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​, her co-authored book, ​Straddling Class in the Academy, her co-edited issue of New Directions for Student Leadership, and her co-edited volume, Social Class Supports​, along with her contributions through book chapters and other publications below!

Refereed Books & Monographs (5)

​Edited​
  • ​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.​
  • Ardoin, S. & Guthrie, K. L. (Eds.). (2021). Leadership learning through the lens of social class. New Directions for Student Leadership, 169.
Authored
  • 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.
  • 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.

Refereed Book & Monograph Chapters (23)


Full Chapters
Accepted
  • Ardoin, S. & Bettencourt, G. M. (accepted). Recognizing class in the room: Strategies for teaching and learning in social class-conscious and responsive ways. In C. Rush & R. J. Lynch (under contract), Developing culturally responsive learning environments in postsecondary education. Information Age Publishing.
  • Ardoin, S., Goodman, M. A., & Williams, B. M. (accepted). It takes more than money: Nuancing social class in sorority and fraternity life. In P. A. Sasso, J. P. Biddix, & M. L. Miranda (under contract), Student identity and learning in sororities and fraternities. Information Age Publishing.
  • Ardoin, S. & Nguyen, D. J. (accepted). Getting the first job out of graduate school: How faculty can use career theory and coaching to support students’ job searches. In Q. Martin (under contract), Career development and job satisfaction. Nova Science Publishers.
In Press​​
  • ​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. NASPA.
  • Koricich, A. & Ardoin, S. (2022). 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.
  • Ardoin, S. & Erb, M. (2022). First generation graduate students: Reducing barriers with support mechanisms. In D. J. Nguyen & C. W. Yao (under contract), A handbook for supporting today's graduate students. Stylus Publishing.
Published
  • 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
Accepted
  • Ardoin, S. (accepted). Country [and Cajun] come to town. In A. J. Rodríguez (Ed.), Experiences from first generation college students. Rowman & Littlefield.
  • 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. NASPA.
​Published
  • ​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 (15)

Under Review
  • ​Locke, L., Ardoin, S., & Stier, M. (under review). “It was like gliding through”: Early college and college transition experiences of women from underrepresented and marginalized groups.
  • ​McNamee, T., Ardoin, S., Cooper, N., Sansone, V. A. (under review). Engaging critical college student development theoretical constructs to illuminate rural students’ experiences and development in higher education.
Accepted
  • Ardoin, S., Crandall, R., & Shinn, J. (accepted). Senior student affairs officers’ perspectives on the value-add of early-career professionals. Journal of College Student Development.
  • ​Crandall, R., Ardoin, S., & Shinn, J. (accepted). 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.
Published

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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