Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support
This qualitative case study explored the perceptions of struggling students who identified as first-generation, low-income, and/or Students of Color (i.e., Historically Excluded Groups), and their beliefs about success, struggle, and characteristics of supportive instructors. Thematic analysis reve...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Florida State Open Publishing
2023-07-01
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| Series: | Journal of Postsecondary Student Success |
| Subjects: | |
| Online Access: | https://journals.flvc.org/jpss/article/view/132518 |
| _version_ | 1797783768184913920 |
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| author | Amy Collins-Warfield Jera Niewoehner-Green Scott Scheer Kristen Mills |
| author_facet | Amy Collins-Warfield Jera Niewoehner-Green Scott Scheer Kristen Mills |
| author_sort | Amy Collins-Warfield |
| collection | DOAJ |
| description |
This qualitative case study explored the perceptions of struggling students who identified as first-generation, low-income, and/or Students of Color (i.e., Historically Excluded Groups), and their beliefs about success, struggle, and characteristics of supportive instructors. Thematic analysis revealed student participants understood academic success and struggle in terms of Identifying Performance Measures, Developing a Growth Mindset, and Integrating Knowledge. Students identified supportive instructors by using one or more of the following themes, which were described using in vivo codes: Creates More Motivation for Me, Puts the Joy into Learning, Doesn’t Make You Feel Dumb, Not Here to Hurt Your Grades, Makes Material Understandable, Treats Us as More Than Just Students, and If I Ever Needed Anything. Implications for practice include expanding the definition of academic success and engaging specific instructor dispositions and behaviors to better support these students.
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| first_indexed | 2024-03-13T00:30:32Z |
| format | Article |
| id | doaj.art-f79fca0d88a0438f8a148e4c491fc855 |
| institution | Directory Open Access Journal |
| issn | 2769-4879 2769-4887 |
| language | English |
| last_indexed | 2024-03-13T00:30:32Z |
| publishDate | 2023-07-01 |
| publisher | Florida State Open Publishing |
| record_format | Article |
| series | Journal of Postsecondary Student Success |
| spelling | doaj.art-f79fca0d88a0438f8a148e4c491fc8552023-07-10T15:17:53ZengFlorida State Open PublishingJournal of Postsecondary Student Success2769-48792769-48872023-07-012410.33009/fsop_jpss132518Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor SupportAmy Collins-Warfield0Jera Niewoehner-Green1Scott Scheer2Kristen Mills3University of Minnesota RochesterThe Ohio State UniversityThe Ohio State UniversityThe Ohio State University This qualitative case study explored the perceptions of struggling students who identified as first-generation, low-income, and/or Students of Color (i.e., Historically Excluded Groups), and their beliefs about success, struggle, and characteristics of supportive instructors. Thematic analysis revealed student participants understood academic success and struggle in terms of Identifying Performance Measures, Developing a Growth Mindset, and Integrating Knowledge. Students identified supportive instructors by using one or more of the following themes, which were described using in vivo codes: Creates More Motivation for Me, Puts the Joy into Learning, Doesn’t Make You Feel Dumb, Not Here to Hurt Your Grades, Makes Material Understandable, Treats Us as More Than Just Students, and If I Ever Needed Anything. Implications for practice include expanding the definition of academic success and engaging specific instructor dispositions and behaviors to better support these students. https://journals.flvc.org/jpss/article/view/132518first-generation studentslow-income studentsstudents of colorcollege teachingretentionacademic success |
| spellingShingle | Amy Collins-Warfield Jera Niewoehner-Green Scott Scheer Kristen Mills Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support Journal of Postsecondary Student Success first-generation students low-income students students of color college teaching retention academic success |
| title | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
| title_full | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
| title_fullStr | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
| title_full_unstemmed | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
| title_short | Views of Struggling Students from Historically Excluded Groups on Academic Success and Instructor Support |
| title_sort | views of struggling students from historically excluded groups on academic success and instructor support |
| topic | first-generation students low-income students students of color college teaching retention academic success |
| url | https://journals.flvc.org/jpss/article/view/132518 |
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