Abstract

This study investigates faculty members' experiences in a 20-month inquiry project that provided them with structured opportunities to (a) interview students of color about their educational journey, and (b) meet with other faculty members as a collaborative inquiry team to discuss student interview findings. Changes in faculty members were documented through faculty interviews, observations of inquiry meetings, and faculty's reflective journal entries. Findings revealed that faculty members developed an intimate knowledge of students' experiences coupled with an understanding of the broader social implications of being a student of color. They developed a critical consciousness and practical knowledge that informed more responsive approaches with students.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 69-92
Launched on MUSE
2012-09-25
Open Access
No
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