Supporting Students on the (Academic) Margins: An Equity-Driven Framework

Abstract

Though many colleges and universities claim to
be driven by missions that highlight access, equity, and student success, academic policy and
practice do not always mirror these claims. American higher education institutions are “obsessed
with smartness” (Astin, 2017), yet fail to support
educational attainment in an equitable manner. Educational inequality has its roots in PK–12 education
(Dorn, 2017; Ladson-Billings, 2007) particularly as
it relates to deficit ideology. The manifestations of
deficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated both
in action and by policy. For higher education institutions to meet their missions for access, equity, and
success, they must address how their “systems of
support” perpetuate deficit thinking. As the nature
of higher education and the demographics of those
enrolled continues to change and diversify, the time
is right for higher education practitioners to interrogate and change harmful practices. We offer a
framework for how institutions can build capacity
for academic support program staff to identify deficit practices that systemically perpetuate inequities,
so we no longer hinder student growth and academic success.