Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars

Luedke, Courtney L.; Collom, Gresham D.; McCoy, Dorian L.; Lee-Johnson, Jamila; Winkle-Wagner, Rachelle

doi:10.1353/rhe.2019.0074

Cited by 17 publications

(14 citation statements)

References 33 publications

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“…Participants in our study reported both an interest and an increase in postsecondary education aspirations following access to TN Reconnect. Specifically, their stories revealed that the opportunity enhanced their belief in their ability to succeed in postsecondary educationinclusive of college-related expectations, attitudes, and aspirations-a relatively new finding among adult learners but consistently identified among other college-going populations (Luedke et al, 2019;Perna, 2006). Study participants also indicated that going back to college improved their family's college-going culture.…”

Section: Discussionmentioning

confidence: 91%

“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant

Collom

Biddix

Svoboda

2021

Community College Review

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Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.

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Section: Discussionmentioning

confidence: 91%

“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant

Collom

Biddix

Svoboda

2021

Community College Review

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“…Counterspaces are "sites where deficit notions of people of color can be challenged and where a positive collegiate racial climate can be established and maintained" (Solórzano et al, 2000, p. 70). Counterspaces allow for students to feel validated and for their experiences and knowledge to be viewed as valuable (Luedke et al, 2019;Solórzano et al, 2000). One well known form of a campus counterspace is a cultural center, where BIPOC students can be affirmed (Patton, 2010;Yosso & Lopez, 2010).…”

Section: Relationships As Embodied Counterspaces In the Academymentioning

confidence: 99%

Relationships as Embodied Counterspaces in the Academy

Luedke

2023

JPSS

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This study explores the experiences of 24 Black, Indigenous, and People of Color (BIPOC) students and four staff members affiliated with a transitional undergraduate research program that facilitated a bi-directional socialization process that nurtured students’ cultural backgrounds and identities. This critical qualitative case study considers the possibility of relationships as embodied counterspaces in the academy, encouraging us to reconsider the ways in which we imagine spaces of restoration and empowerment in higher education. Findings reveal that counterspaces can transcend physical spaces and can become embodied within relationships that move with, and can be accessed by, students throughout their college journey. Within these relationships, students are affirmed and empowered, which supports them in navigating college. Implications for research and practice are provided.

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“…Those who correctly anticipate the values, norms and behaviors that they need to hold in graduate school are more likely to be successful (Bess, 1978;Antony, 2002). In this sense, undergraduate research experience and a previous master's degree in the related field have been associated with higher levels of disciplinary knowledge and competencies necessary for conducting research (Luedke et al, 2019;Flaster et al, 2020). Other pre-socialization experiences, including attending conferences, presenting research findings and publishing, help individuals acquire research skills and form perceptions of the graduate student role (Gittens, 2014).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Transition points: well-being and disciplinary identity in the first years of doctoral studies

Gonzalez

Kim

Flaster

2021

SGPE

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Purpose The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study. Design/methodology/approach This study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine varying trajectories of well-being and disciplinary identity. Findings The authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership. Originality/value Although there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.

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Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars

Cited by 17 publications

References 33 publications

“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant

“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant

Relationships as Embodied Counterspaces in the Academy

Transition points: well-being and disciplinary identity in the first years of doctoral studies

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