Social justice and retention: A study of marginalized statistical minority students at a predominantly white rural institution in the U.S.

Titolo Rivista EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Autori/Curatori Erica Whitiker, Mejai Avoseh
Anno di pubblicazione 2019 Fascicolo 2019/2
Lingua Inglese Numero pagine 17 P. 5-21 Dimensione file 283 KB
DOI 10.3280/EXI2019-002001
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The purpose of this study was to gain a better understanding of the experiences of marginalized statistical minority student’s ability to be successful at a rural Predominately White Institution in the United States. The experiences were examined from three contexts, (1) access, (2) retention, and (3) campus climate. Social Justice and its impact on retention were explored using a qualitative approach. Afrocentrism and Critical Pedagogy was used as guiding theoretical frameworks.

Lo studio mira ad una migliore comprensione della capacità degli studenti di minoranza statisticamente emarginata di avere successo all’interno di un’istituzione rurale prevalentemente bianca, negli Stati Uniti. Le esperienze sono state esaminate da tre prospettive, (1) accesso, (2) retention e (3) clima nel campus. La Social Justice e il suo impatto sulla retention sono stati esplorati utilizzando un approccio qualitativo. Afrocentrismo e pedagogia critica sono stati adottati come quadri teorici di riferimento.

Keywords:Giustizia sociale, permanenza a scuola, studente emarginato, Afro Americani, Nativi Americani, Ispanici, Latini.

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Erica Whitiker, Mejai Avoseh, Social justice and retention: A study of marginalized statistical minority students at a predominantly white rural institution in the U.S. in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 2/2019, pp 5-21, DOI: 10.3280/EXI2019-002001