서브메뉴
검색
Who We Are Is How We Win: Ethnic-Racial Identity as a Universal Developmental Asset for the Culture, the Credits, & College Student Success
Who We Are Is How We Win: Ethnic-Racial Identity as a Universal Developmental Asset for the Culture, the Credits, & College Student Success
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103549
- ISBN
- 9798280720046
- DDC
- 136
- 서명/저자
- Who We Are Is How We Win: Ethnic-Racial Identity as a Universal Developmental Asset for the Culture, the Credits, & College Student Success
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 187 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: B.
- 주기사항
- Advisor: Umana-Taylor, Adriana J.
- 학위논문주기
- Thesis (Ph.D.)--Harvard University, 2025.
- 초록/해제
- 요약Completing college is an educational milestone that has meaningful longer-term implications for students in the U.S. (e.g., economic mobility) and their children (Chetty et al., 2017; Reeves & Krause, 2018). Despite the prevalence of ethnoracially minoritized students in the K-12 and overall U.S. populations, Black and Latine students complete college at lower rates than their peers (Department of Education, 2020; U.S. Census, 2020), thus making economic opportunity harder to attain. College completion and healthy progression into adulthood require similar developmental tasks, e.g., defining one's career, academic goals, and personal identities (Carnevale et al., 2010, 2013; Chickering & Reisser, 1997; Magolda, 2007). Thus, it is possible that a richer, more complex understanding of personal identity development as it relates to college success, career development, and race/ethnicity (i.e., ethnic-racial identity; Umana-Taylor et al., 2014) would help close college success gaps. Ethnic-racial identity processes are linked with myriad positive developmental outcomes (e.g., Umana-Taylor, 2023) and have been leveraged, along with concepts such as campus racial climate (e.g., Hurtado & Carter, 1997; Paris & Alim, 2014), to ground various K-12 reform efforts, collegiate cultural/affinity supports, and culturally relevant/sustaining educator programs. However, less work has explored systematically incorporating ethnic-racial identity, with its multi-dimensional, psychological construction, into models or the practice of college student success. I address this gap in my dissertation by first reviewing leading models for young adult development and college success and presenting a new model of postsecondary success that incorporates ethnic-racial identity. Then, I explored preliminary evidence of the model's theoretical notions using a nationwide survey of 755 U.S. undergraduate college students-a convenience sample recruited online from multiple U.S. regions. Finally, I assessed the feasibility of bringing an ethnic-racial identity curriculum (i.e., The Identity Project) to college campuses using qualitative interview and survey data gathered during a campus-based pilot study with 48 undergraduate students enrolled at one private college. In doing so, I illuminate possible ways for colleges to leverage student ethnic-racial identity-the fuller, contextualized psychological understanding of race/ethnicity-as an asset on campus and, in turn, increase the probability of all college students attaining educational success and economic opportunity.
- 일반주제명
- Developmental psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Higher education
- 일반주제명
- Ethnic studies
- 키워드
- College success
- 키워드
- Young adults
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 86-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017357707
■00520260202103549
■006m o d
■007cr#unu||||||||
■020 ▼a9798280720046
■035 ▼a(MiAaPQ)AAI32041664
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aJones, Shandra Monique.▼0(orcid)0000-0001-6428-8822
■24510▼aWho We Are Is How We Win: Ethnic-Racial Identity as a Universal Developmental Asset for the Culture, the Credits, & College Student Success
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a187 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: B.
■500 ▼aAdvisor: Umana-Taylor, Adriana J.
■5021 ▼aThesis (Ph.D.)--Harvard University, 2025.
■520 ▼aCompleting college is an educational milestone that has meaningful longer-term implications for students in the U.S. (e.g., economic mobility) and their children (Chetty et al., 2017; Reeves & Krause, 2018). Despite the prevalence of ethnoracially minoritized students in the K-12 and overall U.S. populations, Black and Latine students complete college at lower rates than their peers (Department of Education, 2020; U.S. Census, 2020), thus making economic opportunity harder to attain. College completion and healthy progression into adulthood require similar developmental tasks, e.g., defining one's career, academic goals, and personal identities (Carnevale et al., 2010, 2013; Chickering & Reisser, 1997; Magolda, 2007). Thus, it is possible that a richer, more complex understanding of personal identity development as it relates to college success, career development, and race/ethnicity (i.e., ethnic-racial identity; Umana-Taylor et al., 2014) would help close college success gaps. Ethnic-racial identity processes are linked with myriad positive developmental outcomes (e.g., Umana-Taylor, 2023) and have been leveraged, along with concepts such as campus racial climate (e.g., Hurtado & Carter, 1997; Paris & Alim, 2014), to ground various K-12 reform efforts, collegiate cultural/affinity supports, and culturally relevant/sustaining educator programs. However, less work has explored systematically incorporating ethnic-racial identity, with its multi-dimensional, psychological construction, into models or the practice of college student success. I address this gap in my dissertation by first reviewing leading models for young adult development and college success and presenting a new model of postsecondary success that incorporates ethnic-racial identity. Then, I explored preliminary evidence of the model's theoretical notions using a nationwide survey of 755 U.S. undergraduate college students-a convenience sample recruited online from multiple U.S. regions. Finally, I assessed the feasibility of bringing an ethnic-racial identity curriculum (i.e., The Identity Project) to college campuses using qualitative interview and survey data gathered during a campus-based pilot study with 48 undergraduate students enrolled at one private college. In doing so, I illuminate possible ways for colleges to leverage student ethnic-racial identity-the fuller, contextualized psychological understanding of race/ethnicity-as an asset on campus and, in turn, increase the probability of all college students attaining educational success and economic opportunity.
■590 ▼aSchool code: 0084.
■650 4▼aDevelopmental psychology
■650 4▼aEducational psychology
■650 4▼aHigher education
■650 4▼aEthnic studies
■653 ▼aCollege success
■653 ▼aEducational equity
■653 ▼aEthnic-racial identity
■653 ▼aIdentity development
■653 ▼aPostsecondary success
■653 ▼aYoung adults
■690 ▼a0620
■690 ▼a0525
■690 ▼a0745
■690 ▼a0631
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-12B.
■790 ▼a0084
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357707▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
