Meeting at the margins: culturally affirming practices at HBCUs for underserved populations

Drawing upon theories concerning culturally informed pedagogy and college environments, this qualitative study utilizes grounded theory techniques to explore the culturally affirming practices that Historically Black Colleges and Universities (HBCU) faculty and administrators employ to create inclus...

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Veröffentlicht in:	Higher education 2022-11, Vol.84 (5), p.1067-1087
Hauptverfasser:	Williams, Krystal L., Mobley, Steve D., Campbell, Erica, Jowers, Richard
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Administrator Attitudes Administrators African American universities and colleges Black Colleges College Administration College Environment College Faculty College students Culturally Relevant Education Development policy Disproportionate Representation Education Education policy Educational Experience Educational Policy Educational Practices Evaluation Grounded theory Higher Education Historically Black Colleges & Universities Inclusive education Minority college students Minority students Pedagogy Prioritizing Qualitative research Social aspects Student Attitudes Student Experience Students Teacher Attitudes Teaching Underserved populations
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