提升高等教育目标,有效服务不同社会经济背景的学生

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mesmin Destin, R. Rosario, Shirin Vossoughi
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引用次数: 8

摘要

随着高校扩大学生群体的社会经济多样性,许多政策和做法需要重新定义,以更好地为所有学生服务。最近的社会心理学和学习科学研究直接告诉我们如何支持来自较低社会经济地位背景的学生的成就和幸福,并关注交叉的少数群体身份。这些方法挑战了同化主义和基于缺陷的学生身份观,解决了学生社会文化背景的多个层面的因素。根据证据,建议强调承诺财政资源,以允许充分获得和参与高等教育。此外,具体的教师实践和发展机会可以提高教学。最后,社区作为中心主题出现;推荐可以增强学生在大学环境内外的联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds
As colleges and universities expand the socioeconomic diversity of their student populations, many policies and practices require reconceptualization to better serve all students. Recent social psychology and learning sciences research directly informs how to support the achievement and well-being of students from lower socioeconomic status backgrounds, with attention to intersecting minoritized identities. These approaches challenge assimilationist and deficit-based views of student identities in addressing factors at multiple levels of their sociocultural contexts. Building from the evidence, recommendations emphasize committing financial resources to allow for full access and participation in higher education. Also, specific faculty practices and development opportunities can enhance teaching. Finally, community emerges as a central theme; recommendations enhance student connections within and beyond the college environment.
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来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
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