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ERIC Number: ED555314
Record Type: Non-Journal
Publication Date: 2013
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-9162-0
Vandalized: Educational Opportunity, Inclusion, and Academic Outsiders at the University of Idaho
Clyde, Scott
ProQuest LLC, Ph.D. Dissertation, University of Idaho
This dissertation employed a critical action research methodology to problematize the University of Idaho's observed failure to successfully integrate nontraditional scholars into its academic culture. This dissertation explores the appropriate role and responsibility of the embedded educational opportunity programs in assisting academic outsiders in their efforts to successfully navigate the academic culture at the University of Idaho. Theorizing that this failure is the result of institutional barriers emerging from traditional class-based values, this study aided by a critical theory framework explores the nature of these barriers and whether the educational opportunity programs embedded in the College of Education at the University of Idaho are adequately conceptualized to address them. Specifically, the study addresses the following research question: how can the educational opportunity programs embedded in the College of Education at the University of Idaho better prepare nontraditional scholars for, and assist them in navigating, the institution's academic culture? The study found that an institutional culture informed by classical liberal individualism has resulted in non-dominant cultural differences being identified as deficits rather than diversity. It was further found that the educational opportunity projects embedded within the institution's College of Education are not sufficiently conceptualized to purposefully address these cultural barriers or power differentials. This leaves some project participants unable to successfully navigate the postsecondary environment into which they are placed. From these findings an action plan is proposed. This plan recognizes differences in class-based values and proposes structural and conceptual changes to promote postsecondary educational success. This success is contingent upon the scholars being assessed by their ability to develop as learners within the dominant academic culture, rather than their ability to assimilate and simply "pass" as members of a culture that does not value or validate their "home" culture(s). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Idaho