DSpace Repository :: Browsing by Author "Bray, Nathaniel"

Browsing by Author "Bray, Nathaniel"

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#Activism Amplified, Action Required: a Qualitative Case Study of One Institution's Response to a Student-Led Social Media Campaign
(University of Alabama Libraries, 2021) West, Keaton Elyse; Holley, Karri; University of Alabama Tuscaloosa
Student activism has been part of the American college experience since the beginning of American higher education (Thelin, 2004). American college students participated in physical demonstrations and protests throughout the history of higher education in the United States. College students continue to protest for their concerns and issues on campus today. However, social media and technology changed how American college students engage in student activism and activist behaviors. Technology and social media platforms give college students open access to information processing and sharing. More specifically, social media creates opportunities for students to engage in activism in a digital space. Due to the rapid nature of information sharing through social media, institutions of higher education choose how to respond to student-led social media campaigns. This qualitative study was conducted to learn about how one institution responded to a student-led social media campaign calling the institution to take action to improve the process in which sexual misconduct is handled on campus. Document analysis, participant interviews, and member checking focus groups were the data sources selected for this study. The data collected is used to examine how one institution responded to a social media campaign against campus sexual violence and to better understand why the institution responded the way that the institution did. Various factors come into play when responding in these types of situations and administrators must know their institutions and rely on guidance and feedback from internal campus experts and external organizations in order to respond.
An Analysis of Institution Local Taxes, Geography, and Size on Public Higher Education Revenue from 1990-91 to 2020-21
(University of Alabama Libraries, 2023) Phillips, Undre Vantonio; Katsinas, Stephen G
State appropriations for public higher education have a significant impact on institutions, the students, and communities they serve. Federal policies are broad and wide-reaching, but institutions are more sensitive to appropriation changes at the state level. Rising costs limit access to higher education for lower income students who need it most. State higher education funding is often first to get cut before Medicaid, K-12 education, or Corrections funding. This is especially the case during economic down turns especially during recession. Scholars have conducted studies that indicate declining funding trends over time by reviewing state appropriations but do not include institutional level data that review operating budgets or tuition and fees. Institutional level data allows for more accurate examination of the impact of changes. One scholar estimated that state tax effort for higher education would reach zero by 2057 when accounting for data from 1980 to 2019. This would mean that public higher education would be a significantly smaller portion of state investment priorities than it is today. To fill the gap of declining revenue, colleges offload costs to students who take burdensome student loans. The reaction to state funding changes varies depending on institution type.This study examines trends in key revenue streams (state appropriations, tuition and fees, grants and contracts, auxiliary services, and other) at 1,497 publicly controlled institutions from 1990-91 to 2020-21. The Mission Driven Classification (MDC) was used, with a focus on the decennial census years, to isolate key factors of geography (Rural, Suburban, and Urban) and size. The first article reviews the effects of presence or lack of local funding over time on state appropriations support and tuition and fees revenues at 951 publicly controlled rural, suburban, and urban Community Colleges. The second article uses the MDC to analyze funding stream changes at 439 public Regional Universities and 951 Community Colleges by geographic type (Rural, Suburban, and Urban) over time. The third article uses the MDC to examine the effects of college size on key revenue streams at Smaller and Larger Flagship Universities over time. Together, these articles provide a repository of rich institutional level data that can be used by state and federal policymakers and researchers for more accurate comparative analyses, demonstrating the utility of the MDC as compared to the Carnegie Foundation for the Advancement of Teaching's Basic Classification.
