Emily Pasman, Kim Gannon, Michael Broman, Erin Cox, Suzanne Brown, Debra Patterson, Elizabeth Agius, Stella M Resko
People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study explored the barriers to college applications and admissions that people in recovery face and the resources that they draw on to overcome these barriers. Semistructured interviews were completed with 17 undergraduate students in recovery at a large public university without a collegiate recovery program. Inductive thematic analysis was used to document students' experiences related to applications and admissions. Participants described barriers to higher education at multiple levels, including personal challenges (e.g., competing priorities), consequences of past use (e.g., a record of criminal legal system involvement), challenges in the social environment (e.g., substance use on campus), complex admission processes (e.g., regarding transfer credits), and stigma (i.e., anticipated, experienced, and internalized). Despite these challenges, students embodied an incredible amount of resolve. Participants were unafraid to ask for help and mobilized the resources available through their social networks. Having role models in recovery, support from faculty and staff, and flexible options for course scheduling were discussed as facilitators to higher education access. Findings highlight policies and practices that institutions of higher education can adopt to capitalize on the strengths of prospective students in recovery and promote equity and inclusivity for this underrepresented student population.
{"title":"Barriers and Facilitators to Higher Education Applications and Admissions Among People in Recovery.","authors":"Emily Pasman, Kim Gannon, Michael Broman, Erin Cox, Suzanne Brown, Debra Patterson, Elizabeth Agius, Stella M Resko","doi":"10.1037/dhe0000637","DOIUrl":"10.1037/dhe0000637","url":null,"abstract":"<p><p>People in substance use disorder recovery represent a marginalized and underserved student population. Improving access to higher education for people in recovery can benefit the individual, institution, and society at large. This study explored the barriers to college applications and admissions that people in recovery face and the resources that they draw on to overcome these barriers. Semistructured interviews were completed with 17 undergraduate students in recovery at a large public university without a collegiate recovery program. Inductive thematic analysis was used to document students' experiences related to applications and admissions. Participants described barriers to higher education at multiple levels, including personal challenges (e.g., competing priorities), consequences of past use (e.g., a record of criminal legal system involvement), challenges in the social environment (e.g., substance use on campus), complex admission processes (e.g., regarding transfer credits), and stigma (i.e., anticipated, experienced, and internalized). Despite these challenges, students embodied an incredible amount of resolve. Participants were unafraid to ask for help and mobilized the resources available through their social networks. Having role models in recovery, support from faculty and staff, and flexible options for course scheduling were discussed as facilitators to higher education access. Findings highlight policies and practices that institutions of higher education can adopt to capitalize on the strengths of prospective students in recovery and promote equity and inclusivity for this underrepresented student population.</p>","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"19 1","pages":"31-42"},"PeriodicalIF":2.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12802813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-03-27DOI: 10.1037/dhe0000476
Stephanie C House, Angela Byars-Winston, Sonia Zárate, Diana Eileen Azurdia, Bruce Birren, Philip Cheng, Kelly Diggs-Andrews, Steven P Lee, Kermin Martínez-Hernández, Richard McGee, Amy Prunuske, Katrina Ramírez, Christine A Sorkness
Diversifying the academic workforce requires equitable and inclusive training environments. Essential to achieving this goal is understanding the relevance of racial and cultural identities in our interactions, and a willingness and ability to engage in frank discussions about race and racism. Grounded in reflective practice, somatic abolitionism, and social justice education theory, this practice brief articulates six guiding principles for culturally responsive facilitation within diversity, equity, and inclusion workshops for adult learners. We use our collective experience implementing a mentorship education intervention, Culturally Aware Mentoring, with faculty in science, technology, engineering, mathematics and medicine to illustrate these principles.
