Dr. Sonja Ardoin

Sonja Ardoin, Ph.D. is a learner, educator, facilitator, and author. Proud of her hometown of Vidrine, Louisiana, her working class, Cajun roots, and her first-generation college student to PhD journey, Sonja holds degrees from LSU, Florida State, and NC State. She considers herself a scholar-practitioner of higher education; she served as a student affairs administrator for 10 years before shifting to the faculty in 2015. Sonja studies social class identity, college access and success for rural and first-generation college students, student and women's leadership, and career preparation and pathways in higher education and student affairs. She credits her love of reading to her grandmother, who always brought her to the local library as a child and challenged her to read the maximum number of books each week. You can learn more about Sonja's work at www.sonjaardoin.com.

Education

• Ph.D. in Educational Research and Policy Analysis (Higher Education), North Carolina State University
• M.S. in Higher Education and Student Affairs, Florida State University
• B.S. in Secondary Education, Louisiana State University

Courses

• HPC 5410 – Introduction to Student Affairs
• HPC 5820 – College Student Development Theories
• HPC 5821 – Social Justice & Inclusion
• HPC 6410 – Student Affairs Administration
• HPC 6900 – Internship (for student affairs administration)

Research Areas

• Social Class Identity in Higher Education
• College Access & Success for First Generation College Students and Students from Rural Areas
• Career Preparation & Pathways in Higher Education and Student Affairs
• Student and Women's Leadership

Select Refereed Publications

Books & Monographs

• Ardoin, S. & Guthrie, K. (Eds.). (in press). Leadership learning through the social class identity lens. New Directions for Student Leadership, 170.
• Martin, G. & Ardoin, S. (in press). Social class supports: Examples of programs and practices to serve poor & working class students in higher education. Sterling, VA: Stylus Publishing.
• Ardoin, S. & martinez, b. (2019). Straddling class in the academy: 26 stories of students, administrators, and faculty from poor and working class backgrounds and their compelling lessons for higher education policy and practice. Sterling, VA: Stylus Publishing.
• Ardoin, S. (2018). College aspirations and access in working-class, rural communities: The mixed signals, challenges, and new language first-generation students encounter. Lanham, MD: Lexington Books.
• Ardoin, S. & contributing writers. (2014). The strategic guide to shaping your student affairs career. Sterling, VA: Stylus Publishing.

