We reconceptualize Jones and McEwen's (2000) model of multiple dimensions of identity by incorporating meaning making, based on the results of Abes and Jones's (2004) study of lesbian college students. Narratives of three students who utilize different orders of Kegan's (1994) meaning making (formulaic, transitional, and foundational, as described by Baxter Magolda, 2001) illustrate how meaning-making capacity interacts with the influences of context on the perceptions and salience of students' multiple social identities. Implications for theory, research, and professional practice are discussed.

In this chapter, the use of theory and its role in understanding racial realities are addressed through a critical race theory lens. The chapter offers recommendations for creating and applying theoretical race perspectives in higher education and student affairs.

The purpose of this study was to consider factors that graduate students in master's degree programs in student affairs identify as influential to their decisions to enter the student affairs profession. A total of 300 master's students from 24 randomly selected graduate programs participated in the study. Relatively few differences were found between men and women or between traditional-age and older graduate students. Article: As higher education environments have become increasingly complex, there has been increased interest in attracting high quality students into graduate programs in student affairs (Komives & Kuh, 1988; Phelps Tobin, 1998). Further, as student bodies become increasingly diverse (El-Khawas, 2003), the student affairs profession has placed increasing importance on attracting a greater diversity of students to graduate preparation programs (Komives & Kuh; Phelps Tobin). Understanding what influences persons to enter the student affairs profession is important in recruiting high quality students to student affairs and in diversifying the profession. The decision to enter the field of student affairs is not well understood. Student affairs has been called a "hidden profession" (Richmond & Sherman, 1991, p. 8) because no undergraduate major leads directly to graduate study in student affairs and because so few individuals are aware of the field as a career possibility (Brown, 1987; Komives & Kuh, 1988; Young, 1985). According to Brown, "people enter student affairs careers by accident or by quirk, rather than by design" (p. 5). Evans (1983) observed that "master's students [in student affairs]. .. often have an unrealistic picture of the profession and only a vague idea of their reasons for pursuing a degree in student personnel" (p. 15).

The purpose of this quantitative, correlational, online study was to examine the relationships of racial identity and gender-role conflict to self-esteem of Asian American undergraduate men (N = 173). Instruments included the People of Color Racial Identity Attitude Scale, Gender-Role Conflict Scale, Rosenberg Self-Esteem Scale, and a demographic questionnaire. Random samples were drawn from two large public research institutions on the East and West coasts. The two samples were combined because there were no significant differences in self-esteem by location of institution. Through blocked, hierarchical multiple regression analysis, 36.8% of the variance in self-esteem (p < .001) was explained by gender-role conflict subscales and racial identity statuses. Three subscales were found to be significant (p<.05) predictors of self-esteem: Restrictive Emotionality, Dissonance, and Internalization. Implications were that mature racial identity development and critical analysis of traditional gender-roles were important for the development of self-esteem of Asian American undergraduate men.

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