Institutional Racial Representation and Equity Gaps in College Graduation
Institutional Racial Representation and Equity Gaps in College Graduation
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大学毕业中的制度种族代表性和公平差距
DOI：
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发表时间：
2021
影响因子：
3.1
通讯作者：
N. Denson
中科院分区：
文献类型：
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作者：
Nicholas A. Bowman;N. Denson
少数族裔学生的大学毕业率受到结构性障碍和敌对校园种族气候的不利影响，导致机构内部和机构之间存在显著的公平差距。理论和先前的文献表明，少数民族学生和教师的代表性可能在形成这些差异中发挥作用，但迄今为止的证据有限，并且产生了不同的发现。因此，本研究直接探讨了几个少数族裔群体的代表性与六年毕业率的公平差距之间的联系。结果表明，同种族代表和来自其他少数种族群体的学生和教师代表与毕业结果的种族平等程度有关；事实上，当黑人或拉丁裔学生分别占该机构本科生的至少一半时，就不存在黑人-白人和拉丁裔-白人的差距。此外，这些模式主要发生在几乎没有完全在线学生的机构中，这表明面对面互动的重要性，它可以促进情境种族线索和人际体验，从而促进少数种族学生的成功。
ABSTRACT College graduation rates for racially minoritized students are adversely affected by structural barriers and hostile campus racial climates, which lead to notable equity gaps within and across institutions. Theory and prior literature suggest that the representation of racially minoritized students and instructors may play a role in shaping these disparities, but the evidence to date is limited and has yielded divergent findings. Therefore, the present study directly explored the link between the representation of several minoritized racial groups and equity gaps in six-year graduation rates. The results indicate that same-race representation and the representation of students and instructors from other racially minoritized groups were associated with greater racial equity in graduation outcomes; in fact, no Black-White and Latinx-White gaps were present when Black or Latinx students, respectively, comprised at least half of undergraduates at that institution. Moreover, these patterns occurred predominantly at institutions with virtually no fully online students, which suggests the importance of face-to-face interactions that facilitate situational racial cues and interpersonal experiences that may foster success for racially minoritized students.