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ETD Abstract Container

Abstract Header

Anti-Deficit-Minded Higher Education and/or Student Affairs (HESA) Faculty Members: Preparing the Next Generation of HESA Professionals to Support First-Generation Plus College Students

Robinson, Patricia Ann
http://orcid.org/0009-0009-2097-8640
http://rave.ohiolink.edu/etdc/view?acc_num=kent1711202533382825

Abstract Details

2024, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
This basic qualitative study explored the experiences of 12 higher education and/or student affairs (HESA) faculty members to understand how their equity, diversity, and inclusion-related courses prepared emerging HESA professionals to support first-generation college students from an anti-deficit perspective. Eligible participants taught in full-time HESA master’s programs and were leaders in diversity work based on their equity, diversity, and inclusion-related grant funding, professional awards, and/or diversity-related publications. This research was guided by Pérez et al.’s (2017) anti-deficit achievement framework. Data were collected from prescreening questionnaires, pre-interview journals, semistructured interviews, course syllabi, and other participant-shared resources. Generational status was not found to be an independent factor in anti-deficit course content as participants talked about their experiences with intersecting identities, such as first-generation plus Students of Color. Data analysis led to themes about participants’ course content which established a foundation of respect and for lifelong learning, integrated anti-deficit pedagogy and empowered advocacy. Themes formed a student development process that promotes emerging HESA professionals’ anti-deficit understanding. This study holds important implications for researchers to focus on anti-deficit systems-based approaches to college success. Stakeholders should ask questions with anti-deficit-minded prompts to institutional leadership and as part of institutional self-assessment; encourage syllabus audits and offer anti-deficit-focused faculty development; and prioritize equity, diversity, and inclusion-related teaching as an advantage to tenure, promotion, and course load. Future research should consider the sociological and K–12 educational literature, a case study approach, invite early career HESA professionals as participants, or explore the impact of policies on HESA programs.
Tara Hudson (Committee Chair)
Cassandra Storlie (Committee Member)
Erica Eckert (Committee Member)
243 p.
Curriculum Development; Education; Educational Leadership; Higher Education; Higher Education Administration; Inservice Training; Pedagogy; Systems Design
anti-deficit thinking; anti-deficit achievement framework; equity, diversity, and inclusion; first-generation college student; first-generation plus; HESA faculty member; higher education; marginalized; student-ready college; professional preparation programs; HESA professionals; advocacy; cultural humility; systems-based approach; prompts; TRIO

Recommended Citations

Citations

  • Robinson, P. A. (2024). Anti-Deficit-Minded Higher Education and/or Student Affairs (HESA) Faculty Members: Preparing the Next Generation of HESA Professionals to Support First-Generation Plus College Students [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1711202533382825

    APA Style (7th edition)

  • Robinson, Patricia. Anti-Deficit-Minded Higher Education and/or Student Affairs (HESA) Faculty Members: Preparing the Next Generation of HESA Professionals to Support First-Generation Plus College Students. 2024. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1711202533382825.

    MLA Style (8th edition)

  • Robinson, Patricia. "Anti-Deficit-Minded Higher Education and/or Student Affairs (HESA) Faculty Members: Preparing the Next Generation of HESA Professionals to Support First-Generation Plus College Students." Doctoral dissertation, Kent State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=kent1711202533382825

    Chicago Manual of Style (17th edition)

kent1711202533382825
118
© 2024, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.