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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
Tishita Washington
Liberty University
EDU B 665
June 2, 2024
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
I. Scholarly Source: Hanover Research
a. Full current APA Reference: Kurfist, A., PH. D (2022, April 29). Student Belonging: The
Next DEI Frontier in Higher Education. Hanover Research. Retrieved May 29, 2024, from
https://www.hanoverresearch.com/insights-blog/student-belonging-the-next-dei-frontier-in-
higher-education/?org=higher-education
b. Summary: The article by Amy Kurfist, Ph.d Student Belonging: The Next DEI Frontier in
Higher Education. Hanover Research (2022) delves into the pivotal role of students belonging
within the realm of Diversity, Equity, and Inclusion (DEI) in higher education. It provides
practical strategies for institutions to enhance inclusivity, such as incorporating inclusive
curricula, increasing diverse faculty representation, and creating supportive spaces for
marginalized students. However, the article also highlights potential challenges, such as the need
for adequate resources and staff training, which institutions must be prepared for to implement
these strategies effectively. The article positions student belonging as a fundamental component
of DEI efforts, linking it directly to improved retention and success rates.
c. Retention/Success Theory: The author references Vincent Tinto's Theory of Student
Integration, a widely influential theory that posits that students are more likely to persist in their
studies if they feel academically and socially integrated (Tinto, 1993). While some critics argue
that it oversimplifies the complex factors contributing to student retention, it remains a
cornerstone in understanding student integration. The theory underscores the importance of
creating a supportive campus environment where students feel they belong.
d. Value to Student Success: The article contributes significantly to the discourse on student
success by emphasizing the critical link between a sense of belonging and positive academic
outcomes. Its insights and strategies for institutions to foster belonging are actionable and
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
enlightening, enhancing retention and academic performance. These strategies include staff
training on inclusivity, revising curricula to reflect diverse perspectives, and establishing safe
spaces for student engagement (Kurfist, 2022)
e. Author's Intent: The author aims to elevate the concept of student belonging within the
broader context of DEI initiatives. The intent is to persuade educational leaders to prioritize
belonging as a key element of their student success strategies, providing evidence-based
recommendations for fostering an inclusive and supportive campus environment (Kurfist, 2022)
f. Recommendation: This article should be recommended to institutions aiming to enhance
student success. The insights and strategies presented are grounded in Tinto's Theory of Student
Integration, providing a robust framework for improving student retention and success. However,
institutions should be mindful of implementing these strategies' potential challenges and
limitations and consider tailoring them to their specific contexts. By prioritizing student
belonging, institutions can create more inclusive environments that support the diverse needs of
their student populations (Kurfist, 2022)
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
II. Informal (Non-Scholarly) Source: Inside Higher Ed
a. Full current APA Reference: Mowreader A. (2024 April, 17). Putting Services Where the
Students Are—In DEI Offices. Inside Higher Ed. Retrieved May 28, 2024, from
https://www.insidehighered.com/news/student-success/college-experience/2024/04/17/
integrating-support-resources-equity-spaces
b. Summary: Ashley Mowreader's Putting Services Where the Students Are—In DEI Offices
article explores how higher education institutions integrate support resources into equity spaces
to serve underrepresented students better. The article highlights various initiatives, such as
combining academic advising, mental health services, and peer support within dedicated equity
spaces. These integrated support systems aim to address the holistic needs of students, fostering
an environment where they can thrive both academically and personally. The article also
emphasizes the importance of cultural competence among staff in these spaces to ensure that
support is tailored to the specific needs of underrepresented students.
c. Retention/Success Theory: The author references the holistic student support model, which
emphasizes addressing multiple facets of student life to promote overall well-being and academic
success (Karp, 2011). This theory suggests comprehensive support services are crucial for
enhancing student retention and success.
d. Value to Student Success: The article adds substantial value by presenting successful
examples of institutions that have implemented integrated support services. These case studies
provide practical models that other institutions can emulate, demonstrating the positive impact of
holistic support on student retention and success (Mowreader,2024).
e. Author's Intent: By showcasing successful initiatives, the author intends to inform and
encourage higher education institutions to adopt integrated support approaches. The article aims
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
to inspire institutions to create comprehensive support systems that address the diverse needs of
their student populations, thereby improving overall student outcomes (Mowreader,2024).
f. Recommendation: This article should be recommended to institutions seeking to improve
student success. The practical examples and positive outcomes highlighted provide a compelling
case for integrating support resources into equity spaces. However, institutions should also be
mindful of potential downsides, such as the possibility of unintentionally segregating students or
creating an overreliance on dedicated spaces. Such approaches can significantly enhance the
support and retention of underrepresented students (Mowreader,2024).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
III. Corporate Source: Forbes
a. Full current APA Reference: Harmeling, S. Ph.d (2022). To Achieve True DEI, Educate and
Support Non-Traditional Students Both at Home and Around the Globe. Forbes. Retrieved May
28, 2024, from https://www.forbes.com/sites/susanharmeling/2022/01/20/to-achieve-true-dei-
educate-and-support-non-traditional-students-both-at-home-and-around-the-globe/?
