Supporting Students on the (Academic) Margins: An Equity-Driven Framework

• In Event: Equity-Minded Perspectives on Student Success

Abstract

Though American institutions of higher education claim to prioritize access, equity, and student success, policies and practices do not always reflect these values. For students on academic warning/probation, institutional practices are rife with inequities that further marginalize students and hinder success. We offer a new framework built on Marginality and Mattering theory that interrogates deficit-based practices and centers culturally relevant pedagogy and sense of belonging.

Authors

• Emily E. Virtue, Western Carolina University

• Grace Cheshire, Tri-County Community College

• Erika Lytle Lett, Western Carolina University

• Diamond R Brown, American University