Literaturnachweis - Detailanzeige
| Autor/in | McLean, Alexis |
|---|---|
| Titel | It Is What It Is: The Impact of Practitioner-Student Relationships on the Success of Black Collegians |
| Quelle | In: Journal of Student Affairs, New York University, 18 (2022), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Teacher Student Relationship; Academic Achievement; African American Students; College Students; Racial Differences; Educational Attainment; Educational Change; Learner Engagement |
| Abstract | Relationships with practitioners can produce a number of academic and psychosocial benefits that are particularly important for Black students who, because of historical and existing inequities within higher education, do not have the same collegiate experiences or access to practitioners as their White counterparts. Research has shown that the impact of these relationships could lead to the transformation of institutional programs and practices that are racially/ethnically exclusionary, and/or the creation of those that are inclusionary (Blackwell, 1989; Harper, 2009; Harper, 2015; Rhodes, 2008). Given recent, current, and continued demographic shifts in the U.S. population, colleges and universities cannot meet institutional goals without: a) providing practitioners who are culturally competent and indiscriminately invested in student success, and b) implementing programs and practices which take the unique experiences of Black students into account. Creating and sustaining practitioner-student relationships can directly impact the success of Black students, and institutions of higher education. (ERIC). |
| Anmerkungen | New York University. 82 Washington Square East 7th Floor, New York, NY 10003. e-mail: josa.nyu@gmail.com; Web site: https://steinhardt.nyu.edu/journal-student-affairs |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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