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 |
| 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. |
|---|---|
| ISSN: | 1938-8926 |
| DOI: | 10.1037/dhe0000093 |
