NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1192092
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-3667
EISSN: N/A
General Education: The Front Lines of Equity and Inclusion at a Midsize Public University
Klonoski, Ed; Barker, Gregory; Edghill-Walden, Vernese
Journal of General Education, v66 n1-2 p60-76 2017
Unequal academic outcomes in postsecondary education persist for students from underserved populations (students of color, low socioeconomic status, first-generation), despite increased access to higher education in the last half century. General education classes present prime opportunities to address academic inequity. They typically have larger enrollments than major studies courses, are taken by more first-year students, and often serve as gateway courses for admission into numerous academic programs. Identifying pockets of underachievement--equity gaps--among discrete populations is a critical first step in ensuring that institutions support and meet the needs of all students. Equity-mindedness, which views student success as a shared responsibility between the student and the institution, is a second vital component for achieving academic equity. This article discusses two large initiatives undertaken at a midsized public university that are designed to achieve academic equity for all students: the identification and elimination of academic equity gaps among students from underserved populations, especially in general education courses, and the development of an equity-minded campus culture that embraces diversity and serves all students equally.
Pennsylvania State University Press. 820 North University Drive, USB 1 Suite C, University Park, PA 16802. Tel: 800-326-9180; Tel: 814-865-1327; Fax: 814-863-1408; e-mail: info@psupress.org; Web site: http://www.psupress.org/journals/jnls_jge.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A