Closing the Opportunity Gap: Identity-Conscious Strategies for Retention and Student Success

Eberhardt, David

doi:10.1080/2194587x.2016.1195755

Cited by 4 publications

(7 citation statements)

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“…The program we studied was attentive to students' multiple identities, which is often missing from identity-based programs and interventions focused on singular aspects of one's identity and related support needs, or that do not provide holistic forms of support (Pendakur & Harper, 2016). Also, identitybased programs focus largely on race, gender or sexual orientation and often leave out critical aspects of students' background that are also shaping their experience like work, parenting, or poverty.…”

Section: Discussionmentioning

confidence: 99%

“…When support services only target a single aspect of identity, students may have to spend considerable time and energy traveling from place to place on campus to access support related to various aspects of their identities, or they may fail to receive the support services they need in order to cope with the specific challenges that they face (Purnell & Blank, 2004). Moreover, identity-based centers and student support services often focus on celebrating student identities and addressing the social challenges associated with being in a marginalized group, rather than also focusing on academic challenges and support as well-thus, they do not truly offer the holistic support these students need to successfully complete college (Pendakur & Harper, 2016).…”

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confidence: 99%

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

Kezar

Kitchen

Estes

et al. 2020

Journal of College Student Retention: Research, Theory & Pr

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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.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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

Kezar

Kitchen

Estes

et al. 2020

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

show abstract

“…an identity-conscious approach when creating policies, programs, and practices (Pendakur, 2016). Identity-conscious approaches "take the depth of knowledge and skill from diversity and cultural programs and employ them in a retention and student success ethos" (Pendakur, 2016, p. 6).…”

Section: Equitable Engagement Of Racially Diverse Studentsmentioning

confidence: 99%

“…For instance, among racially minoritized students attending historically white institutions, experiences of discrimination and racial stereotyping in the classroom may drive them to disengage from this space, decreasing their opportunities for engaging in learning activities such as interacting with peers and faculty (Quaye et al, 2015). On the other hand, when educators take the initiative to center students' backgrounds in their engagement efforts, students may have markedly different and more positive college experiences (Pendakur, 2016;Quaye et al, 2015;Rendo ´n et al, 2000). Thus, postsecondary leaders and educators are in critical positions to create policies and practices that promote equitable engagement among all students, with a particular emphasis on meeting the needs of students with minoritized identities since they have not regularly been centered when promoting engagement.…”

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confidence: 99%

Fostering equitable engagement: A mixed-methods exploration of the engagement of racially diverse students in a comprehensive college transition program.

Culver¹,

Perez²,

Kitchen³

et al. 2024

Journal of Diversity in Higher Education

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While student engagement has long been associated with students' learning, development, and success, the climate and culture of historically white institutions often create barriers to engagement among racially minoritized students. Given the institutional responsibility to facilitate equitable engagement, there is a need for new policies and practices that meet students' needs. One increasingly popular intervention is comprehensive college transition programs (CCTPs) that provide multipronged approaches to promote the success of underrepresented students. While there is growing evidence that these programs benefit students' outcomes, very little research has explored how they might shape students' engagement-a prerequisite for student success. Therefore, this sequential explanatory mixed methods study used longitudinal data from a multicampus CCTP to understand various aspects of engagement among students with different racialized identities. We found that racially diverse students participating in a CCTP engaged similarly across groups with their peers, faculty, staff, and CCTP academic courses. Key explanations for the similar levels of engagement among racially diverse students that emerged from our analysis included the compositional diversity among students and educators, structured opportunities for meaningful interactions across racial groups, and the identity-conscious approaches used by educators in this CCTP. Our qualitative findings aligned with previous research on college environments, providing empirical evidence that such environments foster similar levels of engagement among racially diverse students. Thus, this study offers important implications for researchers, educators, and administrators to promote equitable engagement among increasingly racially diverse college students.

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“…The limited access to college preparatory curriculum and opportunities is especially disenfranchising when coupled with negative stereotypes about Black males, listing them as lazy or underachievers (Harper, 2016;Smith & Hope, 2020;Strayhorn, 2008). White teachers' expectations for Black males' education attainment are lower than those of white students-they are generally less optimistic about their chances to succeed (Papageorge et al, 2020).…”

Section: Problem Statementmentioning

confidence: 99%

Cacti in the Classroom: Cultivating College-Going Culture for Black Males in Ninth Grade

Lyons¹

2022

Proceedings of the 2022 AERA Annual Meeting

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This phenomenological, qualitative study examined the educational experiences and barriers to college entrance for Black males in the 9th grade attending urban high schools in South Los Angeles and Pasadena. Research shows that when afforded equitable college access resources and supports, Black males retain and achieve in higher education equal to or better than their minoritized peers in the college setting. However, according to national data, Black males are beset with a myriad of college-going challenges including low-quality schools, low teacher expectations, and limited access to the aspects of college readiness.Although Black males aspire to attend college at rates comparable to their racial peers, they are the least likely to be enrolled in college-preparatory courses, i.e. Honors and Advanced Placement. Particularly, Black ninth-graders are most likely to be enrolled in math courses that are below Algebra 1.Student trajectory to college and likelihood to drop out is effectively predicted by the completion of freshman courses. Approximately 20% of students who repeat freshman iii year complete high school in six years. College access programs, equipped with mentorship, culturally relevant pedagogy, and identity development act as a crucial intervention measure that has the potential to increase high school matriculation. Furthermore, increasing high school matriculation and college enrollment is the first step in securing better mental health conditions and overall living conditions for Black males. The research questions were answered through focus groups and in-depth interviews with students who participated in an academic summer program, administered via Zoom in Los Angeles, CA. The college access program analyzed in this study also sent Black undergraduate men and women at a flagship California university to high schools and conducted college mentoring and counseling aimed to increase student access. The findings from this research recommend an increase in early college access supports for Black males and culturally competent approaches to preparing teachers to engage with Black males. The overall goal of this dissertation was to assist education researchers and practitioners address the unique needs of Black males in pursuit of higher education-ultimately making schools and other social institutions more nourishing environments for Black life. iv The dissertation of Tr'Vel Terrell Lyons is approved.

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Closing the Opportunity Gap: Identity-Conscious Strategies for Retention and Student Success

Cited by 4 publications

References 0 publications

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

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

Fostering equitable engagement: A mixed-methods exploration of the engagement of racially diverse students in a comprehensive college transition program.

Cacti in the Classroom: Cultivating College-Going Culture for Black Males in Ninth Grade

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