STRADDLING THE LINE - VPSA PERSPECTIVES ON PRIORITIZING SUCCESS FOR STUDENTS OF COLOR

Oct 15, 2026

Vice Presidents of Student Affairs (VPSAs) operate in a race-conscious context that tests their responsibility to advance the student affairs profession’s commitments to social justice and inclusion. Based on a critical qualitative case study with 10 VPSAs across diverse institutions in the U.S. Southeast, the study examines how VPSAs navigate competing demands. Findings show the tension between prioritizing success for students of color and serving institutions with historically exclusionary practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Literature Review

STRADDLING THE LINE: VPSA PERSPECTIVESON PRIORITIZING SUCCESS FOR STUDENTS OF COLOR Jemilia S. Davis UNC Chapel Hill Abstract Vice Presidents of Student Affairs (VPSAs) lead in a context nuanced around race that conflicts with their duty to enact the student affairs profession’s espoused values of social justice and inclusion. This paper summarizes findings from a critical qualitative case study conducted with 10 VPSAs from a diverse group of institutions located in the southeastern region of the U.S. The findings reveal how VPSAs straddle the line between prioritizing student success for students of color and serving their historically exclusive institutions. Keywords: leadership; race; student affairs; student success Please direct inquires about this manuscript to: Jemilia Davis, [jemilia_davis@unc.edu](jemilia_davis@unc.edu) College Student Affairs Journal, Volume 40(2), pp. 27-39 ISSN 2381-2338 Copyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved. 28 College Student Affairs Journal Vol. 40, No. 2, 2022 I nequity is the thread that weaves our past and present together tightly enough to persist beyond the demands of change. People are at the helm of decisions that sustain or dismantle this fabric. During difficult times, many wrestle between making decisions that sustain the comfort of the flawed familiar or dismantle the norm to uplift historically underserved and overlooked populations. As a microcosm of society, higher education mimics these behaviors with educators who straddle the line between sustaining and dismantling racism within collegiate environments. In higher education, educators approach equity from varying levels of understanding, with critically conscious educators feverishly advocating for students in a paradoxical context (Agua & Pendakur, 2019; McNair et al., 2020) . Vice Presidents of Student Affairs (VPSAs) are uniquely positioned to lead their student affairs divisions ina professional setting in which excluding racially minoritized groups is commonplace while simultaneously representing a profession that values social justice and inclusion. The historical legacy of exclusion characterizes the experiences of those who participate in higher education, especially for individuals from Black, Hispanic/Latinx, Native American, and low-income backgrounds. Several reports and publications capture the slow progress towards equitable postsecondary outcomes for Students of Color (SoCs) (e.g., Espinosa et al., 2019; Jayakumar & Museus, 2012) . Slow progress upholdsa campus environment that is not conducive to inclusive excellence for SoCs (Ladson-Billings, 2006; McNair et al., 2020) . College administrators are stewards who ensure that collegiate environments support and promote equitable success, especially for students from racially marginalized groups (Agua & Pendakur, 2019; Kezar, 2012; McNair et al., 2020; Patton et al., 2007). VPSAs are of unique interest because of their primary responsibility to advocate for their increasingly diverse student body (Harper, 2019; Harper & Patton, 2007; Reason & Broido, 2017). This critical quali- tative case study explored 10 VPSAs’ perspectiveson prioritizing positive outcomes and experiences for SoCs on their campuses. Literature Review Higher education was founded on the laurels of offering narrow access that primarily excluded prospective students based on race, gender, and socioeconomic status (Wechsler, 2007) . It is well documented that the lingering culture of exclusion impacts the equity gap in achievement we observe today (Espinosa et al., 2019; Jayakumar & Museus, 2012; Ladson-Billings, 2006) . Celebrated policy measures over the years, like Brown v. Board of Education (1954), have promoted equal access to education; however, these attempts to improve equity, close achievement gaps, and pay education debts are not enough for more racially and gender-diverse student popula

FAQs

What is the central tension the paper examines for VPSAs?

The paper examines how VPSAs balance prioritizing student success for students of color while also serving institutions with historically exclusionary practices.

How was the study conducted and who participated?

The study used a critical qualitative case study with 10 VPSAs from diverse institutions in the U.S. Southeast.

Why are VPSAs considered uniquely positioned in this context?

VPSAs are senior leaders responsible for advocating for an increasingly diverse student body, in a professional setting where excluding racially minoritized groups can still be commonplace.

Oct 15, 2026

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