Book Chapters

• Ardoin, S. & Koricich, A. (accepted). Spotty connections: Rural students and online learning amidst COVID-19. In J. O. Michel (Ed.), Teaching and supporting learning through turbulent times: Higher education amid the COVID-19 pandemic. Rutgers University Press.
• Ardoin, S., Garcia-Louis, C., & Means, D. (accepted). It doesn't go away with the degree(s): How being a first generation graduate influences faculty experiences. In M. B. Wallace (under contract), First generation professionals in higher education: Strategies for the world of work. NASPA.
• Ardoin, S. & Erb, M. (accepted). First generation graduate students: Reducing barriers with support mechanisms. In D. J. Nguyen & C. Yao (under contract), A handbook for supporting today's graduate students. Stylus Publishing.
• Ardoin, S. (in press). The nuances of first generation college students' social class identity. In R. Longwell-Grice & H. Longwell-Grice (under contract), The intersection of first generation college students and race, class, gender, sexual orientation, and ability status: An edited volume. NASPA.
• Ardoin, S. (in press). It's all a bunch of B.S.: How institutional jargon creates in-groups & out-groups in higher education, particularly for first generation college students. In R. Longwell-Grice & H. Longwell-Grice (under contract), The intersection of first generation college students and race, class, gender, sexual orientation, and ability status: An edited volume. NASPA.
• Guthrie, K., Ardoin, S., & Purita, R. (in press). A call to action: Expanding influence of social class in leadership development. In S. Ardoin & K. Guthrie (Eds.), New directions for student leadership, 170. Jossey-Bass.
• Ardoin, S. & Guthrie, K. (in press). Who we are impacts how we lead: Social class influence on leader identity, capacity, and efficacy. In S. Ardoin & K. Guthrie (Eds.), New directions for student leadership, 170. Jossey-Bass.
• Martin, G. & Ardoin, S. (in press). Afterword. In G. Martin & S. Ardoin (Eds.), Social class supports: Examples of Programs and Practices to Serve Poor & Working Class Students in Higher Education. Stylus Publishing.
• Martin, G. & Ardoin, S. (in press). Implications and conclusion. In G. Martin & S. Ardoin (Eds.), Social class supports: Examples of Programs and Practices to Serve Poor & Working Class Students in Higher Education. Stylus Publishing.
• Ardoin, S. & Martin, G. (in press). Introduction. In G. Martin & S. Ardoin (Eds.), Social class supports: Examples of Programs and Practices to Serve Poor & Working Class Students in Higher Education. Stylus Publishing.
• Ardoin, S. (2020). The classed construct of student affairs work. In M. Sallee (Ed.), Creating sustainable careers in student affairs: What ideal worker norms get wrong and how to make it right (pp. 218-238). Stylus Publishing.
• Ardoin, S. (2020). What if there is no "right" answer?: Preparing for the "grey areas" of ethical decision-making. In K. L. Guthrie, D. M. Jenkins, and Associates (Eds.), Transforming learning: Instructional and assessment strategies for leadership education (pp. 98-99). Information Age Publishing.
• Shelton, L. J. & Ardoin, S. (2020). Contingent faculty/adjuncts. In M. E. David & M. J. Amey (Eds.), The SAGE encyclopedia of higher education (5th ed.) (pp. 299-301). Sage.
• Ardoin, S. (2019). Acknowledging how poor and working class backgrounds can influence student engagement. In S. Harper, S. J. Quaye, & S. Pendakur (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (3rd ed.) (pp. 307-323). Routledge.
• Ardoin, S. (2019). The journey from #SAGrad to #SAPro. In D. Kniess, K. Walker, & T. Cawthon (Eds.), New directions for student services: Managing career transitions across the life span for the student affairs practitioner (pp. 19-28). Jossey-Bass.
• Ardoin, S. (2019). Social class influences on student learning. In P. Magolda, M. B. Baxter Magolda, & R. Carducci (Eds.), Contested issues in troubled times: Student affairs dialogues about equity, civility, and safety (pp. 203-214). Stylus Publishing.
• Ardoin, S., Clayton, A., Nguyen, D., & martinez, b. (2019). How first-generation college students live with social class differences on campus. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice & inclusion in higher education (pp. 105-107). Routledge.
• Ardoin, S. & martinez, b. (2018). No, I can't meet you for an $8 coffee: How class shows up in workspaces. In B. Reece, V. Tran, E. DeVore, & G. Porcaro (Eds.), Debunking the myth of job fit in student affairs (pp. 97-117). Stylus Publishing.
• Ardoin, S. (2018). Social class identity influences on leadership opportunities and practices. In K. L. Guthrie & V.S. Chunoo (Eds.), Changing the narrative: Socially just leadership education (pp. 59-76). Information Age Publishing.
• Ardoin, S. (2018). Helping poor and working class students create their own sense of belonging. In G. Martin & B. Elkins (Eds.), New directions for student services: Social class identity in student affairs (pp. 75-86). Jossey-Bass.
• Ardoin, S. (2017). Charting one's own theory of leadership. In J. Dugan, M.A. Torrez, N. Turman, A. Barnes, & Associates (Eds.), Leadership theory: A facilitator's guide for cultivating critical perspectives (p. 439-452). Jossey-Bass.

Journal Articles

• McNamee, T., Ganss, K. M., Willis, J., Ardoin, S., & Sanson, V. A. (under review). Consider rural higher education students during COVID-19 and beyond.
• Locke, L., Stier, M., & Ardoin, S. (under review). "It was like gliding through": Early college and college transition experiences of women from underrepresented and marginalized groups.
• Locke, L., Broadhurst, C., Ardoin, S., & Johnson, J. (under review). "Leading from the middle": Exploring stories of women working for change in PK-12 Schools.
• Hallmark, T. & Ardoin, S. (revise and resubmit). Public narratives and postsecondary pursuits: An examination of gender, rurality, and college choice. Journal of Women and Gender in Higher Education.
• Crandall, R., Ardoin, S., & Shinn, J. (revise and resubmit). Senior student affairs officers' perspectives on the social justice focus in higher education and student affairs graduate programs. Journal of Student Affairs Research and Practice.
• Ardoin, S., Crandall, R., & Shinn, S. (2019). Senior student affairs officers' perspectives on professional preparation in higher education and student affairs graduate programs. Journal of Student Affairs Research and Practice.
• Ardoin, S., Broadhurst, C., Locke, L., & Johnson, J. (2019). Peacemakers and rabble rousers: Women leaders as activists in higher education. Journal of Women and Gender in Higher Education, 12(1), 35-53.
• Ardoin, S. (2017). Priced out: Considerations for increasing low-income students' ability to engage on campus and increase cultural and social capital. NASPA Knowledge Community Online National Conference Publication, 51-52. Retrieved from https://www.naspa.org/images/uploads/events/2017-naspa-final.pdf.

