem Kambui, Ph.D., Florida Agricultural & Mechanical University)IndexEditorContributors