Barriers and facilitators to the retention and participation of socially, economically, and culturally disadvantaged university students. An international systematic review

Montoro, María Remedios Belando; Crespo, María Naranjo; Temiño, María Aránzazu Carrasco

doi:10.1016/j.ijer.2022.101968

Cited by 10 publications

(6 citation statements)

References 37 publications

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“…We have used a peer review research methodology. Based on methodological solutions identified in recent studies of the same type in the field (Belando-Montoro et al, 2022) we proceeded to the following methodological steps: 1. establishing keywords for study search; 2. establishing criteria for study selection, i.e. criteria for inclusion and exclusion in the review; 3. searching for studies based on the keywords; 4. applying the grid of criteria for the selection of studies; 5. determining the total number of studies identified (quantitative dimension); 6. analysing the selected studies in relation to the research objectives; 7. elaborating the design of the formative intervention model for social inclusion of students from disadvantaged backgrounds (qualitative dimension).…”

Section: Methodsmentioning

confidence: 99%

Social Inclusion of Students from Disadvantaged Backgrounds: New Strategic Approaches to Educational Counselling and Communication

Cîrtiţă-Buzoianu

Mareş²,

Cojocariu³

et al. 2023

RREM

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The need to provide education for all has continued to be at a high level even now when access to education is easier and considerably wider than in the previous historical periods. There is a general causality as well as a specific one supporting this necessity. The latter includes an additional set of reasons which connect defining characteristics of disadvantaged learners with the limitations of the pandemic crisis and its effects on communication. They also continue to manifest themselves after the health restrictions have been lifted and further hinder communication and educational counselling, thereby imposing additional barriers to inclusive education. This study is a literature review through which we aim to make a synthesis of current communication and educational counselling new strategic approaches suitable for use in the post – COVID context for facilitating access to education for disadvantaged students. The objectives of the study are as follows: O1: to identify a set of strategies which correspond to the specific communication pattern and information needs of the children and teenagers nowadays; O2: to identify current educational counselling strategies which can be successfully used in the post - COVID context to enable well-informed career decisions for disadvantaged students; O3: to develop a formative intervention model for social inclusion of students from disadvantaged backgrounds. The study findings may be useful in school and career counselling in pre-university education, but also in collaborative approaches between pre-university and academia in order to facilitate the inclusion of the disadvantaged students.

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Section: Methodsmentioning

confidence: 99%

Social Inclusion of Students from Disadvantaged Backgrounds: New Strategic Approaches to Educational Counselling and Communication

Cîrtiţă-Buzoianu

Mareş²,

Cojocariu³

et al. 2023

RREM

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“…Students must gather information about how to succeed academically beyond what the university shares with them because usually that information is not culturally relevant to their unique needs (Pérez, 2017). For example, students may seek communities and/or peers that provide support to help them navigate institutional barriers (e.g., economic, cultural, social, and/or academic) (Belando-Montoro et al, 2022). Institutions and instructors should become more aware of how students enter with diverse backgrounds and/or needs and how such diversity requires more inclusivity and support when providing knowledge of resources and/or organizations that students may utilize for navigation, retention, and success (Belando-Montoro et al, 2022;Grim et al, 2021).…”

Section: Information Gatheringmentioning

confidence: 99%

“…For example, students may seek communities and/or peers that provide support to help them navigate institutional barriers (e.g., economic, cultural, social, and/or academic) (Belando-Montoro et al, 2022). Institutions and instructors should become more aware of how students enter with diverse backgrounds and/or needs and how such diversity requires more inclusivity and support when providing knowledge of resources and/or organizations that students may utilize for navigation, retention, and success (Belando-Montoro et al, 2022;Grim et al, 2021). Many students, in particular historically excluded students, rely on information gathering from peer networks (e.g., instructors, staff, and students) to learn more about how to persist in higher education (Almeida et al, 2019).…”

Section: Information Gatheringmentioning

confidence: 99%

Have you heard about this? An exploration of instructor communication about campus resources to students in biology courses

Vega

Meaders

2023

Journal of Research in Science, Mathematics and Technology Education

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Campus resources provide valuable support for students navigating university, in particular historically excluded students. However, not all students may be aware of these resources or be actively encouraged to use them. As students regularly interface with their instructors for consecutive periods of time, instructor communication about campus resources regarding academic, community, wellness, and career and professional support may have positive motivational and psycho-social impacts for all students, especially historically excluded students. Therefore, we explored the types of campus resources that biology instructors communicate with students and whether they are positively correlated with students’ sense of belonging, motivation to use resources, and course performance in biology courses. We found that, all else equal, student sense of belonging derived from faculty and staff was positively correlated with the number of types of resources that instructors communicated about in their courses. From the students who reported that their instructors promoted campus resources, most students somewhat or strongly agreed that they were motivated to use career and professional development types of resources. Our results support that instructors have the capability to increase student’s cultural wealth by actively communicating various types of campus resources to their students. These results could provide guidance for biology faculty seeking to support students in the classroom and on campus as students are navigating institutions.

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“…On the other hand, lecturers are also tasked with providing high-quality teaching to students who often come from disadvantaged backgrounds (Robinson, 2022). Many students in rural universities have limited educational opportunities or face socioeconomic barriers that affect their learning experiences, as supported by literature and observations (Belando-Montoro, 2022;Martins & Gresse von Wangenheim, 2023). Therefore, there is an urgent need for dedicated educators who can offer effective pedagogical support and help bridge the educational gap, but this leaves a gap in research outputs and the development of rural lecturers.…”

Section: Introductionmentioning

confidence: 99%

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

Tsotetsi,

Onaolapo

2024

IJRCS

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In this empirical study, we explore the challenges faced by lecturers at a rurally located university in South Africa as they try to balance the demands of research and teaching. Universities in rural areas play a crucial role in providing higher education access to underprivileged communities and promoting regional development. Our study is based on role theory, which emphasises the intended and unintended purposes of lecturer roles in society. Through a qualitative study of six lecturers, we examine the various issues they encounter when managing research and teaching commitments. We adopt a case study design within an interpretive paradigm. Semi-structured interviews were conducted with six new lecturers from the university to understand their personal experiences and perspectives on the tension between research and teaching, as well as the potential consequences for their research productivity. We use thematic analysis to analyse the collected data. The findings reveal that the participants at the university struggle to balance the demands of research and teaching, encountering various challenges in the process. These challenges include a lack of funding for research, limited research resources and facilities, and an overwhelming teaching workload. Based on the findings, the study suggests solutions and strategies to guide university administrators, policymakers, and lecturers in navigating this challenging landscape and fostering a supportive environment that values research and teaching contributions. This study contributes to the knowledge by proposing a model that lecturers can follow to balance their work roles.

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Barriers and facilitators to the retention and participation of socially, economically, and culturally disadvantaged university students. An international systematic review

Cited by 10 publications

References 37 publications

Social Inclusion of Students from Disadvantaged Backgrounds: New Strategic Approaches to Educational Counselling and Communication

Social Inclusion of Students from Disadvantaged Backgrounds: New Strategic Approaches to Educational Counselling and Communication

Have you heard about this? An exploration of instructor communication about campus resources to students in biology courses

A model to reconstruct lecturer dilemma in balancing research and teaching responsibilities: A case of one rural university in South Africa

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