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Gender and Sexuality Center Professionals' Narrative Accounts of Racialized Institutional Resistance to Anti-Racism Work 性别与性中心专业人员对反种族主义工作的种族化制度阻力的叙述
IF 1.8 3区 教育学 Q1 Social Sciences Pub Date : 2023-11-30 DOI: 10.1353/rhe.0.a914005
Antonio Duran, T.J. Jourian

Using data from a narrative study investigating the experiences of 20 gender and sexuality center (GSC) practitioners, this study examined how professionals described the racialized nature of institutions and its influence on their engagement with anti-racist practices. Findings revealed how participants perceived the foundations of GSC work as grounded in whiteness, how resources upheld whiteness, and the impacts of racialized organizations on professionals across racial identity. We provide implications for research and practice, arguing that a major contribution is to consider how the racialized nature of organizations of higher education is intricately connected to other forms of marginalization (e.g., queer and trans oppression).

本研究使用了一项调查20名性别与性取向中心(GSC)从业人员经历的叙述性研究的数据,研究了专业人员如何描述机构的种族化性质及其对他们参与反种族主义实践的影响。调查结果揭示了参与者如何认为GSC工作的基础是建立在白人基础上的,资源如何支持白人,以及种族化组织对跨种族身份的专业人员的影响。我们为研究和实践提供了启示,认为主要贡献是考虑高等教育组织的种族化性质如何与其他形式的边缘化(例如,酷儿和跨性别压迫)错综复杂地联系在一起。
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引用次数: 0
'More than lip service': LGBTQ+ Social Justice Educational Interventions as Institutional Benign Neglect “不只是说说而已”:LGBTQ+社会正义教育干预是制度性的良性忽视
IF 1.8 3区 教育学 Q1 Social Sciences Pub Date : 2023-11-22 DOI: 10.1353/rhe.0.a913752
D. Chase J. Catalano, Daniel Tillapaugh, Roman Christiaens, Sy Simms

Using Ahmed’s (2012) scholarship on diversity work and institutional life as a conceptual framework, we examine how LGBTQ+ social justice educational intervention (SJEI) facilitators described the challenges of their role. We found LGBTQ+ SJEI facilitators descriptions of their role revealed institutional dynamics that undermine purported support of equity-based work. Institutional realities that facilitators faced were neither intentionally malicious nor hostile, and encapsulated by the descriptor of benign neglect. Our findings expose how LGBTQ+ SJEIs operate as non-performatives treated with benign neglect through unenforceable authority, administrative gaslighting, and resource scarcity.

以Ahmed(2012)关于多样性工作和制度生活的奖学金为概念框架,我们研究了LGBTQ+社会正义教育干预(SJEI)促进者如何描述他们角色的挑战。我们发现LGBTQ+ SJEI促进者对其角色的描述揭示了制度动态,破坏了对基于公平的工作的支持。促进者面临的制度现实既不是故意恶意的,也不是敌意的,而是用“善意忽视”这个词来概括的。我们的研究结果揭示了LGBTQ+ sjei是如何通过不可执行的权威、行政气灯和资源稀缺而被良性忽视的。
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引用次数: 0
Activist Scholarship and Borderland Feminism: Resisting Coloniality in Liminal Internationalization 激进主义学术与边疆女性主义:在有限的国际化中抵制殖民主义
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-01 DOI: 10.1353/rhe.0.a909698
Pilar Mendoza
Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical internationalization work in higher education using borderland feminism as a lens. In doing so, I show the interconnections between borderland feminism, coloniality, and liminal internationalization. Finally, based on this theoretical development, I applied Davis et al.´s interpretive criteria (2019) to my activist scholarship in liminal internationalization.
