ERIC Number: EJ1407094
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: EISSN-1532-771X
Qualities of Safer and Unsafe Spaces at an Emerging HSI: Community-Based Participatory Research to Center Latina/o/x Undergraduates' Voices in Addressing Campus Issues
Natalia Deeb-Sossa; Natalia Caporale; Brandon Louie; Lina Mendez
Journal of Latinos and Education, v23 n1 p309-327 2024
"Safe spaces" denote areas where students show up as they are and express themselves without fear of being made uncomfortable because of their sex, cultural background, or other status. Many dismiss the importance of safe spaces for students by accusing the institution of becoming a "therapeutic institution" concerned with their well-being, and/or viewing them as victims. We recognize the value of safe spaces to promote inclusion, and a sense of belonging for students. Utilizing photovoice with a LatCrit framework, we demonstrate the power of community-based participatory research to help Latina/o/x and Chicana/o/x students 1) explore and articulate which spaces at an emerging HSI support their sense of safety; 2) illuminate unsafe spaces and how they navigate them; and 3) center student voices in safer spaces issues. We also identify factors that make university spaces feel safer and unsafe so as to provide guidance to those interested in being supportive of this student population. The findings provide insight into the factors that impact Latina/o/x and Chicana/o/x students' sense of safety and offer greater understanding of communal approaches that might support navigation of unsafe spaces and the increased creation of safer spaces.
Descriptors: Undergraduate Students, Hispanic American Students, Minority Serving Institutions, Safety, School Safety, Student Empowerment, Space Utilization, Student Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A