继续为生存而战:社区大学中的无证件学生资源中心

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rachel E. Freeman-Wong, Trisha Mazumder, Jesús Cisneros
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引用次数: 2

摘要

目的:在本研究中,我们感兴趣的是调查作为对抗空间的无证学生资源中心(usrc)是如何在社区大学中发展和维持的。方法:我们将usrc概念化为柜台空间,并对19名协调usrc工作的教职员工和学生进行了访谈。结果:从访谈分析中得出三个主题:将usrc作为对抗空间运作,将“社区”放入大学,以及创造可见性和持久性。结论:源于社区组织的努力,usrc通过他们雇佣的专业人员、他们参与的社区和他们坚持的自我倡导实践,延续了无证学生行动主义的传统。本研究提出了对社区学院的研究和实践关于无证学生支持服务的实施的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Keep Fighting for Existence: Undocumented Student Resource Centers as Counter-Spaces Within Community Colleges
Objective: In this study, we were interested in investigating how Undocumented Student Resource Centers (USRCs) as counter-spaces were developed and sustained within community colleges. Method: We conceptualized USRCs as counter-spaces and conducted interviews with 19 staff and students coordinating the work of USRCs. Results: Three themes emerged from the analysis of interviews: Operationalizing USRCs as Counter-Spaces, Putting the “Community” in College, and Creating Visibility and Permanence. Conclusions: Originating from community organizing efforts, USRCs continued the tradition of undocumented student activism through the professionals they employed, the community they engaged, and the self-advocacy practices they sustained. This study raises implications for community college research and practice with regard to the implementation of undocumented student support services.
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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