本文的目的是利用一个国际研究中心的倡议,说明活动家研究如何成为学术理论化的沃土,并为那些对活动家奖学金感兴趣的人提供一个框架,特别是对美国机构中拉丁美洲裔的女教员。我通过一个以边疆女权主义为视角的高等教育批判性国际化工作的例子,详细阐述了激进主义奖学金如何抵制殖民主义。在这样做的过程中,我展示了边界女权主义、殖民主义和有限的国际化之间的相互联系。最后,基于这一理论发展,我将Davis等人的解释标准(2019)应用于我在阈限国际化中的激进主义奖学金。
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引用次数: 0
Calibrating Costs: Do Tuition Reset Policies Affect Diverse Student Enrollment at Private Baccalaureate Colleges? 校准成本:学费重置政策会影响私立学士学院的不同学生入学吗?
3区 教育学 Q1 Social Sciences Pub Date : 2023-10-01 DOI: 10.1353/rhe.0.a909286
Daniel Corral, James Ward
This study focuses on tuition reset policies, where colleges reduce the published sticker price by at least 5%, and in many instances, much more. We use a difference-in-differences design to examine the effect of these policies on student enrollment disaggregated by race/ethnicity and a proxy for economic disadvantage. On average, these policies do little to move the needle regarding specific racial/ethnic diversity on campus; however, we find that these institutions experience a 6.5% increase in the share of Pell Grant students following the introduction of these policies.
这项研究的重点是学费重置政策,在这些政策中,大学将公布的标价降低至少5%,在许多情况下,甚至更多。我们使用差异中的差异设计来检验这些政策对按种族/民族分类的学生入学的影响,并代表经济劣势。平均而言,这些政策在改变校园中特定种族/民族多样性方面收效甚微;然而,我们发现这些机构在引入这些政策后,佩尔助学金学生的比例增加了6.5%。
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引用次数: 0
Who is Sitting in the Chair? Job Satisfaction of Women and Men Department Leaders 谁坐在椅子上?女性和男性部门领导的工作满意度
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.0.a908705
Amanda Pascale, Amanda Kulp, Lisa Wolf-Wendel
This study explores an understudied yet critically important role in higher education: the academic department chair. Building on research related to the gendered organization of faculty life and using a national sample of department leaders per the COACHE Faculty Job Satisfaction Survey (n = 1,173), we use descriptive discriminant analysis to identify the set of factors that differentiate between the job satisfaction of women and men who hold department leadership positions at four-year colleges and universities. Findings indicate a clear difference between women and men department leaders in how satisfied they are with their jobs, particularly when it comes to time spent on research, salary, and beliefs about the importance of mentoring. Recommendations and implications for academic leadership are discussed.
本研究探讨了高等教育中一个未被充分研究但至关重要的角色:学术系主任。基于与教师生活的性别组织相关的研究,并根据COACHE教师工作满意度调查(n = 1173)使用全国部门领导样本,我们使用描述性判别分析来确定四年制学院和大学中担任部门领导职位的女性和男性工作满意度的差异因素。调查结果表明,女性和男性部门领导在工作满意度方面存在明显差异,特别是在研究时间、薪酬和对指导重要性的看法方面。讨论了对学术领导的建议和影响。
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引用次数: 0
Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris (review) 《其他人的学院:美国高等教育改革的起源》作者:伊森·w·里斯(书评)
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.2023.a907273
