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Social justice and retention: A study of marginalized statistical minority students at a predominantly white rural institution in the U.S.
Journal Title: EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING 
Author/s: Erica Whitiker, Mejai Avoseh 
Year:  2019 Issue: Language: English 
Pages:  17 Pg. 5-21 FullText PDF:  283 KB
DOI:  10.3280/EXI2019-002001
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The purpose of this study was to gain a better understanding of the experiences of marginalized statistical minority student’s ability to be successful at a rural Predominately White Institution in the United States. The experiences were examined from three contexts, (1) access, (2) retention, and (3) campus climate. Social Justice and its impact on retention were explored using a qualitative approach. Afrocentrism and Critical Pedagogy was used as guiding theoretical frameworks.
Keywords: Social justice, retention, marginalized student, African American, Native American, Hispanic, Latinx

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Erica Whitiker, Mejai Avoseh, in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 2/2019, pp. 5-21, DOI:10.3280/EXI2019-002001

   

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