An analysis of the perceptions of strategic planners and system administrators in the Alabama community college system regarding community college goals
(University of Alabama Libraries, 2020) Fricks, Bradley Dale; Hardy, David; University of Alabama Tuscaloosa
Throughout the last century and into this one, community colleges have become comprehensive institutions with multiple missions. However, because of resource scarcity, it is not possible to give equal priority to every functional goal that makes up the comprehensive mission. The purpose of this study, then, was to understand the goal priorities of strategic planners and system administrators in the Alabama Community College System and the extent to which these different stakeholders agree on those priorities for the community college. In this quantitative, descriptive study, the researcher sought to understand how stakeholders perceived the importance of different goals of the community college and how the same stakeholders would prefer those goals be prioritized. The researcher also examined how these goal priorities might differ by participant role, namely whether the participant was an ACCS Office employee, a college administrator, a faculty member, or a college staff member. In addition, differences in goals priorities with regard to the participant’s location (in a college or in the ACCS office) and the participant’s college size were analyzed. Data were collected using the Community College Goals Inventory (CCGI) developed by ETS. The CCGI asks respondents to identify the extent to which specific goals are being pursued at their institutions and the extent to which specific goals should be pursued at their institutions. Finally, the researcher attempted to understand if the CCGI has remained a valid and reliable instrument for measuring the goal priorities of modern community colleges. An analysis of the results of the study led the researcher to make four major conclusions. First, there is strong agreement concerning the priorities of community college goals among the groups that were surveyed. Second, although it is often listed as one of the major functions of community colleges, the goal of Community Services does not appear to rise to a level of high priority in the Alabama Community College System. Third, creating a sense of community in which there are open lines of communication and trust between administrators, faculty, staff, and students, the goal of College Community, appears to be a major concern for study respondents. Finally, the Community College Goals Inventory appears to be a reliable instrument based on internal consistency, but it does not take into account all the goals of the modern community college.
Assessing the Status and Need for Legal Faculty Scholarship: a Quantitative Analysis of Scholarly Output Using Bibliometrics and Altmetrics
(University of Alabama Libraries, 2024) D'Entremont, Andrew Ross; Bray, Nathaniel
Law faculty and their research provide numerous benefits to the legal field, profession, and the public. For instance, legal faculty's scholarly output affects their tenure and promotion, is used by jurists in opinion writing, and aides in the teaching mission of faculty (Hayashi & Mitchell, 2019; Chilton, Masur & Rozema, 2019; Feldman, 2018; Arcila, 2014). These benefits inure to the public, as well, through the dissemination of debate on important legal topics. Recently, however, critics have scrutinized the value of legal research over its method of production and publication, with growing concern for the resources expended to promulgate it. After the U.S. News and World Report proposed to use metrics of scholarly output in ranking law schools, these concerns only grew (Wallace & Lutkenhaus, 2022). But alongside these growing concerns, scholars have begun afresh in their analyses of legal faculty's scholarly output (E.g., Wallace & Lutkenhaus, 2022; Hayashi & Mitchell, 2019). This study adds to the extant literature by reviewing the work of law faculty, doing so by filling important gaps in the literature. Broadly, each of the independent studies below analyzes legal faculty's scholarly output using bibliometrics and altmetrics. But specifically, the studies review law faculty scholarly work across law journal rankings, between subfields within the law, and through different contexts of publishing, i.e., articles part of symposiums and colloquia relative to those that are not. The findings intimate statistical differences for faculty work across rankings of law journals and that subfields within the law may yield differing metrics depending on the subfield. Further, though articles published as part of symposiums or colloquia do not statistically differ from articles published in the main course of law journal's publication processes, the numerous other benefits that inure to faculty through participation in symposiums and colloquia underpins the need for faculty to continue attending such gatherings, as well as continued research into how to best allocate institutional resources.
