High Impact for Whom? Racially Minoritized Student Experiences With High-Impact Practices

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Fostering Inclusive Engagement: Insights From Student Experience (Table 36)

Abstract

Studies have shown that High-Impact Practices (HIPs) are beneficial to students’ academic success, increasing GPAs, helping with retention, and increasing student engagement (Kuh, 2008). However, most studies focusing on HIPs are quantitative and do not capture the experiences of first-generation and racially minoritized students (Kilgo, 2022). Using a qualitative approach, this paper describes the experiences that first-generation and racially minoritized students have with HIPs at various HSIs in the Western United States. Three themes emerge from our preliminary results; (a) student understanding of HIPs, (b) HIPs participation, and (c) outside influences. This paper aims to demonstrate how students experience HIPs at Hispanic Serving Institutions (HSIs) as a call for institutions to rethink HIPs on campus.

Authors

• Marialexia Zaragoza, University of Pittsburgh

• Esteban Alcala, University of Pittsburgh