Abstract
This paper explores the relationship between participation in identity-focused programs and academic achievement among students from minority racial and gender identities enrolled in post-secondary institutions. Using a descriptive research design and a mixed-method approach, the study analyzed both quantitative and qualitative data. Participants were surveyed to assess their perceptions of how identity-focused programs influenced their academic success, persistence, and overall satisfaction. Results reveal that students reported high levels of satisfaction with programs reflecting their minority identities, and faculty recognized the academic benefits of such initiatives. However, findings also indicate that students may not always perceive these programs as directly connected to their academic success. Findings suggest that while academic success is important, the role of these programs in fostering a sense of belonging and personal development should not be overlooked in institutional planning.
Presenters
Rassheedah "Eda" WattsInterim Vice Chancellor, Equity and Inclusion, Minnesota State Colleges and Universities System Office, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
IDENTITY-FOCUSED PROGRAMS, RACIAL EQUITY, GENDER EQUITY, ACADEMIC ACHIEVEMENT, BELOGING
