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Holding Open the Doors of Higher Education for Justice-Impacted Students through Informed and Compassionate Student Support

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Title: Holding Open the Doors of Higher Education for Justice-Impacted Students through Informed and Compassionate Student Support
Language: English
Authors: Rebecca Jane Adey-Merrithew
Source: ProQuest LLC. 2024Ed.D. Dissertation, Northeastern University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 124
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Social Justice, College Students, Altruism, Student Personnel Services, First Generation College Students, Minority Group Students
ISBN: 979-83-8320-599-0
Abstract: A program of specialized and targeted support for justice-impacted students at Our University does not currently exist. This study sought to uncover the needs, challenges, and strengths of justice-impacted students and to determine what our student experience team members needed to know and have available to them to best support this emerging student population. The purpose of this Action Research study was to better understand and improve the support provided for justice-impacted students in higher education. Participants and data collected in Cycle 1 consisted of self-identified justice-impacted students who offered their stories for the researcher to learn more about what their experiences with supports in college looked like and what would have made them better. This provided a jumping off point for the Cycle 2 action step of pulling together a working group consisting of seven senior members of the student experience team at Our University to create a resource in the form of a just-in-time training tool to help student experience team members to better support their justice-impacted students. Overall findings included the time to bring this work forward is now, that justice-impacted students share similar experiences and challenges in higher education with first-generation and other emerging student populations, that student support professionals at Our University are ready and willing to learn to better assist these students, and that, to truly empower justice-impacted students to succeed in their academic pursuits we must start early in the K12 years. Implications for practice at Our University include spreading the word through all channels and working to continue to "be better and do better.". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31329759
Accession Number: ED658640
Database: ERIC
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  Data: Holding Open the Doors of Higher Education for Justice-Impacted Students through Informed and Compassionate Student Support
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  Data: A program of specialized and targeted support for justice-impacted students at Our University does not currently exist. This study sought to uncover the needs, challenges, and strengths of justice-impacted students and to determine what our student experience team members needed to know and have available to them to best support this emerging student population. The purpose of this Action Research study was to better understand and improve the support provided for justice-impacted students in higher education. Participants and data collected in Cycle 1 consisted of self-identified justice-impacted students who offered their stories for the researcher to learn more about what their experiences with supports in college looked like and what would have made them better. This provided a jumping off point for the Cycle 2 action step of pulling together a working group consisting of seven senior members of the student experience team at Our University to create a resource in the form of a just-in-time training tool to help student experience team members to better support their justice-impacted students. Overall findings included the time to bring this work forward is now, that justice-impacted students share similar experiences and challenges in higher education with first-generation and other emerging student populations, that student support professionals at Our University are ready and willing to learn to better assist these students, and that, to truly empower justice-impacted students to succeed in their academic pursuits we must start early in the K12 years. Implications for practice at Our University include spreading the word through all channels and working to continue to "be better and do better.". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 124
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Social Justice
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Altruism
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      – SubjectFull: Student Personnel Services
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      – SubjectFull: First Generation College Students
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      – SubjectFull: Minority Group Students
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      – TitleFull: Holding Open the Doors of Higher Education for Justice-Impacted Students through Informed and Compassionate Student Support
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