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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
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
FullText Text:
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  Data: Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support
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  Data: <searchLink fieldCode="AR" term="%22Amy+E%2E+Collins-+Warfield%22">Amy E. Collins- Warfield</searchLink><br /><searchLink fieldCode="AR" term="%22Jera+Elizondo+Niewoehner-+Green%22">Jera Elizondo Niewoehner- Green</searchLink><br /><searchLink fieldCode="AR" term="%22Scott+D%2E+Scheer%22">Scott D. Scheer</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+J%2E+Mills%22">Kristen J. Mills</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Student+Success%22"><i>Journal of Postsecondary Student Success</i></searchLink>. 2023 2(4):53-82.
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  Data: Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/
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  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink>
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  Data: 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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  Data: EJ1445922
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 30
        StartPage: 53
    Subjects:
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: At Risk Students
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: School Holding Power
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      – SubjectFull: Student Motivation
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Performance Based Assessment
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      – TitleFull: Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support
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