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Student Involvement & Academic Outcomes

Implications for Diverse College Student Populations

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Edited By Donald Jr. Mitchell, Krista M. Soria, Elizabeth A. Daniele and John A. Gipson

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master’s and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.
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Chapter One: Rethinking Student Involvement and Engagement: Cultivating Culturally Relevant and Responsive Contexts for Campus Participation

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CHAPTER ONE

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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