The scholarship on student success, particularly for minority groups, has two limitations. One is the lack of attention to practitioners' knowledge, beliefs, experiences, education, and feelings of self‑efficacy as factors that influence student outcomes. The other derives from the traditional science assumption that the researcher produces generalized knowledge that is translatable into "best practices" that are implemented locally by practitioners. These epistemological limitations can be addressed by the conceptualization of a phronetic social science for higher education where practitioners assume the role of researchers and develop context‑dependent knowledge and experience about how to facilitate student success.
The author uses the theory and process of organizational learning to make a case for how to understand and address the cultural and structural barriers that preclude colleges and universities from producing equitable educational outcomes for students.
A growing body of research points to the important role played by “institutional agents” in facilitating college access and success for students from non-dominant racial-ethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college to a selective college or university, our narrative analysis depicts the students’ collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students’ postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents.
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