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| Institution | Association of Public and Land-grant Universities (APLU) |
|---|---|
| Titel | Advancing Equity, Centering Student Perspectives |
| Quelle | (2022), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Equal Education; Student Attitudes; Access to Education; Academic Achievement; Career Pathways; Reflection; Barriers; Disproportionate Representation; College Students; Student Personnel Services; Success; Florida; Indiana; Missouri; New Mexico; North Carolina; New Jersey (Newark); Texas; Arkansas; New York (Buffalo); Ohio (Cincinnati); Colorado (Denver); Illinois (Chicago); Nebraska (Lincoln); Nevada (Las Vegas); Texas (El Paso); Texas (San Antonio); Wisconsin (Milwaukee); Michigan (Detroit) |
| Abstract | The Association of Public and Land-grant Universities' Powered by Publics (PxP) Equity Roundtable initiative brought students and administrators together to participate in roundtable discussions to capture barriers related to access, success, and career pathways for historically underrepresented students in higher education. The roundtables were also designed to gather recommendations for advancing equity in these areas. A diverse group of students was required for participation (i.e., alumni, transfer students, students of color, adult learners, veterans, etc.). Roundtables were held both in-person and virtually. The specific objectives included: (1) Providing opportunities to include student voices in institutional policies and practices; (2) Providing a forum for candid discussions of equitable and inequitable policies and practices; and (3) Creating a vehicle to develop and disseminate promising strategies that eliminate barriers to the success of marginalized students on their academic journey. (ERIC). |
| Anmerkungen | Association of Public and Land-grant Universities. 1220 L Street NW Suite 1000, Washington, DC 20005; Tel: 202-478-6040; Fax: 202-478-6046; e-mail: info@aplu.org; Web site: https://www.aplu.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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