Reviewed by: Other People's Colleges: The Origins of American Higher Education Reform by Ethan W. Ris Erica Eckert, Assistant Professor Ethan W. Ris. Other People's Colleges: The Origins of American Higher Education Reform. Chicago: University of Chicago Press, 2022. 368 pp. $35. ISBN 9780226820224. While commonly regarded as a path for social advancement, it is well-known that higher education is a stratified system (Taylor & Cantwell, 2019). In Other People's Colleges: The Origins of American Higher Education Reform, Ethan Ris illustrates an underappreciated yet essential originator of postsecondary stratification—the philanthropic foundation. From the outset, Ris explains his goals are to look behind the curtain at the people, organizations, and movements seeking to reform higher education between 1890 and 1936. This period represents the earliest years in which philanthropic foundations leveraged financial resources to form higher education into a stratified system of vertically integrated institutions serving specific populations of students while systematically excluding or diverting others. These efforts and the pioneering opposition to these efforts comprise the book's scope. Ris argues that these higher education reform efforts and the efforts to oppose shaped higher education as it exists today. The book spans three phases of reform: ideas (1890–1905), efforts (1905–1915), and resistance (1915–1936). When most people think of the Progressive Era in the early 20th century United States, they likely think of muckraking journalism and individuals such as Jane Addams, W. E. B. DuBois, and Theodore Roosevelt (despite his more problematic beliefs) advocating for grassroots change. Progressivism also coincided with the scientific management movement, social Darwinism, and the prevailing belief that with sufficient expertise, all problems could be solved. Having amassed their fortunes by relying upon the labor of others, Gilded Age captains of industry John D. Rockefeller and Andrew Carnegie believed adherence to principles of scientific management and engineering could improve society at large. The first two major philanthropic organizations were Andrew Carnegie's Carnegie Foundation for the Advancement of Teaching (CFAT) and John D. Rockefeller's General Education Board (GEB). Ris presents the origin stories of these foundations, which were formed in large part to reshape the system of American higher education at the system rather than at the institution or individual level. The foundations were animated by the people who ran them and Ris characterizes these people as academic engineers. Ris carefully explains how the academic engineers developed their perspectives and inflicted them on higher education. This creates a rather dramatic storytelling landscape throughout the early sections of the book and Ris draws from a mass of personal papers and correspondence, historical essays and scholarship, journalism, and organizational documentation
