Implications for Diverse College Student Populations
Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson
Chapter One: Rethinking Student Involvement and Engagement: Cultivating Culturally Relevant and Responsive Contexts for Campus Participation
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Rethinking Student Involvement AND Engagement
Cultivating Culturally Relevant and Responsive Contexts for Campus Participation
SAMUEL D. MUSEUS AND VARAXY YI
A Chinese American college student named Maya, at a large rural predominantly White research university, was enrolled in an introductory American literature course during her first semester in college. During the first class session of the semester, she noticed that almost all of the authors of assigned readings were White and most of them were men. After class, she scheduled a meeting with the White female faculty member who was teaching the course. When Maya asked the instructor if they could read some Asian American authors in class, the faculty member responded by saying, “That’s what Asian Studies is for.” The faculty member was apparently unaware that Asian Studies on this campus was actually East Asian Studies and did not include curricula focused on Asian American experiences. The interaction left Maya invalidated and frustrated, and led to her contemplating dropping the course.
A Chicano undergraduate named Mason, who was majoring in biology at a mid-sized public urban research university, took an ethnic studies course that focused on race and racism in American society during his first year. Over the course of the semester, he scheduled a couple of meetings with the instructor, during which they engaged in conversations about the student’s experiences growing up Chicano and navigating racist environments, how those experiences shaped...
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