Abstract

Abstract:

We examined student engagement with respect to gender, race, and finance at 1 South African university using a culturally relevant conceptual framework. Data for 2,569 students were collected via a survey covering demographics, cocurricular involvement, and learning outcomes. Findings include differences in sense of connection, pride, and community by students of different races and genders. Leadership positions and sense of belonging influenced student learning outcomes. Barriers to participation, including financial, had nuanced influences on learning outcomes. Implications for student affairs practice are included.

pdf

Share