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Assimilation and Subversion on Campus: A Critical Discourse Analysis of Students' Experiences of Race and Institutional Resources

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Title: Assimilation and Subversion on Campus: A Critical Discourse Analysis of Students' Experiences of Race and Institutional Resources
Language: English
Authors: Hoffman, Garrett D., Rodriguez, Fernando, Yang, May, Ropers-Huilman, Rebecca
Source: Journal of Diversity in Higher Education. Sep 2019 12(3):230-241.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Diversity, Minority Group Students, Undergraduate Students, Student Experience, College Environment, Acculturation, Racial Bias, Ethnicity, First Generation College Students, Low Income Students, Academic Support Services, Student Personnel Services, Student Attitudes
Geographic Terms: Minnesota
DOI: 10.1037/dhe0000093
ISSN: 1938-8926
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1226897
Database: ERIC
FullText Text:
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  Data: Assimilation and Subversion on Campus: A Critical Discourse Analysis of Students' Experiences of Race and Institutional Resources
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. Sep 2019 12(3):230-241.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: <searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Environment%22">College Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink>
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  Data: 10.1037/dhe0000093
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  Data: 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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 230
    Subjects:
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Minnesota
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