Profile for Adele Lozano

Adele Lozano, Student Affairs Administration, authored the article "Book Review: Rethinking College Student Development Theory Using Critical Frameworks" in Journal of College Student Development, 63(2), pp. 234-237 published on June 15 by Johns Hopkins University Press.

Submitted on: Oct. 18, 2022

Adele Lozano, Student Affairs Administration, received the award for 2021 NASPA Region IV-East Research and Practice Grant from NASPA (National Association of Student Personnel Administrators) Region IV-East. Lozano's research examines the ethnic identity development of self-identified Latinx students who do not speak Spanish. Given that this is a growing population in the U.S., she is interested in how they make meaning of their ethnic identity, how they navigate assumptions made about their ethnicity, and how higher education professionals can gain a deeper understanding of the complex diversity within Latinx student populations.

Submitted on: Sept. 27, 2021

Adele Lozano, Student Affairs Administration; Cristobal Salinas Jr., Florida Atlantic University and Roberto C. Orozco, Rutgers University-New Brunswick; co-authored the article "Constructing Meaning of the term "Latinx": A Trioethnography through Pláticas " in the International Journal of Qualitative Studies in Education published on Friday, June 4 by Routledge - Taylor & Francis group. For this study, the authors engaged in a series of conversations or pláticas to critically examine their understanding and use of the term Latinx. Using ‘trioethnography’ as methodology, the authors’ critical dialogic discussions surfaced new and transformative understandings of the term Latinx. Two questions guided this study: (1) How do we choose to take up the term Latinx in our personal and professional lives? (2) What new understandings and implications of the term occur through our pláticas? The authors identified three themes regarding their use and understanding of Latinx: (1) the institutionalization of the term Latinx with a focus on inclusivity versus performativity; (2) the development of critical consciousness and liminality around the term; and (3) epistemological, theoretical, and practical shifts in understanding of the term.

Submitted on: June 4, 2021

Adele Lozano and Jörg Vianden, both Student Affairs Administration and Paige (Kieler) Hendricks, University of Wisconsin-Madison, co-authored the article "No, Teach Yourself!": College Women's Expectations for White Men's Awareness of Privilege and Oppression" in the Journal Committed to Social Change on Race and Ethnicity published on June 1 by JCSCORE , Southwest Center for Human Relations Studies, University of Oklahoma Outreach. The purpose of this qualitative study is to center and raise the experiences of women students, and to communicate to men who are students, faculty, and administrators what women students expect from them in terms of privilege and oppression awareness. Findings indicate that women students felt criticized, judged, and underestimated by men, and expected men to self-educate to become aware of and interrogate their own privileges. The authors provide recommendations for higher education teaching and learning, focusing on attitudes and behaviors of White men in the academy.

Submitted on: June 4, 2021

Adele Lozano and Tori Svoboda, both Student Affairs Administration, co-authored the chapter "Critical Social Class and Leadership Practices" in New Directions for Student Leadership: Leadership Learning Through the Lens of Social Class published on April 19 by Wiley. The chapter provides a brief overview of critical perspectives on social class and leadership and describes a culturally sustaining and class-conscious leadership approach. Case scenarios illustrate using the approach for reflective practice.

Submitted on: April 21, 2021