TY - JOUR
T1 - Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support
AU - Collins-Warfield, Amy E.
AU - Niewoehner-Green, Jera Elizondo
AU - Scheer, Scott D.
AU - Mills, Kristen J.
N1 - Publisher Copyright:
© 2023 Collins-Warfield et al.
PY - 2023/7/10
Y1 - 2023/7/10
N2 - This qualitative case study explored the perceptions of struggling students who identified as first-generation, low-i ncome, and/or Students of Color (i.e., Historically Excluded Groups), and their beliefs about success, struggle, and characteristics of supportive instructors. Thematic analysis revealed student participants understood academic success and struggle in terms of Identifying Performance Measures, Developing a Growth Mindset, and Integrating Knowledge. Students identified supportive instructors by using one or more of the following themes, which were described using in vivo codes: Creates More Motivation for Me, Puts the Joy into Learning, Doesn’t Make You Feel Dumb, Not Here to Hurt Your Grades, Makes Material Understandable, Treats Us as More Than Just Students, and If I Ever Needed Anything. Implications for practice include expanding the definition of academic success and engaging specific instructor dispositions and behaviors to better support these students.
AB - This qualitative case study explored the perceptions of struggling students who identified as first-generation, low-i ncome, and/or Students of Color (i.e., Historically Excluded Groups), and their beliefs about success, struggle, and characteristics of supportive instructors. Thematic analysis revealed student participants understood academic success and struggle in terms of Identifying Performance Measures, Developing a Growth Mindset, and Integrating Knowledge. Students identified supportive instructors by using one or more of the following themes, which were described using in vivo codes: Creates More Motivation for Me, Puts the Joy into Learning, Doesn’t Make You Feel Dumb, Not Here to Hurt Your Grades, Makes Material Understandable, Treats Us as More Than Just Students, and If I Ever Needed Anything. Implications for practice include expanding the definition of academic success and engaging specific instructor dispositions and behaviors to better support these students.
KW - academic success
KW - college teaching
KW - first-generation students
KW - low-i ncome students
KW - retention
KW - students of color
UR - https://www.scopus.com/pages/publications/85189328951
UR - https://www.scopus.com/inward/citedby.url?scp=85189328951&partnerID=8YFLogxK
U2 - 10.33009/fsop_jpss132518
DO - 10.33009/fsop_jpss132518
M3 - Article
AN - SCOPUS:85189328951
SN - 2769-4879
VL - 2
SP - 53
EP - 82
JO - Journal of Postsecondary Student Success
JF - Journal of Postsecondary Student Success
IS - 4
ER -