{"title":"Guiding Principles for Culturally Responsive Facilitation: Lessons Learned from Delivering Culturally Aware Mentor Training to STEMM Faculty.","authors":"Stephanie C House, Angela Byars-Winston, Sonia Zárate, Diana Eileen Azurdia, Bruce Birren, Philip Cheng, Kelly Diggs-Andrews, Steven P Lee, Kermin Martínez-Hernández, Richard McGee, Amy Prunuske, Katrina Ramírez, Christine A Sorkness","doi":"10.1037/dhe0000476","DOIUrl":"10.1037/dhe0000476","url":null,"abstract":"<p><p>Diversifying the academic workforce requires equitable and inclusive training environments. Essential to achieving this goal is understanding the relevance of racial and cultural identities in our interactions, and a willingness and ability to engage in frank discussions about race and racism. Grounded in reflective practice, somatic abolitionism, and social justice education theory, this practice brief articulates six guiding principles for culturally responsive facilitation within diversity, equity, and inclusion workshops for adult learners. We use our collective experience implementing a mentorship education intervention, <i>Culturally Aware Mentoring</i>, with faculty in science, technology, engineering, mathematics and medicine to illustrate these principles.</p>","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"13 1","pages":"998-1004"},"PeriodicalIF":2.4,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12043285/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79287976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Does Service, Scholarship, and Teaching Activity Vary Across Demographic Groups and Time? Changing Patterns Among Professors at Two University Campuses","authors":"","doi":"10.1037/dhe0000546.supp","DOIUrl":"https://doi.org/10.1037/dhe0000546.supp","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"25 2","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emiko J. Muraki, Elaine J. Atay, Leah Chadwick, Gwen van der Wijk, Camille M. Mori, Adam T. Murry, D. Exner‐Cortens
{"title":"Affinity and allyship groups to advance inclusion in postsecondary institutions: A systematic scoping review.","authors":"Emiko J. Muraki, Elaine J. Atay, Leah Chadwick, Gwen van der Wijk, Camille M. Mori, Adam T. Murry, D. Exner‐Cortens","doi":"10.1037/dhe0000543","DOIUrl":"https://doi.org/10.1037/dhe0000543","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"1 11","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Affinity and Allyship Groups to Advance Inclusion in Postsecondary Institutions: A Systematic Scoping Review","authors":"","doi":"10.1037/dhe0000543.supp","DOIUrl":"https://doi.org/10.1037/dhe0000543.supp","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"30 17","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cara Margherio, Anna Lee Swan, M. C. Horner-Devine, Sheri J.Y. Mizumori, Joyce W. Yen
{"title":"Counterspaces as a site of network formation within academia.","authors":"Cara Margherio, Anna Lee Swan, M. C. Horner-Devine, Sheri J.Y. Mizumori, Joyce W. Yen","doi":"10.1037/dhe0000549","DOIUrl":"https://doi.org/10.1037/dhe0000549","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"135 15","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138953407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Safety strategies and the impact of misgendering among nonbinary\u0000 college students: A minority stress perspective.","authors":"C. V. Dolan, Em Matsuno","doi":"10.1037/dhe0000544","DOIUrl":"https://doi.org/10.1037/dhe0000544","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"12 7","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A systematic literature review on bi+ college students using an ecological lens.","authors":"Kaity Prieto, Steve Lemerand, Antonio Duran","doi":"10.1037/dhe0000537","DOIUrl":"https://doi.org/10.1037/dhe0000537","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"27 11","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth M. Holcombe, Adrianna Kezar, Natsumi Ueda, Darsella Vigil
{"title":"Shared equity leadership: Working collectively to change campus cultures.","authors":"Elizabeth M. Holcombe, Adrianna Kezar, Natsumi Ueda, Darsella Vigil","doi":"10.1037/dhe0000536","DOIUrl":"https://doi.org/10.1037/dhe0000536","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"71 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Hernandez Rivera, J. M. Kiyama, Amalia Daché
{"title":"Evoking the guerrera spirit: Latinas pursuing self-definition and navigating college access.","authors":"Stephanie Hernandez Rivera, J. M. Kiyama, Amalia Daché","doi":"10.1037/dhe0000539","DOIUrl":"https://doi.org/10.1037/dhe0000539","url":null,"abstract":"","PeriodicalId":47180,"journal":{"name":"Journal of Diversity in Higher Education","volume":"24 18","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138601704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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