Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students by Kathleen F. Gabriel (review)

While a lazy river, on-campus Starbucks, or cafeteria’s chocolate fountain may sometimes seem to get higher billing than what happens in the classroom, the work of faculty is essential for our students’ persistence and success. Those of us who teach have a responsibility to continue to hone our pedagogical practices and knowledge, and Kathleen F. Gabriel’s Creating the Path to Success in the Classroom: Teaching to Close the Graduation Gap for Minority, First-Generation, and Academically Unprepared Students shows us how.

Gabriel quickly establishes what is widely known: our student populations are increasingly diverse, and graduation rates are lower for some groups of students. African Americans, Latinos, Native Americans, students with disabilities, low income, academically underprepared, and first-generation students are less likely to persist and graduate. The list is expansive, which makes the matter critical. Certainly, Academic Advising, Residence Life, Financial Aid, Admissions, and many other offices on campus contribute to recruiting and retaining students and supporting them toward graduation. Gabriel focuses on the time students spend in our classrooms and on their work for our classes and challenges professors to see ourselves as “major contributors” to student persistence and graduation.

Each chapter integrates a theoretical foundation and practical application and can be read together as a whole text “handbook” or stand alone for targeted faculty development. Gabriel starts with a first day and first month approach in chapters 2 and 3 and addresses the importance of crafting a climate that fosters interactions among students and the ties between course policies and student engagement. Drawing upon scholars such as C. S. Dweck and D. L. Leggett, the author uses current educational theory regarding growth mind-set and resilience in chapters 4 and 8 to help instructors understand ways to engage struggling students. Chapters 5, 6, and 7 dive into the parts of teaching where instructors and students spend the bulk of our time—giving and listening to lectures, facilitating class discussion, reading, writing, and grading. She provides techniques to increase students’ skills and explains the value of both low- and high-stakes assignments. Gabriel mentions a common expectation for courses: the textbook is required. But she follows up on this uniquely; she speaks privately to those without the text and, after assuring them that the textbook will be used in class, asks, “How can I help?” This seemingly simple approach both reinforces the value of the texts we assign and expresses empathetic, practical support for our students.

While framed in terms of teaching and supporting minority and first-generation students, the techniques Gabriel outlines are also just good teaching that will benefit all students. This is reminiscent of the “curb-cut effect.” Creating a wedge-like ramp so that sidewalks are accessible to those in wheelchairs benefits the person pushing a stroller or riding a bike. The idea is that creating accessible spaces is great for lots of people. In education, a version of this is Universal Design for Learning, which is about removing barriers so that all students have an opportunity to succeed. Gabriel’s text aims to help professors create educational experiences in which more students can persist, and all students will benefit.

Our student demographic is changing, and so is the faculty make-up. More and more courses are being taught by contingent or part-time faculty. Many of these courses are General Education and occur during the first two years, which is a critical time for student retention. “Professors,” the book explains, refers to those who teach at both two- and four-year institutions. It does not distinguish between full- and part-time, tenured or contingent faculty, nor should it for implementing the classroom practices. Whether an instructor has a permanent office and enjoys tenure or serves their students at multiple institutions and has not been...