Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars
Document Type
Article
Abstract
Through analysis of student interviews and program staff interviews, this project explores how one program was crafted to help Students of Color develop competencies for educational success, gain exposure to undergraduate research, and maintain their cultural identities as part of their scholarly pursuits. Findings revealed that intentional bi-directional socialization processes that incorporated students’ backgrounds into their academic pursuits positively contributed to students’ development as scholars. The bi-directional socialization process that was facilitated by the program’s intentional programming and interactions created academic counterspaces that promoted the development of relationships with peers, staff, and faculty who helped guide students’ educational pursuits.
Digital Object Identifier (DOI)
Publication Info
Published in Review of Higher Education, Volume 42, Issue 4, 2019, pages 1527-1547.
Rights
©2025 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.
APA Citation
Luedke, C. L., Collom, G. D., McCoy, D. L., Lee-Johnson, J., & Winkle-Wagner, R. (2019). Connecting Identity with Research: Socializing Students of Color Towards Seeing Themselves as Scholars. The Review of Higher Education, 42(4), 1527–1547.https://doi.org/10.1353/rhe.2019.0074