Literaturnachweis - Detailanzeige
| Autor/inn/en | Seider, Scott C.; Clark, Shelby; Soutter, Madora |
|---|---|
| Titel | A Critically Conscious Approach to Fostering the Success of College Students from Underrepresented Groups |
| Quelle | In: Journal of College and Character, 16 (2015) 4, S.253-262 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1940-1639 |
| DOI | 10.1080/2194587X.2015.1091362 |
| Schlagwörter | College Students; Success; Minority Group Students; Student Personnel Services; Student Personnel Workers; Caseworker Approach; Goal Orientation; Achievement Need; Trust (Psychology); Individual Differences; Consciousness Raising; Developmental Studies Programs |
| Abstract | Over 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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