Select Refereed Presentations (2018-2020)

National

• Ardoin, S., Crandall, R., & Shinn, J. (2020). SSAO perspectives on the value early-career professionals add to student affairs organizations. ASHE Annual Conference.
• Ardoin, S., Nicolazzo, Z., & Bettencourt, G. (2020). Committing to action: White anti-racist group interactive symposium. ASHE Annual Conference.
• Ardoin, S. (2020). Nuances of first-generation college students' social class identity. NASPA Virtual Conferences on Student Success in Higher Education.
• Ardoin, S. & Erb, M. (2020). Who are #FirstGen graduate students & how should we support them? NASPA Conferences on Student Success in Higher Education, Baltimore, MD. (conference cancelled due to COVID-19)
• McNamee, T., Ardoin, S., Sansone, V., & Cooper, N. (2020). Combating anti-deficit mindsets: How organizational stakeholders can capitalize on rural student strengths in higher education. AERA Annual Conference, San Francisco, CA. (conference cancelled due to COVID-19)
• Ardoin, S. & martinez, b. (2020). Exploring social class stories & how social class influences our work. NASPA Annual Conference, Austin, TX. (conference cancelled due to COVID-19)
• Ardoin, S. & Erb, M. (2020). Who are #FirstGen graduate students & how should we support them? NASPA Annual Conference, Austin, TX. (conference cancelled due to COVID-19)
• Ardoin, S., Crandall, R., & Shinn, J. (2020). SSAO perspectives on the social justice focus in #SAGrad programs. NASPA Annual Conference, Austin, TX. (conference cancelled due to COVID-19)
• Nguyen, D., Ardoin, S., & McClure, K. (2020). There's a fee for that: How class and money influence student success. NASPA Annual Conference, Austin, TX. (conference cancelled due to COVID-19)
• Ardoin, S. & Marenco, G., Wright, K., & Mabry, N. (2020). Trailblazers: How #FirstGen graduates strategically shape their #SAPro careers. ACPA Annual Convention, Nashville, TN.
• Ardoin, S. & martinez, b. (2020). Exploring how social class stories influence our work. ACPA Annual Convention, Nashville, TN.
• McGuire, K., Ardoin, S., Garcia-Louis, C., Shalka, T., Parker, E. (2020). Positionalities, pedagogies, and practices: Bringing the self to scholarly work. ACPA Annual Convention, Nashville, TN.
• Stewart, D.L., Guido, F., Ardoin, S., & Johnson, R. (2020). Writing for practitioners and scholars: Books, book chapters, and blogs. ACPA Annual Convention, Nashville, TN.
• Boettcher, M.L., Ardoin, S., Foste, Z., Savarese, K., & Zilvinskis, J. (2020). ACPA foundation grant funded research. ACPA Annual Convention, Nashville, TN.
• Smith, R.A., Shelton, L.J., Ardoin, S., Garcia, C., Briscoe, K., Shea, H., Stewart, T.J., & Zenner, K. (2020). The scholarship of teaching and learning. ACPA Annual Convention, Nashville, TN.
• Ardoin, S. & Kirk, H. M. (2020). Rethinking recruitment: Recognizing and reducing classist barriers to membership. AFLV Central, Indianapolis, IN.
• Ardoin, S. & Leal, C. (2020). Enrollment trends, first-generation college students, and culturally-based Greek organizations: Connections and calls to action. AFLV Central, Indianapolis, IN.
• Hallmark, T. & Ardoin, S. (2019). The role of gender socialization practices on rural students' knowledge of and feelings toward the college-going process. ASHE national conference, Portland, OR.
• Hallmark, T., Ardoin, S., Means, D. R., Sansone, V. A., Shotton, H. J., & Youngbull, N. R. (2019). Rurality across race and ethnicity. ASHE national conference, Portland, OR.
• Crandall, R., Ardoin, S., & Shinn, J. (2019). The false binary of administrator vs. activist: SSAO perspectives on social justice in graduate preparation programs. ASHE National Conference, Portland, OR.
• McNamee, T., Sansone, V., Ardoin, S., Cooper, N. (2019). The strengths rural students bring to succeed in higher education. National Rural Education Association Convention and Research Symposium, Louisville, KY.