埃里卡·埃克特,助理教授伊森·w·里斯。其他人的学院:美国高等教育改革的起源。芝加哥:芝加哥大学出版社,2022。368页,35美元。ISBN 9780226820224。虽然通常被认为是社会进步的途径,但众所周知,高等教育是一个分层的系统(Taylor & Cantwell, 2019)。在《别人的大学:美国高等教育改革的起源》一书中,伊森•里斯阐述了一个未被充分认识但却是高等教育分层的重要发起者——慈善基金会。从一开始,里斯就解释说,他的目标是揭开1890年至1936年间寻求改革高等教育的人们、组织和运动的面纱。这一时期是慈善基金会利用财政资源将高等教育形成一个垂直整合的分层体系,为特定的学生群体服务,同时系统地排除或转移其他人。这些努力和对这些努力的先驱性反对构成了本书的范围。里斯认为,这些高等教育改革的努力和反对的努力塑造了今天的高等教育。这本书跨越了改革的三个阶段:思想(1890-1905)、努力(1905-1915)和抵抗(1915-1936)。当大多数人想到20世纪初美国的进步时代时,他们可能会想到揭发丑闻的新闻和像简·亚当斯、w·e·b·杜波依斯和西奥多·罗斯福(尽管他的信仰更有问题)这样倡导基层变革的个人。进步主义还与科学管理运动、社会达尔文主义以及认为只要有足够的专业知识,所有问题都可以解决的普遍信念不约而同。镀金时代的工业巨头约翰·d·洛克菲勒和安德鲁·卡内基依靠他人的劳动积累了财富,他们认为坚持科学管理和工程原则可以改善整个社会。最早的两个主要慈善组织是安德鲁·卡内基的卡内基教学促进基金会(CFAT)和约翰·d·洛克菲勒的通识教育委员会(GEB)。里斯介绍了这些基金会的起源故事,这些基金会的成立在很大程度上是为了重塑美国高等教育体系,而不是在机构或个人层面。这些基金会是由管理它们的人赋予活力的,里斯把这些人描述为学术工程师。里斯仔细地解释了学术工程师如何发展他们的观点,并将其强加给高等教育。这在书的前几部分创造了一个相当戏剧性的叙事景观,里斯从大量的个人文件和信件、历史论文和学术研究、新闻和组织文件中汲取证据。这本书的第一部分描述了高等教育改革的理念和目标。在第一章中,Ris介绍了学术工程师。尽管他们的观点并不完全一致,但大多数学术工程师都认为,美国高等教育没有达到它的承诺,需要加以修正,而只有体制外的人才能加以修正。许多学院派工程师没能完成(或上)大学,他们认为自己是白手起家的,并有与之相匹配的优越感。大多数学术工程师正式或非正式地隶属于CFAT或GEB,尽管有些人担任学院领导或政府官员。CFAT和GEB希望高等教育通过“更有效率、更负责任、对学生和社会更有用”来“赢得生存的权利”(第1页)。然而,他们并不打算通过竞争来创造效率和责任。相反,正如里斯在第二章中解释的那样,他们试图减少机构的总数,减少机构之间的竞争。他们的目标是重组高等教育体系,通过引导学生(沿着阶级、公民身份、种族和经济界限)进入特定的机构类型和地理区域,从而加强社会结构。他们的影响机制是CFAT和GEB管理人员使用看似武断的指导方针发放的资金。Ris提供的一个经典且描述得很好的例子是教授的CFAT养老基金,该基金只能在机构层面获得,前提是该机构遵守某些要求。养老基金的承诺……
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引用次数: 0
A Web of Support: A Critical Narrative Analysis of Black Women's Relationships in STEM Disciplines 支持网络:对STEM学科中黑人女性关系的批判性叙事分析
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.2023.a907272
Paris Wicker, Dorian L. McCoy, Rachelle Winkle-Wagner, Imani Barnes
Abstract: While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.
虽然近一半(40%)的黑人学生离开了STEM学科,而且种族化和性别化的社会和环境因素在黑人女性的STEM道路中发挥了作用,但人们对人际关系和关键社会资本如何促进本科STEM成功知之甚少。我们采用批判性叙事的方法,探讨了斯佩尔曼学院(Spelman College)的牢固关系如何帮助黑人女性在HBCUs及其他院校的STEM学位课程中茁壮成长。研究结果集中在105个叙述中的3个,表明黑人女性在战略上建立了动态的支持网络,包括STEM学科内外的家庭、教师和管理人员,这通常会增加机会,并更有可能坚持下去。
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引用次数: 0
Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler (review) 《美国高等教育的财富、成本与价格:简史》布鲁斯·A·金博尔、莎拉·m·伊勒著(书评)
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.2023.a907274
Reviewed by: Wealth, Cost, and Price in American Higher Education: A Brief History by Bruce A. Kimball and Sarah M. Iler Christopher P. Loss, Associate Professor and William Krause, PhD Candidate Bruce A. Kimball and Sarah M. Iler. Wealth, Cost, and Price in American Higher Education: A Brief History. Baltimore, MD: The Johns Hopkins University Press, 2023. 314 pp. $49.95. ISBN: 9781421445007 How can scholars and pundits understand the complex issue of higher education finance in the twenty-first century? A good start would be to read Bruce Kimball and Sarah Iler's insightful new study, Wealth, Cost, and Price in American Higher Education: A Brief History. This is a timely, well-researched monograph that reveals the benefits of literally "following the money" when trying to account for the economic behavior of the modern American research university. Part I—"The Formative Era, 1870-1920" (Chapters 1–6)—retraces the rise of the modern American research university and the changes in the political economy that funded it. Kimball and Iler begin their narrative at a time in which a key concept in university finance—endowment—began to take on its contemporary meaning. Although endowments had been a perennial fixture of elite colleges since their establishment during the early