Dissertation/Thesis Abstract

Getting H.I.P. with First-Generation College Students: Decolonizing the High Impact Practice Movement
by Nuñez, Elizabeth M., Ed.D., California State University, Long Beach, 2017, 190; 10603574
Abstract (Summary)

Undergraduate research is often regarded as the most powerful high impact practice because it encompasses several high impact practice strategies (e.g. faculty-student mentorship, collaborative learning, common intellectual experiences) within one experience. First-generation college Students of Color are often excluded from undergraduate research experiences due to inherently exclusionary practices and deficit perspectives regarding ability and interest. In an effort to combat the current master narrative, this single case study dissertation study explored the experience of first-generation college Students of Color participating in undergraduate research and the ways in which their undergraduate research experience might be racially and culturally validating for them as Students of Color.

Culturally Responsive Education was the conceptual framework utilized which asserted the racialized and cultural experiences of this study’s participants as the compass which guided the research process (e.g. research questions, instrument development, data collection and analysis). This study found that providing a culturally validating undergraduate research experience for first-generation college Students of Color is possible if educational leaders are willing to provide and see the value in such an experience. Additionally, when first-generation college Students of Color are provided a culturally validating undergraduate research experience they can have a transformative experience with both short- and long-term benefits. Most importantly, the findings of this study begin to decolonize the high impact practice movement within higher education by challenging educational leaders and scholars to remove their deficit minded perceptions and approaches when supporting and working with first-generation college Students of Color.

Indexing (document details)
Advisor: Huber, Lindsay Pérez
Commitee: Ambos, Elizabeth, Manseau Sauceda, James
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Educational leadership, Multicultural Education, Higher education
Keywords: Culturally Responsive Education, First-generation college Students of Color, First-generation college students, High impact practices, Students of Color, Undergraduate research
Publication Number: 10603574
ISBN: 978-0-355-36218-3
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