Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support
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| Title: | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
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| Language: | English |
| 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. |
| Availability: | Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | First Generation College Students, Minority Group Students, Low Income Students, At Risk Students, Student Attitudes, Academic Achievement, School Holding Power, Student Motivation, Teacher Student Relationship, Performance Based Assessment |
| ISSN: | 2769-4879 2769-4887 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445922 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2769-4879 2769-4887 |