• Rice, A. & Ardoin, S. (2019). First step to first-gen success: Know your students. NASPA First Generation Student Success Conference, Orlando, FL.
• Ardoin, S., Brown-Henderson, L. A., Collins, K., Guardia, J., & Pina, J. (2019). #SAPro to published: Finding the outlets, time, and first steps to publication as a scholar-practitioner, without having to be on the faculty-track. NASPA National Conference, Los Angeles, CA.
• Ardoin, S., Crandall, R., & Shinn, J. (2019). SSAO perspectives on professional preparation programs: Successes, shortfalls, & an opportunity for self-assessment. NASPA National Conference, Los Angeles, CA.
• Ardoin, S., Shelton, L. J., Covarrubias, A., & Davis, T. J. (2019). The Hype vs. The Realities of Non-Tenure Track Faculty Experiences in Higher Education and Student Affairs. NASPA National Conference, Los Angeles, CA.
• Nguyen, D., Ardoin, S., & Lee-Anderson, B. (2019). Understandings of class and classism among student affairs professionals. NASPA National Conference, Los Angeles, CA.
• Rice, A. & Ardoin, S. (2019). First step to first-gen success: Know your students. NASPA National Conference, Los Angeles, CA.
• Crandall, R., Ardoin, S., & Shinn, J. (2019). SSAOs on professional preparation programs: Insights for equipping early-career professionals. ACPA National Convention, Boston, MA.
• Ardoin, S. & martinez, b. (2019). Straddling class in the academy: Stories & implications for practice. ACPA National Convention, Boston, MA.
• Ardoin, S., Shelton, L. J., & Porter, C. (2019). Non-tenure track faculty experiences: The hype vs. the realities. ACPA National Convention, Boston, MA.
• Ardoin, S. (2019). Social class in the fraternal experience: Recognizing & reducing barriers for access and belonging. AFLV Central, Indianapolis, IN.
• Ardoin, S., Crandall, R., & Shinn, J. (2018). Senior student affairs officers perspectives on professional preparation in higher education and student affairs. ASHE National Conference, Tampa, FL.
• Ardoin, S. (2018). What a bunch of B.S.: How institutional jargon creates in-groups & out-groups in higher education, particularly for first generation college students. NASPA Closing the Achievement Gap Conference, Columbus, OH.
• Ardoin, S. (2018). Institutional strategies to summon poor and working class students' sense of belonging. NASPA Closing the Achievement Gap Conference, Columbus, OH.
• Ardoin, S. (2018). What a bunch of B.S.: How institutional jargon creates in-groups & out-groups in higher education, particularly for first generation college students. NASPA National Conference, Philadelphia, PA.
• Ardoin, S. & Nguyen, D. (2018). It's NOT all about the Benjamins: Defining social class identity on campus and in research. NASPA National Conference, Philadelphia, PA.
• Waugaman, C., Ardoin, S., Shelton, L.J., Hernandez, S., & Perry, A. (2018). Successfully starting your faculty career in the academy: Resources and insights from NASPA's emerging faculty leader academy second cohort. NASPA National Conference, Philadelphia, PA.
• Radimer, S., Ardoin, S., Davis, J., Anderson, A., & Lawhead, J. (2018). A doctorate in higher education: Demystifying the pathways and navigating the obstacles to advancing your career. NASPA National Conference, Philadelphia, PA.
• Benjamin, M., Kniess, D., Boettcher, M., Ardoin, S., Marine, S., Beatty, C. (2018). So you have a terminal degree, now what? Part 2: Faculty options. NASPA Undergraduate Pre-Conference, Philadelphia, PA.
• Ardoin, S. (2018). The importance of viewing ourselves as scholar-practitioners. NASPA Undergraduate Pre-Conference, Philadelphia, PA.
• Ardoin, S. (2018). Strategies to shape your student affairs career. NASPA Undergraduate Pre-Conference, Philadelphia, PA.
• Martin, G., Elkins, B., Ardoin, S., Trolian, T., et al. (2018). Exploring social class as identity. ACPA Annual Convention, Houston, TX.

