Promoting Inclusion and Identity Safety to Support College Success. [College Completion Series: Part Three]

Autor/inn/en	Murphy, Mary; Destin, Mesmin
Institution	The Century Foundation
Titel	Promoting Inclusion and Identity Safety to Support College Success. [College Completion Series: Part Three]
Quelle	(2022), (2022 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Inclusion; Minority Group Students; Ethnic Groups; Racial Differences; Low Income Students; First Generation College Students; Barriers; Social Bias; Racism; At Risk Students; Success; College Role; Ethnic Stereotypes; Cultural Influences; Academic Persistence; Graduation Rate; Social Discrimination; Teacher Role; Equal Education; College Faculty; Student Diversity; College Environment; Administrator Role; Student Attitudes; Student Motivation; Evaluation Methods; Grade Point Average; Identification (Psychology); Cultural Relevance; Student Adjustment; Student Financial Aid; Cooperation; School Safety; Feedback (Response) + Suchen Sie Ihr Suchwort? Inklusion; Ethnie; Rassenunterschied; Rassismus; Erfolg; National stereotype; Nationales Stereotyp; Cultural influence; Kultureinfluss; Soziale Benachteiligung; Soziale Schließung; Lehrerrolle; Fakultät; Hochschulumwelt; Schülerverhalten; Schulische Motivation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Co-operation; Kooperation
Abstract	Low-income, first-generation, and racial/ethnic minority students encounter unique challenges in higher education because they contend with fewer economic and social resources, and fewer familial role models who have successfully navigated college. Just as importantly, these students contend with negative cultural stereotypes and expectations about their group that undermine their motivation, sense of belonging, and performance. The authors argue that to truly support low-income, first-generation, and racial/ethnic minority students, one must consider the college experience from students' perspectives--understanding the concerns that arise from being part of a stigmatized group in higher education. Only when one considers the student in context by examining how (and whether) the local context communicates respect, value, and inclusion, can one change these settings to create institutions of higher education that are identity safe--where students from all backgrounds can flourish. [For Part 1, "The Real Value of What Students Do in College," see ED623204. For Part 2, "The Real Price of College," see ED623188. For Part 4, "Why Performance-Based College Funding Doesn't Work," see ED623208. For Part 5, "When College Students Start Behind," see ED623207.] (ERIC).
Anmerkungen	Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01