Rearticulating "Cultural Navigators": An Equity-Minded Framework for Student Success

Autor/in	Strayhorn, Terrell L.
Titel	Rearticulating "Cultural Navigators": An Equity-Minded Framework for Student Success
Quelle	In: New Directions for Higher Education, (2022) 197, S.23-34 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20424
Schlagwörter	Academic Achievement; Higher Education; Equal Education; School Holding Power; Sense of Community; College School Cooperation; Educational Policy + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik
Abstract	Student success is a major goal of policies and programs in higher education. Nearly all institutions have developed new or revised existing programs and services in hopes of boosting retention and graduation rates. To date, scholars have posited several student success models. While useful, these are not without critique, especially in light of recent critical scholarship about equity, identity, and intersectionality that exposes faulty institutional logics rendering some as "outsiders" and others as bona fide members traversing new culture. In this chapter, the author draws upon his sense of belonging theory to rearticulate "cultural navigators" as an equity-minded framework for student success. Implications for policy, practice, and future research are delineated. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01