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) |
|---|---|
| Journal | Journal of Diversity in Higher Education |
| DOIs | |
| State | Accepted/In press - Sep 13 2018 |
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Keywords
- Education debt
- Equity
- Higher education
- Minoritized student support
- Race and ethnicity
Cite this
Assimilation and Subversion on Campus : A Critical Discourse Analysis of Students' Experiences of Race and Institutional Resources. / Hoffman, Garrett D.; Rodriguez, Fernando; Yang, May; Ropers, Rebecca.
In: Journal of Diversity in Higher Education, 13.09.2018.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Assimilation and Subversion on Campus
T2 - A Critical Discourse Analysis of Students' Experiences of Race and Institutional Resources
AU - Hoffman, Garrett D.
AU - Rodriguez, Fernando
AU - Yang, May
AU - Ropers, Rebecca
PY - 2018/9/13
Y1 - 2018/9/13
N2 - 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.
AB - 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.
KW - Education debt
KW - Equity
KW - Higher education
KW - Minoritized student support
KW - Race and ethnicity
UR - http://www.scopus.com/inward/record.url?scp=85053081631&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053081631&partnerID=8YFLogxK
U2 - 10.1037/dhe0000093
DO - 10.1037/dhe0000093
M3 - Article
AN - SCOPUS:85053081631
JO - Journal of Diversity in Higher Education
JF - Journal of Diversity in Higher Education
SN - 1938-8926
ER -