Higher Education Institutional Preparedness for Diverse Student Communities

Autor/in	Meyer, Laura A.
Titel	Higher Education Institutional Preparedness for Diverse Student Communities
Quelle	In: Journal of Student Affairs, New York University, 17 (2021), S.137-144 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Higher Education; Colleges; Universities; College Students; Student Diversity; Inclusion; Minority Group Students; Sense of Community; School Holding Power; Academic Support Services; Dropout Prevention; Georgia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; University; Universität; Collegestudent; Inklusion
Abstract	This paper examines whether colleges and universities in the United States striving to diversify their student communities are creating an inclusive environment that will effectively support these students throughout their academic careers. Current research on the experiences of students who identify as minoritized members of college communities indicate that a sense of belonging is critical for a student's success. Using three different student retention models, Tinto's Institutional Departure Model (1975), Spady's Undergraduate Dropout Process Model (1970, 1971), and Bean's Student Attrition Model (1980, 1982), this paper makes recommendations on how to foster a sense of belonging across vital aspects of the student experience to improve retention and student support. Key elements from these models are applied to the following areas: student affairs, academic and faculty affairs, the institutional workforce, and leadership. (As Provided).
Anmerkungen	New York University. 82 Washington Square East 7th Floor, New York, NY 10003. e-mail: josa.nyu@gmail.com; Web site: https://steinhardt.nyu.edu/journal-student-affairs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01