Regional

• Svoboda, T. & Ardoin, S. (2019). Straddling class: Honoring our roots as we grow in this field. NASPA IV-East Conference, Des Moines, IA.
• Ardoin, S. (2019). Acknowledging how poor and working class backgrounds can influence student engagement. NACA Mid-America Conference, Covington, KY.
• Ardoin, S. (2019). Continued conversation on the keynote. NASPA West Virginia (WVASPA) State Conference, Davis, WV.
• Ardoin, S. & McReynolds, D. (2019). Never say never: Strategies for using both intentionality & spontaneity to shape your career path. University of North Carolina Greensboro Careers in Student Affairs Conference, Greensboro, NC.
• Ardoin, S. (2019). Straddling class in the academy. Old Dominion University Social Mobility Symposium, Norfolk, VA.
• Ardoin, S. (2018). The importance of viewing ourselves as scholar-practitioners. SACSA Conference, Myrtle Beach, SC.
• Ardoin, S. (2018). Exploring your personal social class story & its impact on your work. SACSA Conference, Myrtle Beach, SC.
• Ardoin, S. (2018). Things we don't [often] learn in grad school: Supervision styles, stages, & strategies. SACSA Conference, Myrtle Beach, SC.
• Ardoin, S. (2018). The importance of viewing ourselves as scholar-practitioners. Memphis in May Student Affairs Conference, Memphis, TN.

Grants

• Appalachian State University Reich College of Education Summer Scholarship Support Grant ($1000): 2020
• ACPA Commission for Admissions, Orientation, and the First Year Experience & The National Resource Center for the First-Year Experience and Students in Transition Research Grant ($750): 2020
• Appalachian State University Diversity, Equity, & Inclusion Research Grant ($2500): 2019
• National Orientation Directors Association (NODA) Catalyst Grant ($1000): 2019
• ACPA Emerging Scholars Award ($3000): 2019
• ACPA Foundation Grant ($1000): 2019
• ACPA Commission for Professional Preparation Faculty Research Grant ($1500): 2018

 Professional Engagement

• NASPA: Region III Board, Faculty Council Representative; Faculty Council, National Doctoral Seminar Co-Chair; Center for First-Generation Student Success Advocacy Group; Journal of First-generation Student Success Editorial Board
• ACPA: Emerging Scholars 2019-2021; Journal of College Student Development Reviewer
• ASHE: Review of Higher Education Journal Reviewer
• SACSA: College Student Affairs Journal Editorial Board
• Association of Fraternal Leadership and Values: Board of Directors
• LeaderShape: Co-Lead Facilitator

Awards/Recognition

• ACPA Emerging Scholars-Designee (1 of 5 selected internationally), 2019-2021
• NASPA Socioeconomic and Class Issues in Higher Education Knowledge Community Outstanding Service to NASPA Award: 2019
• The Chronicle of Higher Education Bookshelf Feature: 2018
• Kansas State University Chester E. Peters Lecture Series Speaker: 2018
• BU School of Education Excellence in Graduate Student Advising Award: 2017
• NASPA Emerging Faculty Leader Academy (1 of 7 selected nationally): 2017-2018
• The Chronicle of Higher Education Profile Feature: 2016
• ASHE Council for the Advancement of Higher Education Programs (CAHEP) Early Career Faculty Workshop (1 of 35 selected internationally): 2016
• UNCW Center for Teaching Excellence Discere Aude Mentoring Students Award: 2014

Hobbies & Interests

• Traveling (currently trying to visit as many U.S. National Parks as possible!)
• Reading
• Watching and Playing Sports
• Dancing / Live Music
• Laughing
• Spending Time with Loved Ones

Title: Assistant Professor
Department: Human Development and Psychological Counseling, Student Affairs Administration Program

Email address: Email me

Phone: (828) 262-8375

Office address
337B College of Education
Boone, NC 28608-2037

Attachments

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