Filipino Americans are one of the largest immigrant groups in the United States and the second largest Asian American/Pacific Islander ethnic group. However, there is little research focusing on the unique experiences of this group, particularly in higher education. This paper presents a qualitative exploration of the experiences of Filipino American graduate students utilizing consensual qualitative research methodology. Results were categorized into domains and themes, with an example of a domain being "deficiencies and lack of resources" and an example of a theme being "Filipino Americans as different from Asian Americans." Implications for higher education administrators and researchers are discussed.

Existing research points toward dissonance as the primary catalyst in self-authorship development. This study investigated the cultural relevance of current conceptions of dissonance's role in self-authorship development. A total of 166 participants of color were recruited from three large public research universities from different regions in the United States. The results of our qualitative study suggest two kinds of dissonance lead to self-authorship development: Identity dissonance and relationship dissonance, and that type of dissonance experienced impacts developmental pathways. The implications of our results suggest that there is a need to further specify the current understandings of the catalysts and processes involved in self-authorship development.

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Despite the widely documented benefits associated with racial diversity in higher education, less is known about why and how race matters. A potential answer may be found in how students conceptualize race. This qualitative study explores students’ underlying racial conceptions, which have been shown to influence various attitudes and behaviors. Semistructured interviews with 18 undergraduates at one racially diverse campus reveal four distinct racial conceptions that are related to the line of inquiry in which race is evoked and influenced by campus contexts. The findings suggest a potential model of campus racial conceptualization with implications for student affairs research and practice.