Delineating the Ways that Key Institutional Agents Provide Racial Minority Students with Access to Social Capital in College

Autor/inn/en	Museus, Samuel D.; Neville, Kathleen M.
Titel	Delineating the Ways that Key Institutional Agents Provide Racial Minority Students with Access to Social Capital in College
Quelle	In: Journal of College Student Development, 53 (2012) 3, S.436-452 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2012.0042
Schlagwörter	Minority Groups; Minority Group Students; Asian American Students; Social Capital; Semi Structured Interviews; Educational Experience; Higher Education; African American Students; Hispanic American Students; Undergraduate Students; White Students; College Students; Cultural Background; Colleges + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Sozialkapital; Bildungserfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Collegestudent; College; Hochschule; Fachhochschule
Abstract	This study focuses on the characteristics of institutional agents who can and do facilitate racial minority student success by providing them with access to social capital in college. Individual semi-structured interviews with 60 Asian American, Black, and Latino undergraduates reveal that key institutional agents who positively influence those participants' success and provide them with access to social capital share four common characteristics: They (a) Share common ground with those students, (b) provide holistic support for those students, (c) humanize the educational experience, and (d) provide proactive support for those students. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10