Characteristics, Student Engagement, and the Relation to Academic Performance of Rural Community College Athletes
(University of Alabama Libraries, 2021) Little, Connie Matthew; Laanan, Frankie S.; University of Alabama Tuscaloosa
Rural community colleges are the only institutions of higher education for huge swaths of the United States. Their role in their communities requires them to serve a variety of functions, from education provider, to economic development center, to a source of entertainment. Often this entertainment comes in the form of community college athletics. As rural community colleges make up 61% of community college athletics programs (Bush, et al., 2009; CasteÃ±eda, et al., 2006), these changes can impact a large number of students and communities. Despite the importance of this facet of rural community colleges, little is known about their athletes. This quantitative study sought to provide information regarding this oft-ignored area of intercollegiate athletics and provide information regarding the students who participate in this endeavor and their engagement with their institutions through their educational mission. This study was designed to explore and compare the student engagement of rural community college student athletes to the student engagement benchmarks of the Community College Survey of Student Engagement (CCSSE). Determining if there was a predictive relationship, when controlling for background characteristics, between student athlete benchmark scores and self-reported GPA, was done through regression analysis. The results found that rural community college student athletes differ greatly from the general characteristics of rural community college students, and they are engaged in the campus at a high rate through almost all of the benchmarks. Race and academic preparedness greatly affected reported GPAs and all of the benchmarks were factors in predicting GPA, though not all positively.
Core competencies and organizational socialization: the development of new academic advisors at a four-year institution
(University of Alabama Libraries, 2019) Ammons, Heather Lynn Eidson; Holley, Karri; University of Alabama Tuscaloosa
Meeting with an academic advisor may be one of the few, if not the only, one-on-one interactions an undergraduate student has with faculty or staff outside of classroom matters. This interaction connects students to the curriculum of their selected major and campus resources but, most importantly, the academic advisor provides a direct connection to the institution (Nutt, 2003) and fosters the further holistic development within the student. As such, academic advising is often connected to increased retention and persistence (Bryant, 2016; Drake, 2011; Nutt, 2003). Despite this important role, institutions do not engage in critical reflection on how they are supporting and/or impeding the development of those advisors new to this crucial position. To address how organizational culture supports and impedes the development of a new advisor, this study employed qualitative research methods in a descriptive, embedded, single-case case study at a southeastern research university. Using the NACADA academic advising core competencies and organizational socialization, twenty-eight individuals – new advisors, seasoned advisors, advisor trainers, and advising center directors – were interviewed, four new advisors participated in a focus group, and hundreds of pages of documents were analyzed. This study found that the culture of different colleges was varied, but each reflected a similar desire for students to develop and succeed despite there not being an overarching university advising mission. Additionally, the boundaries, responses, and tactics were similar across each college. The informational and relational core competencies were the most often discussed by advisors and highly valued in practice, with a few advisors articulating the value of the conceptual component. The advisors also expressed various levels of perceived support at the university level. Overall, the institution supported new advisors through college-level advisor training and professional development, creating an advisor job family and a campus-based advising organization, and developing an advising initiative. Conversely, new advisor development was impeded by the lack of a central advising mission and centralized office or administrator, lack of upper administration understanding the value of advising, no university-based training, and increased enrollment that outpaced advisor hires. As such, this study recommends that institutions develop a centralized advising mission and training program to provide support to new advisors.
Developing the resilience scale for college students (RSCS)
(University of Alabama Libraries, 2020) Shannon, Takesha; McDaniel, Sara; Choi, Youn-Jeng; University of Alabama Tuscaloosa
College students face numerous stressors that have the potential to impair their ability to sustain effort towards their academic goals. Determining the external and internal factors that contribute to the academic persistence of undergraduate college students is imperative. Resilience, the ability to bounce back after significant challenges, setbacks, or adversity, may be an important factor in academic success. The study of resilience spans decades (Masten, 2001); however, not many studies have focused on determining the factors that make up resilience in undergraduate college students. Instruments have been developed to measure resilience, but there is not one that is widely accepted to assess resilience in undergraduate college students. A pilot study was conducted to inform the current study. This study seeks to develop a psychometrically sound instrument for measuring resilience in undergraduate college students. Keywords: academic persistence, resilience, academic stress, undergraduate
Educational Attainment, Community College, and Transfer in the Black Belt
Till, Garrett; Corley, Emily Grace; O'Brien, Sean; Katsinas, Stephen G.; Bray, Nathaniel; University of Alabama Tuscaloosa
Examining Campus Based Multicultural Centers At Predominantly White Institutions
(University of Alabama Libraries, 2020) Malone, Shalon V; Holley, Karri; University of Alabama Tuscaloosa
Campus based multicultural centers at predominantly White institutions have the surmountable task of both supporting marginalized identities and educating the majority White community on diversity and social justice issues. As a unit, often placed under student affairs, multicultural centers are the only unit that is tasked with a dual position of support and education for the entire campus community. While there is an abundance of research on Black cultural centers, diversity education, and on certain populations within historically marginalized identities, there is little to no research on the departments and units that are charged with all of the components listed. This study examined multicultural centers at predominantly White institutions, including their programs, services, missions, and structures to gain an understanding of what made these centers successful and how multicultural centers function within this unique dual position.
