Four Focus Areas

  • Social Class Identity in Higher Education
  • College Access and Success, particularly for first generation college students and students from rural areas
  • Student and Women's Leadership in Higher Education
  • Professional Preparation and Career Pathways in Higher Education and Student Affairs

Recent & Forthcoming Publications

Check out Sonja's first two books, The Strategic Guide to Shaping Your Student Affairs Career and College Aspirations and Access in Working-Class Rural Communities​, along with her contributions through book chapters and other publications below!
REFEREED BOOKS
  • Ardoin, S. & martinez, b. (accepted). Straddling class in the academy: The 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
  • Ardoin, S. (in preparation). The nuances of first generation college students’ social class identity. In R. Longwell-Grice and 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. (in preparation). 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 and 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., Clayton, A., Nguyen, D., & martinez, b. (in preparation). 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 (under contract), Case studies for student development theory: Advancing social justice & inclusion in higher education. New York, NY: Routledge.
  • Ardoin, S. (in preparation). The classed construct of student affairs work. In M. Sallee (under contract), Developing the whole professional: Rethinking student affairs work. Sterling, VA: Stylus.
  • Ardoin, S. (accepted). The journey from #SAGrad to #SAPro. In K. Walker, D. Kniess, & T. Cawthon (under contract), New directions for student services: Managing career transitions across the life span for the student affairs practitioner. 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.
  • Ardoin, S. (accepted). Social class influences on student learning. In P. Magolda, M. B. Baxter Magola, & R. Carducci (under contract), Contested issues in troubled times: Student affairs dialogues about equity, civility, and safety. 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. 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. 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. 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. San Francisco, CA: Jossey-Bass.
 
REFEREED JOURNAL ARTICLES
  • Locke, L., Stier, M., & Ardoin, S. (revise and resubmit). “It was like gliding through”: Early college and college transition experiences of women from underrepresented and marginalized groups. The High School Journal.
  • Locke, L., Broadhurst, C., Ardoin, S., & Johnson, J. (revise and resubmit). "Leading from the middle”: Exploring stories of women working for change in PK-12 Schools. Journal of School Leadership.
  • Ardoin, S., Broadhurst, C., Locke, L., & Johnson, J. (accepted). Peacemakers and rabble rousers: Women leaders as activists in higher education. NASPA Journal About Women in Higher Education.
  • 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]. Retrieved from https://www.naspa.org/images/uploads/events/2017-naspa-final.pdf.

PUBLIC SCHOLARSHIP ARTICLES
Inside Higher Ed, The Chronicle of Higher Education, & Professional Associations Academic Blog Posts
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