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The Internationalization in Student Affairs in the United States from 1951 to 1996 Kathleen M

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The Internationalization in Student Affairs in the United States from 1951 to 1996 Kathleen M Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2015 The Internationalization in Student Affairs in the United States from 1951 to 1996 Kathleen M. Callahan Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION THE INTERNATIONALIZATION IN STUDENT AFFAIRS IN THE UNITED STATES FROM 1951 TO 1996 By KATHLEEN M. CALLAHAN A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2015 Kathleen M. Callahan defended this dissertation on July 10, 2015. The members of the supervisory committee were: Robert Schwartz Professor Directing Dissertation Kristine C. Harper University Representative Kathy Guthrie Committee Member Lara Perez-Felkner Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii ACKNOWLEDGMENTS I am grateful for the support and encouragement from my committee members: Drs. Bob Schwartz, Kathy Guthrie, Kris Harper, and Lara Perez-Felkner. Dr. Guthrie encouraged me to apply for the doctorate program the first time I met her, and I was won over by her commitment to her students, the program, and especially her work with the Undergraduate Leadership Certificate. She pulled me into teaching, advising, and exploring leadership at a deeper level, and I have her to credit for my next professional step into the leadership education field. Dr. Schwartz gave me my first job at Florida State and convinced me it was the place for me after running into him at a historical committee meeting at NASPA. Schwartz's commitment to history pushed me to find my true niche within higher education and the field of student affairs-- studying the legacies of those who have come before me in the field. Drs. Schwartz and Guthrie shaped my time at FSU and my path as a teacher, scholar, and lifelong learner. Since starting at FSU, I have had the honor and privilege of working with all of the higher education faculty and am appreciative of everything they have taught me professionally and personally through faculty meetings, one-on-one interactions, and simply observing their interactions with other faculty and students. I feel better prepared to succeed in academia due to their influence. This dissertation would not have been possible without the vast network within student affairs and specifically my NASPA family. My oral history participants were beyond helpful, and hearing their stories made me thankful to be a part of student affairs and to be in the same field as these amazing individuals. Thank you to: Roger Ludeman, Denny Roberts, Susan Komives, Ken Osfield, Liz Nuss, Carmen Neuberger, Kevin Kruger, John Lowery, John Thelin, Mike Coomes, Lynn Gangone, Gail Hanson, Bill Bryan, Peggy Barr, Greg Roberts, Paul Oliaro, iii and Sherrill Ragans. A special thanks to Jon Dalton who helped to get my research off the ground by providing guidance on internationalization through multiple conversations. Additionally, without Ann Bowers and the Bowling Green State University archives staff, I would not have been able to find all of the exciting documents included in this research. Ann went above and beyond after her retirement to ensure my success in finding documents. Finally, to all of those student affairs professionals that have shaped the profession and were never able to truly tell their story; I thank them for making strides in the field when it wasn't popular; these individuals are the ones who have made this the field what it is today. My doctoral career would not have been possible without my friends and family. The support and encouragement from everyone over the past four years has been humbling. My parents have gone above and beyond to encourage and help me to meet my goals. My mom's love for the field of student affairs and my father's love for history helped drive me as I progressed through my dissertation. Additionally, my friends have pushed me to be a better person and academic, especially Sally Watkins and Vivechkanand Chunoo, who have served as my sounding board for the past two years. In the past year, two places in particular have gotten me through the day: CrossFit, BlackBox, and Lucky Goat Coffee. With my CrossFit family, I was able to achieve a healthy balance of writing and wellness. They encouraged me and made me a stronger person, both literally and figuratively. And finally, I wrote the majority of this dissertation at Lucky Goat Coffee in Tallahassee and over the months, everyone who worked there became my friend and some of my biggest supporters. I cannot thank them enough for all of the caffeine, tough love, and support they provided. iv TABLE OF CONTENTS ABSTRACT .....................................................................................................................................v 1. INTRODUCTION ......................................................................................................................1 2. HISTORICAL AND SOCIAL CONTEXT ..............................................................................11 3. METHODOLOGY ....................................................................................................................24 4. INTERNATIONALIZATION OF HIGHER EDUCATION ...................................................32 5. STUDENT AFFAIRS IN THE US AND INTERNATIONALIZATION ...............................43 6. CONCURRENT AND GRASSROOTS MOVEMENTS ........................................................64 7. PIONEERING PROFESSIONALS ..........................................................................................95 8. INTERNATIONALIZATION AT THE INSTUTIONAL LEVEL .......................................112 9. INTERNATIONALIZATION AT THE ASSOCIATION LEVEL .......................................126 10. THE TIPPING POINT ..........................................................................................................167 11. A NEW OUTLOOK: CONCLUSIONS AND IMPLICATIONS ........................................183 12. EPILOGUE ...........................................................................................................................192 APPENDIX ..................................................................................................................................198 A. ORAL HISTORY QUESTIONS ............................................................................................198 REFERENCES ............................................................................................................................202 BIOGRAPHICAL SKETCH .......................................................................................................214 v ABSTRACT After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services. The purpose of this research is to examine how student affairs responded to the internationalization in higher education during 1951 to 1996 in the United States (US). Documents and oral histories provided a narrative of how professionals, institutions, and professional associations, specifically the major student affairs associations, ACPA: College Student Educators International; NASPA: Student Affairs Administrators in Higher Education; and the National Association of Women Educators (NAWE), evolved over this 45 year time period. This research highlights the importance of concurrent and grassroots movements, professional experience, and institutional and associational influence that led to a "tipping point" in 1995 and 1996. Each of these main themes contributes to the larger story of the internationalization in student affairs in the US. Post 1996 student affairs has continued to internationalize as literature and collaborative relationships among professional associations worldwide highlight differences and similarities of student affairs and services across the globe. This research provides a horizontal history for the internationalization in student affairs in the US until 1996; however, it highlights a need for further research in the history of student affairs, student affairs and services around the world, and the current state of internationalization of student affairs and services. vi CHAPTER 1 INTRODUCTION In 1999, Jon Dalton edited a New Directions in Student Services monograph entitled Beyond Borders: How International Developments are Changing Student Affairs Practice. He and his colleagues wrote about a topic that seemed to have been uncharted before the late 1990s. Today, the term "internationalization" is used extensively in our institutions, professional associations, and in student affairs work. How did internationalization and the international dimension come to be such a significant topic over time? Why did it take until the mid-1990s to become a part of the student affairs literature? Philip Altbach (2004) notes that "From the beginning, universities represented global institutions - in that they functioned with a common language, Latin, and served an international clientele of students" (p. 4). He continues by saying that "Students have always traveled abroad to study, and scholars have always worked outside their home countries" (p. 5). The privileged and often wealthy students
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