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

Recent & Forthcoming Publications

Check out Sonja's two single-authored books, The Strategic Guide to Shaping Your Student Affairs Career and College Aspirations and Access in Working-Class Rural Communities​, and her co-authored book, ​Straddling Class in the Academy, along with her contributions through book chapters and other publications below!

Refereed Books

  • ​Martin, G. & Ardoin, S. (Eds.) (under contract). 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.

Refereed Book & Monograph Chapters

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  • Ardoin, S., Garcia-Louis, C., & Means, D. (submitted). 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. Washington, D.C.: 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. Sterling, VA: Stylus.
  • ​Ardoin, S. (accepted). 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. Washington, D.C.: NASPA.
  • Ardoin, S. (accepted). 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. Washington, D.C.: NASPA.
  • Ardoin, S. (accepted). Country [and Cajun] come to town. In A. J. Rodríguez & S. Levin (under contract), Experiences from first generation college students. San Francisco, CA: Jossey-Bass.
  • Ardoin, S. & Nguyen, D. (accepted). Social class and first generation college student status. In S. P. Gold (under contract), Instructional scenarios of multiple identities in higher education. Washington, DC: NASPA.
  • ​Shelton, L. J. & Ardoin, S. (in press). Contingent faculty/adjuncts. In M. J. Amey (under contract), The SAGE encyclopedia of higher education (5th ed.). Thousand Oaks, CA: Sage.
  • 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 (Eds.), Transforming learning: Instructional and assessment strategies for leadership education. Charlotte, NC: Information Age Publishing. ​
  • Ardoin, S. (2020). The classed construct of student affairs work. In M. Sallee (in press), Creating sustainable careers in student affairs: What ideal worker norms get wrong and how to make it right. Sterling, VA: Stylus.
  • 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.). New York, NY: 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). San Francisco, CA: Jossey-Bass.
  • 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. New York, NY: 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). Sterling, VA: 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). Sterling, VA: 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). Charlotte, NC: 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). San Francisco, CA: 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 (pp. 439-452). San Francisco, CA: Jossey-Bass.

Refereed Journal Articles

  • Crandall, R., Ardoin, S., & Shinn, J. (under review). Senior student affairs officers’ perspectives on the social justice focus in higher education and student affairs graduate programs.
  • Hallmark, T. & Ardoin, S. (under review). The role of gender socialization practices on rural students’ knowledge of and feelings toward the college-going process.
  • ​​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.
  • ​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.
  • 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, 56(4), 379-393.
  • 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.

Public Scholarship & Media Articles

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