Exploration of Key Health Promoting Behaviors, Campus Support Programs, and Mental Health Outcomes in College Students
(University of Alabama Libraries, 2021) Williams, Dana; Laanan, Frankie S.; University of Alabama Tuscaloosa
College students report suffering from mental health problems at a growing level. Students are also using campus support services at increasing rates. However, the increase does not match the needs of the student population, and many students do not receive the support or treatment that they need. Health Promoting Behaviors have been demonstrated to promote positive mental health and well-being among students. The present study explores the relationships between key HPBs, mental health outcomes, help seeking behavior, and available support services on campus. This study used a three-article research design to answer research questions related to college student mental health, student support services, and HPBs.
Exploring the postsecondary transitions of military brats
(University of Alabama Libraries, 2019) Railsback, John Travis; Holley, Karri A.; University of Alabama Tuscaloosa
Throughout the United States, large numbers of military brats are entering a postsecondary education environment for the first time, yet little is known about how the experience of growing up as a military brat might inform transition to college. This qualitative study used a constructivist approach to better understand the postsecondary transition experiences of military brats at a large public research institution in the southeastern United States. The study sought to answer the following research question: How do military brats experience transition to higher education? Schlossberg’s Transition Theory served as the theoretical framework for the study. Data were collected from face-to-face interviews with 28 military brats who discussed their freshman year college transition experiences. Findings indicated that military brats experienced certain aspects of college transition differently than their civilian peers. College transition appeared to represent a departure from the military community for many students. The experience caused some military brats to explore questions of individual identity with additional consideration for how their military upbringing might inform this identity. Military brats’ backgrounds appeared to afford students both advantages and disadvantages in college transition. Advantages included the ability of military brats to draw upon past experiences and psychological resources in a way that contributed positively to the transition experience. Disadvantages included an unwillingness by military brats to seek support, especially academic support, during their initial year of college. The study encourages higher education faculty and staff to better understand this unique population of students and offers recommendations for how colleges and universities might better support military brats experiencing college transition.
First-Generation College Students: a Study on Academic Performance and a Faculty-Based Completion Initiative
(University of Alabama Libraries, 2021) Cribbs, Carla; Bray, Nathaniel; University of Alabama Tuscaloosa
Academic performance is a problem for community colleges, particularly as it relates to first-generation college students. These students often face many challenges that lower their chance of persisting to graduation. Students of first-generation status have a greater risk of dropping out of college before completing a degree. Faculty, who have the most interaction with students, are well positioned to help students achieve success at a course-level and ultimately reach their educational goals. Community colleges continue to work to close achievement gaps and improve degree completion through involvement in various student success initiatives. The purpose of this research study was to determine if there was a significant difference in the academic performance of first-generation college students as a result of a faculty-based completion initiative. In this study, a first-generation college student was defined as a student whose parent(s) did not finish a college degree. The study was conducted at a public 2-year associate’s institution located in the southeastern part of Alabama. A quasi-experimental study was conducted to answer four main research questions. The study compared the academic performance of first-generation college students without exposure to a faculty-based completion initiative (fall 2011) to the academic performance of first-generation college students with exposure to the initiative (fall 2014). Academic performance was measured by average grades in three high enrollment courses: Principles of Biology I, English Composition I, and General Psychology. Descriptive statistics and three-way ANOVAs were utilized to answer the research questions. Based on the findings from this research study, there were no significant differences in the academic performance of first-generation college students by classification, race, gender, or Pell status, as a result of a faculty-based completion initiative. However, there was a significant difference in the overall academic performance of first-generation college students. Students of first-generation status who were exposed to the initiative had higher average grades than those students who were not exposed. Additionally, the average grade for each course with exposure to the initiative was higher than the average grade for those courses without exposure. Recommendations for college leaders and suggestions for future research are also included in this study.
