“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
BECCA SPINDEL BASSETT
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引用次数: 0

Abstract

In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on university resources and the role that faculty and staff can play in mitigating these disadvantages. Drawing on a year-long ethnographic study of two universities that serve and graduate large numbers of low-income, first-generation students, Bassett finds that faculty and staff drew on three common, proactive strategies to empower students to make effective claims on university resources, which directed them toward valuable resources and elevated their local social status. These findings challenge foundational theories in higher education that attribute equity gaps to individual-level differences, as well as reveal the importance of claims-making processes in determining who succeeds and who struggles on campus and underscore the critical role that faculty and staff can play in fostering more structurally and culturally supportive campuses.
“你知道如何要求一个不完整的吗?”从资源获取的角度重新定义低收入第一代学生的成功
在这项人种学研究中,贝卡·斯宾德尔·巴塞特调查了为什么低收入和第一代学生从大学校园获得的资源更少,从大学校园获得的好处也比高收入的第一代学生少。基于强调资源获取的关系和政治动态的社会学理论,本文探讨了这些学生在对大学资源提出有说服力的要求时面临的劣势,以及教职员工在减轻这些劣势方面可以发挥的作用。巴塞特对两所大学进行了为期一年的人种学研究,这两所大学为大量低收入的第一代学生提供服务和毕业服务。他发现,教职员工采用了三种共同的、积极主动的策略,使学生能够有效地利用大学资源,从而引导他们获得有价值的资源,提高他们在当地的社会地位。这些发现挑战了高等教育中将公平差距归因于个人层面差异的基础理论,揭示了在决定谁在校园成功谁在校园挣扎的过程中,提出主张的过程的重要性,并强调了教职员工在培养更具结构和文化支持性的校园方面可以发挥的关键作用。
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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