Social justice and retention: A study of marginalized statistical minority students at a predominantly white rural institution in the U.S.

Author/s Erica Whitiker, Mejai Avoseh
Publishing Year 2019 Issue 2019/2
Language English Pages 17 P. 5-21 File size 283 KB
DOI 10.3280/EXI2019-002001
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The purpose of this study was to gain a better understanding of the experiences of marginalized statistical minority student’s ability to be successful at a rural Predominately White Institution in the United States. The experiences were examined from three contexts, (1) access, (2) retention, and (3) campus climate. Social Justice and its impact on retention were explored using a qualitative approach. Afrocentrism and Critical Pedagogy was used as guiding theoretical frameworks.

Keywords: Social justice, retention, marginalized student, African American, Native American, Hispanic, Latinx

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Erica Whitiker, Mejai Avoseh, Social justice and retention: A study of marginalized statistical minority students at a predominantly white rural institution in the U.S. in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 2/2019, pp 5-21, DOI: 10.3280/EXI2019-002001