Four Focus Areas

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

Publications & Forthcoming Pieces

Check out Sonja's 60+ scholarly contributions in the forms of books, monographs, book chapters, journal articles, and 40+ public scholarship/media articles below. She has also facilitated over 300 presentations and keynote addresses at national conferences, higher education institutions, and other professional gatherings. 

Refereed Books & Monographs (8)

Edited
  • García-Louis, C., Ardoin, S., Shalka, T., McGuire, K., & Parker, E. (Eds.). (2024). Creating space for ourselves as minoritized and marginalized faculty: Narratives that humanize the academy. Routledge. 
  • Hallmark, T., Ardoin, S., & Means, D. (Eds.). (2024). Race and rurality: Considerations for advancing higher education equity. Routledge.
  • ​Martin, G. L. & Ardoin, S. (Eds.) (2021). Social class supports: Programs and practices to serve and sustain poor & working class students in higher education. Stylus Publishing.​
  • Ardoin, S. & Guthrie, K. L. (Eds.). (2021). Lead​ership learning through the lens of social class. New Directions for Student Leadership, 169.
Authored
  • Ardoin, S. & contributing writers. (under contract). The strategic guide to shaping your student affairs career (2nd ed.). Routledge.
  • 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. 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. Lexington Books.
  • Ardoin, S. & contributing writers. (2014). The strategic guide to shaping your student affairs career. Stylus Publishing.

Refereed Book & Monograph Chapters (27)


Full Chapters
In Press
  • ​Koricich, A. & Ardoin, S. (2024). Spotty connections: Rural students and online learning amidst COVID-19. In J. O. Michel (Ed.), Higher education amid the COVID-19 pandemic: Supporting teaching and learning through turbulent times. Rutgers University Press.​​​​
Published
  • Ardoin, S., Ramos, D., & Wallace, J. (2024). Defying dual alienation: Letters on liminality from faculty who identify as first-generation college graduates from poor and working-class backgrounds. In C. García-Louis, S. Ardoin, T. Shalka, K. McGuire, & E. Parker (Eds.), Creating space for ourselves as minoritized and marginalized faculty: Narratives that humanize the academy. Routledge. 
  • ​Ardoin, S. & Breeden, R. (2024). Disrupting and reimagining faculty success. In C. García-Louis, S. Ardoin, T. Shalka, K. McGuire, & E. Parker (Eds.), Creating space for ourselves as minoritized and marginalized faculty: Narratives that humanize the academy. Routledge. 
  • García-Louis, C., Ardoin, S., Shalka, T., McGuire, K., & Parker, E. (2024). Preface. In C. García-Louis, S. Ardoin, T. Shalka, K. McGuire, & E. Parker (Eds.), Creating space for ourselves as minoritized and marginalized faculty: Narratives that humanize the academy. Routledge.
  • Hallmark, T., Ardoin, S., & Means, D. R. (2024). Conclusion. In T. Hallmark, S. Ardoin, & D. R. Means (Eds.), Race and rurality: Considerations for advancing higher education equity. Routledge.
  • ​Hallmark, T., Ardoin, S., & Means, D. R. (2024). Introduction. In T. Hallmark, S. Ardoin, & D. R. Means (Eds.), Race and rurality: Considerations for advancing higher education equity. Routledge.​
  • Ardoin, S., Goodman, M. A., & Williams, B. M. (2024). It takes more than money: Nuancing social class in sorority and fraternity life. In P. A. Sasso, J. P. Biddix, & M. L. Miranda (Eds.), Affirming identity, advancing belonging, and amplifying voice in sororities and fraternities. Information Age Publishing.
  • Ardoin, S. & Bettencourt, G. M. (2023). Recognizing class in the room: Strategies for teaching and learning in social class-conscious and responsive ways. In C. B. Rush & R. J. Lynch (Eds.), Developing culturally responsive learning environments in postsecondary education (pp. 153-167). Information Age Publishing.
  • Ardoin, S. & Erb, M. (2022). First generation graduate students: Reducing barriers with support mechanisms. In D. J. Nguyen & C. W. Yao (Eds.), A handbook for supporting today's graduate students​ (pp. 55-69). Stylus Publishing.
  • Ardoin, S. & Nguyen, D. J. (2022). Getting the first job out of graduate school: How faculty can use career theory and coaching to support students’ job searches. In Q. Martin (Ed.), Career development and job satisfaction (pp. 91-111). Nova Science Publishers.
  • ​Ardoin, S., Garcia-Louis, C., & Means, D. (2022). It doesn’t go away with the degree(s): How being a first generation graduate influences faculty experiences. In M. B. Wallace (Ed.), First generation professionals in higher education: Strategies for the world of work (pp. 173-197). NASPA.
  • Martin, G. L. & Ardoin, S. (2021). Afterword. In G. L. Martin & S. Ardoin (Eds.), Social class supports: Examples of programs and practices to serve poor & working class students in higher education (pp. 371-373). Stylus Publishing.
  • Martin, G. L. & Ardoin, S. (2021). Implications and conclusion. In G. L. Martin & S. Ardoin (Eds.), Social class supports: Examples of programs and practices to serve poor & working class students in higher education (pp. 363-369). Stylus Publishing.
  • Ardoin, S. & Martin, G. L. (2021). Introduction. In G. L. Martin & S. Ardoin (Eds.), Social class supports: Examples of programs and practices to serve poor & working class students in higher education (pp. 1-13). Stylus Publishing.
  • Ardoin, S. (2021). The nuances of first-generation college students’ social class identity. In R. Longwell-Grice & H. Longwell-Grice (Eds.), At the intersection: Understanding and supporting first-generation students (pp. 89-99). Stylus Publishing.
  • Ardoin, S. (2021). 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 (Eds.), At the intersection: Understanding and supporting first-generation students (pp. 196-200). Stylus Publishing.
  • Dunstan, S. & Ardoin, S. (2021). Faculty and student affairs partnerships: Creating inclusive campus environments for students of diverse linguistic backgrounds. In A. Burkette & T. Warhol (Eds.), Crossing borders, making connections (pp. 23-40). De Gruyter.
  • ​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.
  • 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. (2020). Engaging poor and working-class students. 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). 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. & 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.​

Case Study or Instructional Scenario Chapters
​Published
  • Ardoin, S. (2023). Sonja Ardoin - associate professor & program director. In A. J. Rodríguez (Ed.), Know that you are worthy: Experiences from first-generation college graduates (pp. 125-130). Rowman & Littlefield.
  • ​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, & Associates (Eds.), Transforming learning: Instructional and assessment strategies for leadership education ​(pp. 98-99). Information Age 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. (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.

Refereed Journal Articles (20)

Published

Public Scholarship: Media Articles, Podcasts, & Blogs (40)

NPR, The Hechinger Report, Inside Higher Ed, The Chronicle of Higher Education, & Professional Associations Podcasts ​​Academic Blog Posts
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