Hunt, I. (2005). The success of diversity: Self-understanding and humility. Independent School, 64(2), 14.

An African-American college student suggests how schools can address student self-segregation and encourage students to connect with each other and benefit from diversity efforts. His suggestion relates to achieving diversity by teaching humility and self-understanding to students.

Lee. H. (2005). Understanding and assessing preservice teachers' reflective thinking. Teaching and Teacher Education, 21(6), 699-715.

This study reviews the criteria for assessing reflective thinking, and investigates how the process of reflective thinking develops in preservice teachers. Reflections of preservice teachers are assessed from two perspectives: content and depth. The findings include variations in the content, and that the pace at which reflective thinking deepens depends on personal background, field experience contexts, and the mode of communication. The study includes insights into how to measure the quality of reflective thinking and how to enhance reflective thinking and cultivate reflective practitioners, including the kinds of experiences that could be incorporated in a teacher education program.

Gohn, L., Swartz, J., & Donnelly, S. (2001). A case study of second year student persistence. College Student Retention Research, Theory & Practice, 2(4), 271-311.

Most colleges/universities emphasize retention efforts during the first year. However, most campuses lose as many students through attrition from the second year to graduation as are lost from first to second year. Researchers at a major university in the mid-south studied second year students using a qualitative approach. A Conceptual Diagram of Issues, developed from the literature, guided the data collection and analysis. These included: Emotional and Personal Support; Commitment and Aspiration; Academic; and Financial. Eleven second-year students, representing various characteristics of the student population were interviewed. Major factors relating to attrition or persistence for the second year students included: 1) adjustment to stress, 2) grade satisfaction, 3) time management, 4) financial management, and 5) stabilization of career choice.

Leonard, S., Terenzini, P.T., Pascarella, E.T., & Nora, A. (1995). Influences on college students' orientations toward learning for self-understanding. Journal of College Student Development, 36(1), 5-18.

This study examined the relative importance of three variables on changes in students' orientations toward learning for self-knowledge. Academic and out-of-class experiences influenced students' learning orientation and also exerted a modest joint effect. Implications for theoretical models of student learning, for future research, and for administrative practices are discussed.