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Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support

Authors :
Amy E. Collins- Warfield
Jera Elizondo Niewoehner- Green
Scott D. Scheer
Kristen J. Mills
Source :
Journal of Postsecondary Student Success. 2023 2(4):53-82.
Publication Year :
2023

Abstract

This qualitative case study explored the perceptions of struggling students who identified as first- generation, low-income, 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.

Details

Language :
English
ISSN :
2769-4879 and 2769-4887
Volume :
2
Issue :
4
Database :
ERIC
Journal :
Journal of Postsecondary Student Success
Publication Type :
Academic Journal
Accession number :
EJ1445922
Document Type :
Journal Articles<br />Reports - Research