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dc.contributor.authorClark, Shelbyen_US
dc.contributor.authorSoutter, Madoraen_US
dc.contributor.authorSeider, Scott C.en_US
dc.date.accessioned2017-12-08T16:28:31Z
dc.date.available2017-12-08T16:28:31Z
dc.date.issued2015-10-02
dc.identifier.citationScott C Seider, Shelby Clark, Madora Soutter. 2015. "A Critically Conscious Approach to Fostering the Success of College Students from Underrepresented Groups." Journal of College and Character, v. 16, Issue 4, pp. 253 - 262.
dc.identifier.issn2194-587X
dc.identifier.issn1940-1639
dc.identifier.urihttps://hdl.handle.net/2144/25896
dc.description.abstractOver the past decade, many student affairs professionals have turned their attention to non-cognitive factors that can play a role in supporting students from underrepresented groups in making it to and through college. The work in this area that has gotten the most attention in recent years has focused on students’ sense of belonging and efficacy. In this article, the authors begin by acknowledging the numerous strengths of belonging-centered and efficacy-centered approaches to fostering college student success but also argue that these approaches are incomplete. They posit that a more critically conscious approach to fostering college-going success can deepen participating college students’ sense of purpose and, in so doing, increase their likelihood of successful college completion.en_US
dc.format.extentp. 253 - 262en_US
dc.language.isoen_US
dc.publisherNASPAen_US
dc.relation.ispartofJournal of College and Character
dc.titleA critically conscious approach to fostering the success of college students from underrepresented groupsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/2194587X.2015.1091362
pubs.elements-sourcecrossrefen_US
pubs.notespeerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ujcc20en_US
pubs.notesEmbargo: Not knownen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, School of Educationen_US
pubs.publication-statusPublisheden_US
dc.date.online2015-11-20
dc.date.online2015-11-20
dc.identifier.orcid0000-0002-7559-7695 (Seider, Scott C)


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