From Face-To-Face to Virtual Creative Learning: Organizational Change Pivot in the Visual Arts Studio Classroom During the COVID-19 Pandemic
(University of Alabama Libraries, 2022) Self, Laurl P.; Holley, Karri; University of Alabama Tuscaloosa
This study examines the pandemic teaching experience of visual arts studio instructors in higher education when moving between face-to-face and virtual teaching methods. This descriptive qualitative study employed 16 participants interviewed and document analysis as a secondary data source. The results revealed that faculty adapted to change through a support system of peers, administrators, and new and novel use of computer programs. Additionally, the faculty fostered creativity in the physical and virtual classrooms with communication, which was considered a hallmark of the creative classroom and hands-on learning experiences. The final result revealed that the faculty brought many of the adjustments from the virtual classroom experience back into the face-to-face classroom to improve the teaching and learning experience. In conclusion, though faculty have developed new methodologies for teaching and learning, support systems need to be developed before the next shift in higher education. Based on this learning experience, recommendations include a disaster toolkit for faculty and administrators, software developers' rapid deployment systems, and a mini-grant system for specific needs support in the classroom.
Hard Times and Hard Work: Capturing the Experiences of Collegiate Case Managers and Counselors in Organizations in Crisis During the COVID-19 Pandemic
(University of Alabama Libraries, 2024) Parish, Paige; Hardy, David
The World Health Organization (WHO) declared the novel coronavirus—COVID-19—a worldwide pandemic in March 2020 (Baker, 2022). Situated at a unique crossroads in that they are both social service healthcare providers and student support personnel, collegiate case managers and counselors faced the same abysmal odds as healthcare providers: an exacerbated mass exodus from necessary and needed human services (Galvin, 2021; Popowitz, 2022). The purpose of this study was to capture the experiences of these case managers and counselors as they provided services to the most acute-need and high-risk student populations during the onset and duration of the COVID-19 Pandemic in organizations in crisis in order to (1) describe their experiences from an organization perspective; and (2) identify organizational and individual factors that contributed to promotive or risk factors of burnout and/or resiliency. Through 16 lengthy semi-structured interviews, conversations regarding the organization pre- and post-pandemic, communication, burnout and resiliency were had. The questions regarding organizations were largely structured on the foundation of Chebbi and Pundrich’s (2015) characteristics of a learning crisis unit (LCU). Questions regarding burnout and resiliency were created using Maslach’s Burnout Inventory; MBI-HSS (Maslach et al., 1997) and the Connor-Davidson Resiliency Scale 10 (Campbell-Sills & Stein, 2007). A thematic analysis was conducted on the transcripts, and the results were sorted according to three major themes with zero to three sub-themes within each. The emerging themes included: (1) Experiences with Leadership (a. Support and Trust; b. Encouragement and Incentives); (2) Experiences with the Characteristics of an Organization (a. Mission; b. Organizational Resiliency); (3) Stress (a. Increased Stress; b. Decreased Stress); (4) Enrichment; and (5) Intrinsic Factors (a. Strengths and Resiliency; b. Purpose and Meaning). Participants who reported on-going and clear communication with leadership that included feedback, appropriate incentives, and support to carry out student services were more likely to stay in their positions after the university’s return to typical services following the onset of the COVID-19 Pandemic. Considerations and implications for future research, policy, and practice are included.