Republic, their meaning shifted during the last decades of the nineteenth century. Before the 1870s, "endowment" referred to the sum total of the institution's holdings—its permanent funds, yes, but also its buildings, faculty, and other educational accoutrements. Following the massive industrial expansion that enabled wealthy donors to make gifts at unprecedented levels, "endowment" increasingly referred to the "permanent, productive funds" held by the university. According to the authors, the Darwinian logic of 'survival of the fittest' motivated the redefinition of endowment whereby universities with larger productive, permanent funds were considered more 'fit'—autonomous, flexible, and higher status—than their poorer, unfit peers. President Charles Eliot of Harvard embraced and popularized this approach to higher education finance, and it helped catapult Harvard from a traditional college to one of the fittest research universities in the country. Here the authors demonstrate the key link between endowment and knowledge production and the rise of the modern research university that emerged in the decades around the turn of the twentieth century. The 'formative era' also witnessed two other key changes. First, by running a deficit, college presidents and administrators began deliberately cultivating a public perception that their universities required endless funding. According to Kimball and Iler, this strategy created the impression among donors that the university was ceaselessly expanding, and that generous donations played a key role in this growth. Second, new modes of fundraising emerged to coax wealthy donors to give. One such method was "the appeal to all alumni for do
《美国高等教育的财富、成本和价格:简史》作者:Bruce A. Kimball和Sarah M. Iler副教授Christopher P. Loss和博士候选人William Krause。美国高等教育的财富、成本与价格:简史。马里兰州巴尔的摩:约翰霍普金斯大学出版社,2023年。314页,49.95美元。学者和权威人士如何理解21世纪高等教育财政的复杂问题?一个好的开始是阅读布鲁斯·金博尔和莎拉·伊勒富有洞察力的新研究《美国高等教育中的财富、成本和价格:简史》。这是一本及时的、研究充分的专著,揭示了在试图解释现代美国研究型大学的经济行为时,字面上“跟着钱走”的好处。第一部分-“形成时期,1870-1920”(第1-6章)-回顾了现代美国研究型大学的兴起以及为其提供资金的政治经济的变化。金博尔和伊勒的叙述开始于大学财务中的一个关键概念——捐赠基金——开始具有当代意义的时期。尽管自共和国早期成立以来,捐赠一直是精英大学的长期固定项目,但在19世纪最后几十年,捐赠的意义发生了变化。在19世纪70年代之前,“捐赠”指的是学校所有财产的总和——包括永久资金,当然也包括学校的建筑、教员和其他教育设备。随着大规模的工业扩张,使富有的捐助者能够以前所未有的水平赠送礼物,“捐赠”越来越多地指大学持有的“永久性生产性资金”。根据作者的说法,达尔文的“适者生存”逻辑推动了对捐赠基金的重新定义,即拥有更大生产力、永久资金的大学被认为比那些更穷、更不称职的同行更“合适”——自主、灵活、地位更高。哈佛大学校长查尔斯·艾略特(Charles Eliot)接受并推广了这种高等教育融资方法,并帮助哈佛大学从一所传统学院一跃成为美国最优秀的研究型大学之一。在这里,作者展示了捐赠与知识生产之间的关键联系,以及20世纪之交的几十年间出现的现代研究型大学的兴起。“形成时代”还见证了另外两个关键变化。首先,由于出现赤字,大学校长和管理人员开始故意培养一种公众观念,即他们的大学需要无休止的资金。根据Kimball和Iler的说法,这种策略给捐赠者留下了这样的印象:大学在不断扩张,而慷慨的捐赠在这种增长中发挥了关键作用。其次,新的筹款模式出现了,以诱使富有的捐赠者捐款。其中一种方法是“呼吁所有校友捐款”,另一种方法是“由受薪员工开展的全国性多年筹款活动”(第56页)。筹款人借鉴了红十字会和基督教青年会等志愿机构依靠捐款生存的技术。有一段时间,哈佛捐赠基金(HEF)和耶鲁校友基金(YAF)将鼓励大众捐赠与进步时代的民主精神联系在一起。其他机构最终也效仿美国名牌大学,采用了类似的策略。第二部分——“黄金时代,1930 - 2020年代”(第7-11章)——更深入地评估了大学似乎无限的资金需求。大萧条减少了大规模捐赠活动和富有捐赠者的收入,结果,一些边缘化的机构被迫关闭。联邦政府在第二次世界大战期间伸出了援助之手,通过了1944年的《退伍军人权利法案》(GI Bill),并为军事研究提供了资金,这些资金一直持续到冷战的黄金年代。资金突然充裕的大学采用了新的投资组合管理技术,尤其是将股票和债券混合使用的60/40投资规则,以最大限度地提高其不断增加的捐赠的回报。尽管精明的投资策略和更多的联邦资金为大学部门带来了越来越多的财富,但一个新的难题出现了:二战后学费不断上涨。金博尔和伊勒解释说,“从1870年到1950年的80年间,美国高校的人均教育成本根本没有上升……
