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Full-Text Articles in Education
Well-Being Consciousness And College Access Borderlands: Staff Perspectives On Supporting Students’ Well-Being, Paris D. Wicker
Well-Being Consciousness And College Access Borderlands: Staff Perspectives On Supporting Students’ Well-Being, Paris D. Wicker
Journal of College Access
More than 2550 pre-college preparation and college access programs in the United States are designed to increase the postsecondary enrollment and degree obtainment rates for historically excluded college students, including low-income and Students of Color. Less known is how these programs address the social emotional, and well-being needs of college-going Black and Indigenous women enrolling at Predominately White Institutions (PWIs). Guided by Gloria Anzaldúa’s Borderlands theory, this study analyzed interviews with five current and former college access program staff to uncover if and how college access programs define and implement well-being into college access initiatives. Findings revealed varied racialized and …
Addressing Social Determinants Of Mental Health To Improve College Access, Retention, And Completion, Rumbidzai Mushunje, Natese Dockery, Mickey Lin, Kaprea Johnson, Kristen Toole, Sarah Henry, Alexandra Gantt-Howrey
Addressing Social Determinants Of Mental Health To Improve College Access, Retention, And Completion, Rumbidzai Mushunje, Natese Dockery, Mickey Lin, Kaprea Johnson, Kristen Toole, Sarah Henry, Alexandra Gantt-Howrey
Journal of College Access
Addressing non-medical factors that adversely impact mental health, wellness, and academic persistence is important to increasing access to college for vulnerable college students. This systematic review synthesized 63 articles on interventions to address college student SDOMH challenges. Researchers found that SDOMH themes were addressed in intervention studies at different rates, specifically, healthcare access and quality (n = 27, 42.3%), education access and quality (n = 24; 37.5%), social and community context (n = 11; 17.4%), economic stability (n = 3; 4.7%), and neighborhood and built environment (n = 1; 1.6%). Implications for higher education stakeholders conclude.