Mind the Gap: Understanding the Disconnect between Student Services Offered and Used

Autor/inn/en	Kursav, Merve N.; Hos, Rabia; Sweeder, Ryan D.; Valles, Sean A.
Titel	Mind the Gap: Understanding the Disconnect between Student Services Offered and Used
Quelle	In: Change: The Magazine of Higher Learning, 54 (2022) 3, S.40-47 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kursav, Merve N.) ORCID (Hos, Rabia) ORCID (Sweeder, Ryan D.) ORCID (Valles, Sean A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2022.2054187
Schlagwörter	STEM Education; Academic Achievement; School Holding Power; Social Capital; Models; Health; Power Structure; Intervention; Race; Racial Differences; Outcomes of Education + Suchen Sie Ihr Suchwort? STEM; Schulleistung; Sozialkapital; Analogiemodell; Gesundheit; Rasse; Abstammung; Rassenunterschied; Lernleistung; Schulerfolg
Abstract	As science, technology, engineering, and mathematics (STEM) scholars, educators, and students themselves, the authors have collectively been involved in trying to promote student success in STEM for many years. As they analyzed data from a STEM student retention program, they explored aspects of the student retention literature, finding that there was far more identification of the inequities that exist than productive discussions about how and why those inequities arose. The Determinants of STEM Retention (DSR) model recognizes students' social capital and social cohesion as critical components for modulating students' ability to take advantage of resources. The DSR model adapts a highly successful model developed by the World Health Organization (WHO) Commission on the Social Determinants of Health for understanding inequities in health outcomes. According to the WHO model, structural determinants such as race affect health by acting as the organizing principle behind hierarchies and power relations in a population (Solar & Irwin, 2010). It is not a radical leap to anticipate that similar structural dynamics would impact student outcomes in an academic setting. The DSR model identifies important aspects to consider when developing interventions designed to support student success to increase positive outcomes for all students. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01