Abstract
This article examines how institutional programs and services intended to support students of color are discursively framed and how undergraduate students draw on these discourses to construct narratives of their college experiences. Our qualitative data highlight assimilative and subversive institutional spaces, which support students in challenging or becoming successful within mainstream academic contexts. We argue that both assimilative and subversive support spaces serve important functions for students of color on today’s college campuses.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 230-241 |
| Number of pages | 12 |
| Journal | Journal of Diversity in Higher Education |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2019 |
Bibliographical note
Publisher Copyright:© 2018 National Association of Diversity Officers in Higher Education
Keywords
- education debt
- equity
- higher education
- minoritized student support
- race and ethnicity