Published In
Change: The Magazine of Higher Learning
Document Type
Post-Print
Publication Date
10-2021
Subjects
Inclusive education, Critical pedagogy
Abstract
In short
- Increasingly, professionals in higher education are acknowledging the short- and long-term impacts on individuals and communities of institutional failures to create welcoming, inclusive, and caring environments for traditionally underrepresented students.
- Student voices, reflecting on their lived and felt experiences in college, have been less frequently present in the discussions about inclusion in higher education.
- Listening to students from underrepresented groups has the potential to redefine and renew how we understand education and ourselves, offering a template and a foundation for the dense network of relationships that a student-focused institution of higher education ought to aspire to and build on.
Rights
This is an Accepted Manuscript version of the following article, accepted for publication in Change: The Magazine of Higher Learning. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Locate the Document
DOI
10.1080/00091383.2021.1963146
Persistent Identifier
https://archives.pdx.edu/ds/psu/36544
Citation Details
Published as: Becerra, Yarina Aguilar, Cecilia Diojuan, Jasmine Walker, Neera Malhotra, David Peterson del Mar, and Vicki L. Reitenauer. "Who We Are: Focus On… Student Identity." Change: The Magazine of Higher Learning 53, no. 5 (2021): 7-12
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Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons