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, and her forthcoming (Spring 2021!) co-edited volume, Social Class Supports​, along with her contributions through book chapters and other publications below!

Refereed Books & Monographs

​Edited​
  • Ardoin, S. & Guthrie, K. L. (Eds.). (2021). Leadership learning through the lens of social class. New Directions for Student Leadership, 169.
  • ​Martin, G. & Ardoin, S. (Eds.) (2021). Social class supports: Examples of programs and practices to serve poor & working class students in higher education. Stylus.
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


​Full Chapters
Accepted
  • Ardoin, S. & McNamee, T. (accepted). Spatiality and social class: Suggestions for supporting rural students from poor and working class backgrounds. In E. J. Cain, C. K. Sorgen, & D. W. Calhoun (Eds.), New directions for student services: The multiple identities of college students from rural areas. Jossey-Bass.
  • ​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 (Ed.), 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.
In Press
  • ​​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, 169. 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, 169. Jossey-Bass.
  • Ardoin, S. & Guthrie, K. (in press). Editors notes. In S. Ardoin & K. Guthrie (Eds.), New directions for student leadership, 169. Jossey-Bass.
  • Koricich, A. & Ardoin, S. (in press). 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.
  • 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. (in press). 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. Stylus.
  • 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 (Eds.), At the intersection: Understanding and supporting first-generation students. Stylus.
Published
  • 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. 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. (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. & 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.

Case Study or Instructional Scenario Chapters
Accepted
  • Ardoin, S. (accepted). Country [and Cajun] come to town. In A. J. Rodríguez & S. Levin (seeking contract), Experiences from first generation college students.
  • 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

​Under Review
  • Ardoin, S., Crandall, R., & Shinn, J. (under review). Senior student affairs officers’ perspectives on the value-add of early-career professionals.
  • 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.
​​Revise and Resubmit
  • ​​​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.
  • ​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.
Accepted
  • Hallmark, T. & Ardoin, S. (accepted). Public narratives and postsecondary pursuits: An examination of gender, rurality, and college choice. Journal of Women and Gender Higher Education.
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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