Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success

Autor/inn/en	Kezar, Adrianna; Kitchen, Joseph A.; Estes, Hilary; Hallett, Ronald; Perez, Rosemary
Titel	Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 25 (2023) 1, S.126-152 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kezar, Adrianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120971580
Schlagwörter	First Generation College Students; Low Income Students; Minority Group Students; Race; Transitional Programs; Program Design; Student Needs; Identification (Psychology); Success + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Programme design; Programmaufbau; Programmplanung; Erfolg
Abstract	This article draws on a five-year mixed methods study and focuses on the way staff tailor support within a comprehensive college transition program to meet the needs of low-income, first-generation, and racially minoritized students by adapting programmatic offerings and requirements to fit students' multifaceted needs. The study also identifies the way tailoring reduces cognitive load for students because the tailored interventions are embedded within a single program, rather than having students visit dozens of offices trying to piece together the support they need. The program created an approach to tailoring student support that draws on the best of predictive analytics and case management simultaneously while also being non-deficit and asset-based. Our study contributes to the literature by identifying the value of tailoring approaches to address students' multiple needs and identities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01