View in EDS

Reimagining Student Success: Using Anti-Deficit Approaches to Educate Scholar-Practitioners in Higher Education

Saved in:
Bibliographic Details
Title: Reimagining Student Success: Using Anti-Deficit Approaches to Educate Scholar-Practitioners in Higher Education
Language: English
Authors: David Pérez II (ORCID 0000-0002-1749-1999), Antonio Duran, Adam Z. Duran-Leftin, Joe J. Palencia, Michela Buccini, Steve Desir, Virginia Agee Deaton
Source: Journal of Student Affairs Research and Practice. 2024 61(5):639-652.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Study, Student Personnel Services, Graduate Students, Academic Achievement, Minority Group Students, Success, Scholarship, Student Role, Teacher Role, Peer Relationship
DOI: 10.1080/19496591.2023.2286242
ISSN: 1949-6591
1949-6605
Abstract: Few student affairs graduate preparation programs address deficit thinking. This study explored how an anti-deficit achievement framework was used to socialize scholar-practitioners in a graduate course on student success. Using narrative inquiry, this study addresses how exposing participants to anti-deficit research enhanced their understanding of the roles peers and faculty play in fostering student success. Implications for research and practice focus on using anti-deficit research to increase the success of minoritized college students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451917
Database: ERIC
Description
Abstract:Few student affairs graduate preparation programs address deficit thinking. This study explored how an anti-deficit achievement framework was used to socialize scholar-practitioners in a graduate course on student success. Using narrative inquiry, this study addresses how exposing participants to anti-deficit research enhanced their understanding of the roles peers and faculty play in fostering student success. Implications for research and practice focus on using anti-deficit research to increase the success of minoritized college students.
ISSN:1949-6591
1949-6605
DOI:10.1080/19496591.2023.2286242