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Faculty Attitudes and Behaviors That Contribute to Thriving in First-Year Students of Color

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As the qualitative portion of a sequential explanatory mixedmethods study, this study identified the attitudes, behaviors, and teaching strategies of firstyear seminar instructors whose students of color exhibited the highest gains in thriving at the end of their first semester. Thriving students are those who are fully engaged psychologically, socially, and academically in the college experience, making the most of their learning. Interviews with 13 faculty of highthriving students of color revealed four themes: (a) faculty engaged learners where they are, (b) faculty connected with students personally in and out of class, (c) faculty embraced the tapestry of diverse learners, (d) and faculty saw students as individuals. Implications from these findings are explored through pedagogies and practices that may promote thriving in firstyear students of color.

Document Type: Research Article

Publication date: March 1, 2019

More about this publication?
  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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