Theoretical Considerations in the Study of Minority Student Retention in Higher Education

Rendón, Laura I.; Jalomo, Romero; Nora, Amaury

doi:10.2307/j.ctv176kvf4.10

Cited by 87 publications

(107 citation statements)

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“…HBCUs generally enroll predominantly Black student populations and are an important subset of Minority Serving Institutions (MSIs; Gasman, Nguyen, & Conrad, 2015; O’Brien & Zudak, 1998). Although we agree with scholars (Arroyo & Gasman, 2018; Berger & Braxton, 1998; Guiffrida, 2006; Rendón, Jalomo, & Nora, 2000; Yosso, 2005) who find conceptual flaws with using PWI-based models and concepts to understand minority students’ experiences within PWIs , it may be that key concepts from PWI-based models are still relevant for empirically understanding minority students’ experiences within MSIs where minority students are likely to be in the majority.…”

supporting

confidence: 79%

“…To illustrate, we can consider the concept of social integration. Applying a PWI-based linear integrationist model (e.g., Tinto, 1975) to Black students in PWIs produces familiar critiques—that is, that students must change themselves to acculturate and assimilate into Eurocentric spaces or face the high potential of dropping out (Rendón et al., 2000). While such critiques are invaluable for understanding the challenges of minority student persistence on majority campuses, they may have limited transferability to MSI contexts such as residential HBCUs where minority students—in our case Black students—are in the majority.…”

mentioning

confidence: 99%

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Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

Baker

Arroyo

Braxton

et al. 2018

Journal of College Student Retention: Research, Theory & Pr

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The prevailing theories of student persistence have been developed in Predominantly White Institutional (PWI) contexts. The extent to which these theories—in whole or in part—apply to Minority Serving Institutions such as Historically Black Colleges and Universities (HBCUs) has not been studied in depth. This study tests a PWI-based theory of student persistence in residential colleges and universities at two residential HBCUs. Four-hundred and fifty-one residential students completed a survey testing the theory, and then administrative data were used to link student persistence data. Findings suggest that theories developed at PWIs—such as the model tested in this study—hold salience for understanding student persistence at Minority Serving Institutions such as HBCUs. However, a complete picture of student persistence at HBCUs may benefit from the addition of HBCU-specific constructs and models.

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supporting

confidence: 79%

mentioning

confidence: 99%

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

Baker

Arroyo

Braxton

et al. 2018

Journal of College Student Retention: Research, Theory & Pr

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“…The third point we arrived at based on our analysis of this literature is that these few theories dominating the field have largely not been developed with first-generation or other minoritized college students in mind. Since the emergence of Tinto’s model on student retention and engagement, higher education scholars often research minoritized students using dominant theories that proceed to view minoritized students as “similar, if not identical, to those of majority students” (Rendón et al, 2000, p. 130). Bensimon (2007) similarly points out this “lack of variability” in conceptualizing student success for minoritized students is evidenced by the “underutilization of racially conscious constructs introduced by minority scholars” (p. 449).…”

Section: Resultsmentioning

confidence: 99%

First-Generation College Students as Academic Learners: A Systematic Review

Ives

Castillo‐Montoya

2020

Review of Educational Research

127

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The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.

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“…The course included a unit on career meaning-making but also addressed other aspects of the multiple identities of FGLI students such as social class, racial identity, and sociocultural identities. This raises questions about how career courses are designed to meet the needs of diverse students and how curricula and pedagogy can be aligned to create critical spaces of reflection and cultural validation for FGLI students (Lenz & Reardon, 2017; Reardon, Melvin, Mclain, Peterson, & Bowman 2015; Rendón, Jalomo, & Nora, 2000). How might career development courses consider career meaning-making from a position that is able to honor communal values while working with individual students?…”

Section: Implications For Research Praxis and Pedagogymentioning

confidence: 99%

Using Photovoice to Bring Career into a New Focus for First-Generation College Students

Jehangir

Telles

Deenanath³

2019

Journal of Career Development

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This study examines how first-generation, low-income college students make meaning of their career development process during their first year of college. Photovoice was employed to collect visual data and accompanying narrative texts providing a rich data set created by students during their transition to college. Four findings emerged from this participatory action method where students captured important aspects of their career development process: (a) extrinsic and intrinsic motivators, (b) struggles, (c) agent of change, and (d) envisioning the future. This study deepens our understanding of how the intersection of students’ individual identities, contexts, and motivations can inform praxis and allow them translate their particular assets toward career meaning-making. Systems theory and photovoice together served as useful lenses from which to unpack these identities in this study.

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Theoretical Considerations in the Study of Minority Student Retention in Higher Education

Cited by 87 publications

References 0 publications

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

Expanding the Student Persistence Puzzle to Minority Serving Institutions: The Residential Historically Black College and University Context

First-Generation College Students as Academic Learners: A Systematic Review

Using Photovoice to Bring Career into a New Focus for First-Generation College Students

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