Abstract

ABSTRACT:

Unequal academic outcomes in postsecondary education persist for students from underserved populations (students of color, low socioeconomic status, first-generation), despite increased access to higher education in the last half century. General education classes present prime opportunities to address academic inequity. They typically have larger enrollments than major studies courses, are taken by more first-year students, and often serve as gateway courses for admission into numerous academic programs. Identifying pockets of underachievement—equity gaps—among discrete populations is a critical first step in ensuring that institutions support and meet the needs of all students. Equity-mindedness, which views student success as a shared responsibility between the student and the institution, is a second vital component for achieving academic equity. This article discusses two large initiatives undertaken at a midsized public university that are designed to achieve academic equity for all students: the identification and elimination of academic equity gaps among students from underserved populations, especially in general education courses, and the development of an equity-minded campus culture that embraces diversity and serves all students equally.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 60-76
Launched on MUSE
2018-09-15
Open Access
No
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