The Lived Experiences of High-Achieving Historically Underrepresented Students at Four CCCU Institutions
The study of marginalized students in higher education has been critiqued for focusing research attention on common areas of struggle rather than examining areas of success. This study attempted to address that gap, particularly at faith-based, predominantly White institutions as represented by the...
| Published in: | Christian higher education |
|---|---|
| Authors: | ; ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2021
|
| In: |
Christian higher education
|
| IxTheo Classification: | CF Christianity and Science CH Christianity and Society FD Contextual theology KBQ North America |
| Further subjects: | B
student success
B diversity B Council for Christian Colleges & Universities / CCCU B campus climate B access and equity |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | The study of marginalized students in higher education has been critiqued for focusing research attention on common areas of struggle rather than examining areas of success. This study attempted to address that gap, particularly at faith-based, predominantly White institutions as represented by the Council for Christian Colleges & Universities. The purpose of this study was to explore the lived experiences of high-achieving students from historically marginalized groups involved in the Act Six program—a rigorous comprehensive urban leadership scholarship program—at four predominantly White CCCU institutions. The 30 participants defined their experience in terms of their sense of belonging, as measured by their perceptions of whether they as a student mattered (individual sense of belonging), and whether diversity mattered to the institution (institutional sense of belonging). Data from interviews indicated that peer support, institutional support, academics and faculty engagement, and campus-climate contributions and challenges all played a role in the student experience. The resulting implications for practice include pragmatic ideas for fostering a sense of belonging through the cadre model and campus community, within the classroom and the academic experience, and through the actions of senior leaders. Although this research documents a high degree of success for Act Six students individually, as well as of this particular program at the sponsoring institutions, the inconsistencies encountered by students in relation to their sense of belonging emphasizes the importance of educational leaders expanding efforts to develop hospitable campus services and a supportive campus climate. |
|---|---|
| ISSN: | 1539-4107 |
| Contains: | Enthalten in: Christian higher education
|
| Persistent identifiers: | DOI: 10.1080/15363759.2020.1871119 |