Humanities Faculty Perceptions of Learning Outcomes Assessment At a Regional Comprehensive University
(University of Alabama Libraries, 2022) Wilkey, Joshua; Major, Claire H.; University of Alabama Tuscaloosa
This study examines perceptions of student learning outcomes assessment by Humanities faculty members at a regional comprehensive university. Participants from History, English, and Philosophy and Religion departments were interviewed about their perceptions of assessment. The results were that Humanities faculty members hold both positive and negative perceptions of assessment. Positive perceptions are driven by receipt of feedback and potential improvement in teaching and learning. Negative perceptions are driven by lack of feedback on submitted assessment, uncertainty about the purpose of assessment, and concerns about the institution’s process for learning outcomes assessment.
In the heart of the community: foundation of a junior college
(University of Alabama Libraries, 2020-12) Kitchens. II, Grover Harrison; Major, Claire H.; University of Alabama Tuscaloosa
There has been much written on the topic of higher education in America. All facets from formation to expansion to experimentation to controversial issues in institutions of higher education have been discussed and dissected. However, one of the most compelling higher educational topics is the emergence and development of the junior college. This educational innovation is particularly American and formed in the early years of the twentieth century. The two-year college is purported to have been founded in 1901, and the institution today shows great variety and responsiveness to its communities. The early versions of the two-year institution sought to provide basic coursework that students could transfer to a university, but over time two-year institutional offerings expanded to include terminal degrees as well as technical education. The two-year college was then and is now, responsive to the social and economic needs of the communities that they served. The emergence of Snead Junior College is illustrative of the development of two-year institutions. Snead evolved from a private Methodist Episcopal elementary and high school and become a junior college in 1935. The foundation laid by educational missionaries allowed for the institution’s early transformation into a two-year college. The challenges that were faced were both local and national in scope, but with planning and determination Snead Junior College was founded. Today, the institution is still providing educational opportunities to the people in northeast Alabama as a community college, operating as Snead State Community College.
The Incarcerated Student in Alabama: An Exploratory Study of Student Engagement at a Technical College
(University of Alabama Libraries, 2020) Weldon, Lee Williams; Laanan, Frankie S.; University of Alabama Tuscaloosa
The incarceration rate in the United States is slowly declining after decades of record growth. The result of this decline is a growing number of formerly incarcerated individuals reentering society. It is known that by participating in education while incarcerated, individuals are 28% less likely to recidivate following release (Bozick, Steele, Davis, & Turner, 2018). Alabama’s recidivism rate in 2015 was 29.3%, with approximately 3,149 out of 10,715 released individuals returning to prison (Alabama Department of Corrections, 2018). Most often the measurement of successful educational programing is based on outcomes of recidivism rates and job placement without regard to the benefits of student engagement and the success that comes from the academic environment. While much is known about student engagement in community colleges and four-year institutions, little is known about the implications of engagement for incarcerated students in a technical college setting. This exploratory quantitative study sought to explore incarcerated student engagement in career and technical education (CTE) by utilizing a new survey instrument, the Incarcerated Student Engagement Questionnaire (ISEQ), to systematically collect data in the areas of program engagement, academic engagement, and student aspirations. The results indicated that students enrolled in CTE classes through the technical college exhibited high levels of engagement. Factors of engagement were predictive of overall student satisfaction. Additionally, engagement factors were predictive of students’ perception of courses inspiring them to think in new ways.
