View in EDS

Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program

Saved in:
Bibliographic Details
Title: Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program
Language: English
Authors: K. C. Culver (ORCID 0000-0001-7929-2680), Rosemary J. Perez (ORCID 0000-0002-4005-4172), Joseph A. Kitchen, Darnell G. Cole (ORCID 0000-0003-3938-7348)
Source: Journal of Diversity in Higher Education. 2024 17(2):200-214.
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: 15
Publication Date: 2024
Intended Audience: Researchers; Teachers; Administrators
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Student Diversity, Racial Differences, Comprehensive Programs, Transitional Programs, College Programs, College Students, Success, Individual Development, Outcomes of Education, College Freshmen, Scholarships, Student Characteristics, Intercultural Communication
Geographic Terms: Nebraska
DOI: 10.1037/dhe0000408
ISSN: 1938-8926
1938-8934
Abstract: While student engagement has long been associated with students' learning, development, and success, the climate and culture of historically white institutions often create barriers to engagement among racially minoritized students. Given the institutional responsibility to facilitate equitable engagement, there is a need for new policies and practices that meet students' needs. One increasingly popular intervention is comprehensive college transition programs (CCTPs) that provide multipronged approaches to promote the success of underrepresented students. While there is growing evidence that these programs benefit students' outcomes, very little research has explored how they might shape students' engagement--a prerequisite for student success. Therefore, this sequential explanatory mixed methods study used longitudinal data from a multicampus CCTP to understand various aspects of engagement among students with different racialized identities. We found that racially diverse students participating in a CCTP engaged similarly across groups with their peers, faculty, staff, and CCTP academic courses. Key explanations for the similar levels of engagement among racially diverse students that emerged from our analysis included the compositional diversity among students and educators, structured opportunities for meaningful interactions across racial groups, and the identity-conscious approaches used by educators in this CCTP. Our qualitative findings aligned with previous research on college environments, providing empirical evidence that such environments foster similar levels of engagement among racially diverse students. Thus, this study offers important implications for researchers, educators, and administrators to promote equitable engagement among increasingly racially diverse college students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1417532
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1417532
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22K%2E+C%2E+Culver%22">K. C. Culver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7929-2680">0000-0001-7929-2680</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosemary+J%2E+Perez%22">Rosemary J. Perez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4005-4172">0000-0002-4005-4172</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joseph+A%2E+Kitchen%22">Joseph A. Kitchen</searchLink><br /><searchLink fieldCode="AR" term="%22Darnell+G%2E+Cole%22">Darnell G. Cole</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3938-7348">0000-0003-3938-7348</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2024 17(2):200-214.
– Name: Avail
  Label: Availability
  Group: Avail
  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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Researchers; Teachers; Administrators
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+Programs%22">Comprehensive Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Nebraska%22">Nebraska</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dhe0000408
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While student engagement has long been associated with students' learning, development, and success, the climate and culture of historically white institutions often create barriers to engagement among racially minoritized students. Given the institutional responsibility to facilitate equitable engagement, there is a need for new policies and practices that meet students' needs. One increasingly popular intervention is comprehensive college transition programs (CCTPs) that provide multipronged approaches to promote the success of underrepresented students. While there is growing evidence that these programs benefit students' outcomes, very little research has explored how they might shape students' engagement--a prerequisite for student success. Therefore, this sequential explanatory mixed methods study used longitudinal data from a multicampus CCTP to understand various aspects of engagement among students with different racialized identities. We found that racially diverse students participating in a CCTP engaged similarly across groups with their peers, faculty, staff, and CCTP academic courses. Key explanations for the similar levels of engagement among racially diverse students that emerged from our analysis included the compositional diversity among students and educators, structured opportunities for meaningful interactions across racial groups, and the identity-conscious approaches used by educators in this CCTP. Our qualitative findings aligned with previous research on college environments, providing empirical evidence that such environments foster similar levels of engagement among racially diverse students. Thus, this study offers important implications for researchers, educators, and administrators to promote equitable engagement among increasingly racially diverse college students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1417532
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1417532
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/dhe0000408
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 200
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Comprehensive Programs
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: College Programs
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Scholarships
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Intercultural Communication
        Type: general
      – SubjectFull: Nebraska
        Type: general
    Titles:
      – TitleFull: Fostering Equitable Engagement: A Mixed-Methods Exploration of the Engagement of Racially Diverse Students in a Comprehensive College Transition Program
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: K. C. Culver
      – PersonEntity:
          Name:
            NameFull: Rosemary J. Perez
      – PersonEntity:
          Name:
            NameFull: Joseph A. Kitchen
      – PersonEntity:
          Name:
            NameFull: Darnell G. Cole
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1938-8926
            – Type: issn-electronic
              Value: 1938-8934
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Diversity in Higher Education
              Type: main
ResultId 1