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引用次数: 0
Variability Patterns in Self-Authorship Trajectories: Complicating Understanding of Development 自我创作轨迹的变异模式:对发展的复杂理解
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.2023.a907269
Patricia M. King, Rosemary J. Perez, James P. Barber
Abstract: This descriptive qualitative study identified variability patterns in students' self-authoring capacities during college. To do so, we developed a procedure for examining shifts in students' self-authorship positions between each of four years of college; these were identified through annual interviewswith 131 students from six colleges or universities. Although virtually all students developed toward self-authorship, steady development each year was relatively rare, and occurrences of both stasis and regression were quite common, suggesting that development is more variable than consistent or linear. We also explored differences by race/ethnicity and gender and discussed implications for educators.
摘要:本研究旨在定性分析大学生自主写作能力的变化规律。为此,我们制定了一套程序,用于检查学生在大学四年期间自我写作位置的变化;这些是通过对来自六所学院或大学的131名学生的年度采访确定的。尽管几乎所有的学生都朝着自我创作的方向发展,但是每年稳定的发展是相对罕见的,停滞和倒退的发生是相当普遍的,这表明发展是可变的,而不是一致的或线性的。我们还探讨了种族/民族和性别的差异,并讨论了对教育者的影响。
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引用次数: 0
The Ties That Bind: Student-Mothers' Social Capital During the COVID-19 Pandemic 纽带:COVID-19大流行期间学生母亲的社会资本
3区 教育学 Q1 Social Sciences Pub Date : 2023-09-01 DOI: 10.1353/rhe.2023.a907270
Margaret W. Sallee, Alyssa Stefanese Yates
Abstract: In this comparative case study of 22 student-mothers in Georgia and New York during the COVID-19 pandemic, we explore the role social capital plays in mitigating participants' challenges. Using Adler and Kwon's (2002) bridging versus bonding forms of capital, we argue participants turned to their internal, primarily women-comprised networks (bonding) to navigate academics and parenting after the pandemic eroded opportunities for bridging capital. We highlight the ways that student-mothers' primarily women-comprised networks stepped in to provide important support to facilitate participants' persistence when higher education institutions were unable to do so. This study challenges dominant notions of social capital and brings to light its often-hidden gendered nature to underscore how a strong internal support network can lead to individual and, ultimately, societal benefits. The results of this study have implications far beyond the COVID-19 pandemic, challenging educators to think critically about how to harness the support networks of minoritized and marginalized students to facilitate student success.
摘要:通过对2019冠状病毒病大流行期间乔治亚州和纽约州22名学生母亲的比较案例研究,我们探讨了社会资本在缓解参与者挑战方面的作用。利用Adler和Kwon(2002)的“桥接与纽带形式的资本”,我们认为,在大流行侵蚀了桥接资本的机会之后,参与者转向了他们的内部(主要由女性组成)网络来引导学术和养育子女。我们强调,当高等教育机构无法做到这一点时,学生母亲主要由女性组成的网络提供了重要的支持,以促进参与者的坚持。这项研究挑战了社会资本的主流观念,揭示了其经常隐藏的性别性质,强调了强大的内部支持网络如何带来个人和最终的社会利益。这项研究的结果远远超出了COVID-19大流行的影响,它要求教育工作者批判性地思考如何利用少数民族和边缘化学生的支持网络来促进学生的成功。
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引用次数: 0
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