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ERIC Number: EJ1451917
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1949-6591
EISSN: EISSN-1949-6605
Reimagining Student Success: Using Anti-Deficit Approaches to Educate Scholar-Practitioners in Higher Education
David Pérez II; Antonio Duran; Adam Z. Duran-Leftin; Joe J. Palencia; Michela Buccini; Steve Desir; Virginia Agee Deaton
Journal of Student Affairs Research and Practice, v61 n5 p639-652 2024
Few student affairs graduate preparation programs address deficit thinking. This study explored how an anti-deficit achievement framework was used to socialize scholar-practitioners in a graduate course on student success. Using narrative inquiry, this study addresses how exposing participants to anti-deficit research enhanced their understanding of the roles peers and faculty play in fostering student success. Implications for research and practice focus on using anti-deficit research to increase the success of minoritized college students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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