Abstract
An analysis of the theoretical and empirical connections between state funding for public higher education as a share of the total state general fund budget and various political attributes (e.g., interest groups, political ideology, voter turnout) of the U.S. states is presented in this article. Based upon data covering all 50 states over 24 years, most of the included political attributes are found to have significant, theoretically predictable effects on the share of state funding public higher education receives. The inclusion of politics in the explanatory model results in a more robust and pragmatically useful model than those that ignore the politics of the appropriations process.

David A. Tandberg wrote this article as a PhD candidate in higher education and a MA candidate in political science at The Pennsylvania State University. Currently, Dr. Tandberg serves as a special assistant to the Deputy Secretary for Postsecondary and Higher Education at the Pennsylvania Department of Education. He can be reached at dtandberg@state.pa.us.

Abstract
The dual identities of 1.5 Generation immigrants have the potential to marginalize them from both their culture of origin and their new culture. Bicultural competence appears to buffer immigrants from acculturative stress and protect their self-esteem. Using the bicultural competence model proposed by LaFromboise, Coleman, and Gerton (1993), this study examined the experiences of 1.5 Generation Latino/a immigrant college students (n=8) to understand participants’ self-perceptions as bicultural individuals. Five dimensions of bicultural competence emerged: knowledge of cultural heritage, a positive attitude toward Latino and White American cultures, bicultural efficacy, communication ability in Spanish and English, and role repertoire. These findings are important in light of the large gap in college graduation rates between U.S.-born Americans (including U.S.-born Latino/as) and Latino/a immigrants.

Holly Holloway-Friesen is a PhD student in higher education and human development at Claremont Graduate University. She is an adjunct faculty member in the Department of Higher Education and Organizational Leadership at Azusa Pacific University (APU), and also serves as APU’s Associate Director of Career Services. She can be reached at hholloway@apu.edu.

Abstract
In this article, the author examines the U.S. Department of Education’s “A National Dialogue: The Secretary of Education’s Commission on the Future of Higher Education.” Discourse and political economy analyses of the Commission’s meeting transcripts, issue papers, final report, and the Congressional Committee hearings related to higher education reform reveal an orientation toward the utilization of postsecondary education to strengthen the nation’s workforce, economy, and global competitiveness. Borderless education, a phenomenon common in other countries, is explored as an alternative strategy. Finally, the author offers recommendations for future research and implications for practice in higher education.

Casey E. George-Jackson is a doctoral student in Educational Policy Studies at the University of Illinois at Urbana-Champaign. She can be reached at cgeo@uiuc.edu.

An earlier version of this article was presented at the 2006 annual meeting of the Association of the Study of Higher Education in Anaheim, CA. The author is grateful to the anonymous reviewers for their helpful suggestions and comments.

Abstract
This phenomenological study is focused on how selected African American college men attending a private Historically Black College or University (HBCU) and selected White college men attending a public Predominantly White Institution (PWI) view and define masculinity. Adopting a constructivist research paradigm, the authors use in-depth interviews and material cultures to investigate participants’ definitions of masculinity and the influences they identify as having helped shape these definitions. Interpretations of the results indicate three significant conclusions: (a) definitions of masculinity were in large part based on negative ideas; (b) the majority of influences on personal definitions of masculinity were described as having occurred prior to college, with college experiences serving to reinforce negative aspects of masculinity; and (c) awareness and insight into individual understandings of masculinity were significant, including a professed resistance to pressures regarding gender roles or negative masculinity.

Jerry L. Tatum co-wrote this article as an EdD candidate in the Higher Education Program at the College of William and Mary. Currently, Dr. Tatum serves as an adjunct instructor in the Old Dominion University School of Education. He is also a senior research advisor for a large multi-national consulting firm. Dr. Tatum can be reached at jtatum@odu.edu.

Ralph Charlton is a PhD candidate in the Higher Education Program at the College of William and Mary. He serves as program coordinator and assistant professor in sport management at Hampton University. He can be reached at ralph.charlton@hamptonu.edu.

This essay is a reflection on the nature of scholarly collaboration and the important role a collaborative partnership has played in the careers of two esteemed higher education scholars. We invited Drs. Terenzini and Pascarella to co-author an essay sharing personal insights and advice regarding the research process. We asked that they focus on important lessons learned over the course of their careers as individual researchers and as collaborators. While we believe this essay will be particularly valuable to graduate students and early-career scholars, we suspect even the most distinguished scholars will appreciate the light-hearted yet frank discussion of scientific inquiry and professional collaboration.

– The Editors

Patrick T. Terenzini is Distinguished Professor of Education and Senior Scientist in the Center for the Study of Higher Education at the Pennsylvania State University.

Ernest T. Pascarella is Mary Louise Petersen Professor of Higher Education at the University of Iowa.