Let Me Be Professionally Queer: Experiences of Queer, Feminine Subjectivities in LGBTQIA+ Advocacy Roles in American Higher Education
(University of Alabama Libraries, 2021) Smith, Elizabeth Ashley; Major, Claire; University of Alabama Tuscaloosa
With the growth of LGBTQIA+ services as a functional area in Student Affairs has come an influx of research relating to best practices for promoting LGBTQIA+ inclusion, support, and sense of belonging on college campuses (Kortegast & Van der Toorn, 2018; Sanlo, Rankin, & Schoenberg, 2002). Despite the growth in this field of practice and research, there is still little inquiry into the work life and conditions of individuals serving LGBTQIA+ populations on college campuses. In addition, there is tangential research that suggests that a significant percentage of people working in LGBTQIA+ advocacy and support roles on college campuses embody feminine subjectivities because these roles tend to require significant care giving and emotional labor from staff (Kortegast & Van der Toorn, 2018; Pritchard & McChesney, 2018).This intersectional, qualitative study seeks to better understand the experiences of queer people with feminine subjectivities serving LGBTQIA+ populations in their college or university. Through a queer, feminist, intersectional lens, this study uses qualitative interviews and autoethnographic data to investigate the experiences, working conditions, and identity-based nuances of the day-to-day labor of queer people with feminine subjectivities in LGBTQIA+ advocacy in American higher education. Specifically, this study considers the ways in which concepts of invisible labor, chosen family and kinship, trauma, marginalization and discrimination, and varying levels of institutional support effect how queer LGBTQIA+ advocacy practitioners with feminine subjectivities navigate institutional spaces and experience their roles on campus.
Out of the night that covers me: how membership in a Black Greek letter organization shapes the Black student experience
(University of Alabama Libraries, 2021) Lamar, Kelby J.; Holley, Karri; University of Alabama Tuscaloosa
The purpose of this study was to examine how membership in a historically Black Greek letter organization (BGLO) shapes the Black student experience at a predominantly White commuter institution. Students who identify as Black Americans with a membership in a BGLO for at least one year and were full-time undergraduate students at such institutions were the participants for this study. The study included 13 participants who were chosen using snowball sampling. Data were collected using semi-structured interviews and a digital recording device. Data were analyzed using three-cycle coding and NVivo software to identify specific codes and themes in the data. Data collected showed that participants experienced a sense of belonging and connection to campus through membership in their BGLO. This study highlighted the need for more scholarship to differentiate between the BGLO experience and the traditionally White GLO experience at predominantly White institutions.
The Place in Which I Fit: Culturally Based Organizations and the Development of Cultural Wealth for Historically Marginalized Undergraduate Women At a Predominantly White Institution
(University of Alabama Libraries, 2021) Martin, Tamaica S.; Laanan, Frankie S.; Bray, Nathaniel; University of Alabama Tuscaloosa
College participation rates of women with marginalized identities have doubled in the last 30 years, yet their college completion rates do not compare to their White counterparts. While this is an issue faced by many marginalized populations, much of the research has focused on the equity gaps of minoritized men. With minoritized women becoming a greater portion of the higher education population, more attention needs to be paid on the success and well-being of these women. Social capital, proposed by Bourdieu (1986), has shown to be an important success factor, as belonging to certain networks provides greater access to information, social support, and resources; however, this concept overlooks other assets marginalized people may have. Yosso’s (2005) Community Cultural Wealth (CCW) framework offers an alternate view. Informed by social capital, it also considers critical race theory, intersectionality, gender and migrant studies, and sociology, and it challenges the idea that capital is limited to dominant groups. This research utilized interpretive qualitative methods to gain a better understanding of how historically marginalized women experience college and develop and utilize cultural wealth through culturally based organizations while attending a Predominantly White Institution (PWI). This study views how minoritized undergraduate women leverage aspirational, navigational, social, linguistic, familial, and resistance capital while participating in a culturally based organization through an anti-deficit lens. The research found that the participants utilized cultural wealth in all categories, with a particular emphasis in the areas of familial and social capital. The findings of this research add to the literature, and can be useful in the development of policy, resource allocation, and programming that support improved campus integration, institutional satisfaction, and post-college success for minoritized women.

Browsing by Author "Bray, Nathaniel"

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