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Recognizing Oppression: College Students' Perceptions of Identity and its Impact on Class Participation

Review of higher education, 2019-03, Vol.42 (3), p.1257-1281 [Peer Reviewed Journal]

Copyright © Association for the Study of Higher Education ;Copyright Johns Hopkins University Press Spring 2019 ;ISSN: 0162-5748 ;ISSN: 1090-7009 ;EISSN: 1090-7009 ;DOI: 10.1353/rhe.2019.0036

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Title:
Recognizing Oppression: College Students' Perceptions of Identity and its Impact on Class Participation
Author: Eliason, Michele J ; Turalba, Ruby
Subjects: African Americans ; Asian students ; Black college students ; Classroom communication ; Classroom Environment ; Classrooms ; College students ; Communication failure ; Cultural Influences ; Ecology ; Gender differences ; Group identity ; Health behavior ; Health Education ; Higher education ; Hispanic Americans ; Identification (Psychology) ; Individual Characteristics ; Intercultural communication ; Interpersonal communication ; Judgment ; Language Usage ; Learning ; Literature reviews ; Minority & ethnic groups ; Minority Group Students ; Oppression ; Participation ; Perceptions ; Qualitative research ; Race ; Racism ; Sexism ; Social Bias ; Social classes ; Social Influences ; Social justice ; Student Attitudes ; Student Diversity ; Student Experience ; Student Participation ; Student retention ; Studies ; Success ; System theory ; Undergraduate Students ; United States ; Willingness to communicate
Is Part Of: Review of higher education, 2019-03, Vol.42 (3), p.1257-1281
Description: Class participation benefits students by enhancing engagement, critical thinking, interpersonal communication, and motivation, but the role of underrepresented minority identities on class participation has not been well-studied. We surveyed 94 undergraduate health education students about experiences/attitudes about class participation, finding three major themes drawn from the ecological model: individual factors, classroom environment, and recognition of structural oppression. One-third of students thought their identities affected their participation. The findings have implications for pedagogy connecting social determinants to students' personal experiences in college, and for compassionate strategies for students who currently fear misunderstanding, judgment, and ridicule because of their identities.
Publisher: Baltimore: Johns Hopkins University Press
Language: English
Identifier: ISSN: 0162-5748
ISSN: 1090-7009
EISSN: 1090-7009
DOI: 10.1353/rhe.2019.0036
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central

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Recognizing Oppression: College Students' Perceptions of Identity and its Impact on Class Participation

Copyright © Association for the Study of Higher Education ;Copyright Johns Hopkins University Press Spring 2019 ;ISSN: 0162-5748 ;ISSN: 1090-7009 ;EISSN: 1090-7009 ;DOI: 10.1353/rhe.2019.0036

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