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(E) Defense: Sarah Villarreal C14 (1:00pmET/10:00amPT)

A NARRATIVE INQUIRY OF LATINX UNDERGRADUATES’ PARTICIPATION INHIGH-IMPACT EDUCATIONAL PRACTICES

There are systematic barriers to educational equity in the U.S. higher education system, and the system overwhelmingly fails Latinx undergraduates more often than other students. It is crucial that evidence- based methods be utilized to reduce the existing postsecondary student success inequities. Scholars have linked specific educational practices to positive learning effects. A growing body of evidence suggests these educational practices, coined “high-impact practices” (HIPs), provide amplified benefits to historically underserved students (HUS) and may be an effective tool for advancing equity and closing achievement gaps. The extant literature has neither adequately explained the reason(s) that HIPs provide an academic boost to HUS nor described their lived experience. Such qualitative research is important for understanding how HIPs contributes to HUS’ learning and engagement, to better supporting student success, and addressing inequities. Through narrative inquiry and inductive/emergent analysis, this study explored the lived experience of Latinx in HIPs, at a four-year, public university. Deductive/a priori analysis drew from two theoretical frameworks: validation theory and cultural capital. Guiding questions for this study included: In which curricular experiences do Latinx undergraduates experience the deepest learning and engagement? To what elements or aspects of the experiences do Latinx undergraduates attribute the learning and engagement? What are the key validating experiences or experiences that recognize/reward cultural capital? Findings revealed five major course elements as associated with deep learning and engagement: professor behaviors or traits, real-world and relevant content, preparation for future or career, relationships with peers, and diverse perspectives. A key implication for practice is that HUS success should be supported through the ongoing professional development of faculty related to: incorporating teaching and curricular elements linked to deep learning and engagement, validating students interpersonally and academically, and designing curricula more congruent with HUS’ cultural capital and community cultural wealth.

TUESDAY OCTOBER 4, 2022 1 - 3 PM ET / 10 – 1 PT

ZOOM LINK: https://antioch.zoom.us/j/640371973 (Defense Room #1)   MEETING ID:  640 371 973

CALL IN:  646.876.9923 or 669.900.6833 or click to find your local number For audio, you may use your computer or call in using the numbers and meeting ID found above. All guests will be muted until it is time for audience participation

Date:
Tuesday, October 4, 2022
Time:
1:00pm - 3:00pm
Location:
Zoom-Defense Room #1
Audience:
  GSLC All  
Categories:
  PHDLC Defense  

Event Organizer

Ann Byers

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Note- All times are in Eastern Time