sh=58e26dfd154e
b. Summary: ESusan Harmeling (2022 January, 24) addresses the critical need to support non-
traditional students within DEI frameworks in higher education. Recognizing that this article is
targeted primarily towards a business audience, its insights remain highly relevant for higher
education institutions. The article discusses the unique challenges adult learners and international
students face, such as balancing academic responsibilities with work and family obligations. It
emphasizes the importance of tailored support programs that cater to these students' specific
needs, advocating for inclusive educational practices that accommodate diverse learning paths.
The article provides concrete examples of successful programs, such as "Upswing" and another
inventive program whose name was not mentioned, focusing on flexible scheduling options,
online courses, and mentorship programs for non-traditional students.
c. Retention/Success Theory: While no specific theory or retention method was mentioned, the
author's writings include Schlossberg's Transition Theory, which focuses on providing support
during major life transitions to help individuals succeed (Schlossberg et al., 1995). This theory is
particularly relevant for non-traditional students who often experience significant life changes
while pursuing their education.
d. Value to Student Success: The article offers valuable insights into the specific needs of non-
traditional students and proposes strategies for institutions to support these populations better. By
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
addressing these unique challenges, institutions can improve retention and success rates for non-
traditional students, fostering a more inclusive and supportive educational environment
(Harmeling, 2022).
e. Author's Intent: The author aims to raise awareness about the challenges non-traditional
students face and to advocate for educational practices that are inclusive and supportive. By
highlighting the importance of tailored support programs, the article seeks to influence higher
education institutions to adopt strategies that promote the success of non-traditional students
(Harmeling, 2022).
f. Recommendation: This article should be recommended to institutions looking to enhance
student success. The focus on non-traditional students and the practical solutions offered align
with broader DEI goals, providing valuable guidance for institutions seeking to support these
diverse student populations (Harmeling, 2022).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
IV. Government Source: U.S. Department of Education
a. Full current APA Reference: U.S. Department of Education. (2016). Advancing Diversity
and Inclusion in Higher Education. Retrieved from May 29, 2024,
https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
b. Summary: The U.S. Department of Education (2016) report provides an extensive overview
of federal initiatives to promote diversity and inclusion in higher education. It outlines various
policies and programs designed to enhance access, equity, and success for all students,
particularly those from underrepresented and marginalized groups. The report emphasizes the
importance of institutional commitment to DEI principles to foster inclusive environments that
support all students' academic and personal growth. This report is part of a broader effort by the
government to address systemic inequities in education. It highlights the potential role of
government funding in supporting the implementation of DEI initiatives.
c. Retention/Success/Theory: The report references Alexander Astin's Theory of Involvement,
which posits that students who are more engaged in their academic and social environments are
more likely to succeed and remain enrolled (Astin, 1984). This theory highlights the critical role
of student engagement in fostering retention and success.
d. Value to Student Success: The report provides substantial value by offering evidence-based
recommendations and best practices for advancing diversity and inclusion in higher education.
These guidelines are designed to help institutions create equitable environments that support the
success of all students, with a focus on underrepresented groups (2016).
e. Author's Intent: The report aims to inform and guide higher education institutions in their
efforts to promote diversity and inclusion. By providing a detailed analysis of effective practices
and policies, it aims to support institutions in enhancing student success and equity (2016).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
f. Recommendation: This report should be recommended to institutions committed to increasing
student success. The comprehensive, evidence-based guidelines provided can help institutions
implement effective DEI practices that improve student outcomes and foster a more inclusive
educational environment (2016).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
V. Nonprofit Source: The Nonprofit Alliance
a. Full current APA Reference Truxon, S. (2023, August, 15). Affirmative Action and Higher
Education: An Ongoing Conversation. Retrieved June1, 2024 from https://tnpa.org/blog-
affirmative-action/
b. Summary: The article by The Nonprofit Alliance (2023) examines the ongoing debate
surrounding affirmative action in higher education, especially in light of recent legal challenges
to these policies. It provides perspectives from various stakeholders and discusses the impact of
affirmative action policies on diversity and student success. The article underscores the
importance of maintaining affirmative action to promote equity and inclusion, highlighting the
positive outcomes associated with these policies, such as increased representation of
underrepresented groups in higher education and improved graduation rates. It also explores the
relationship between affirmative action and other DEI initiatives, emphasizing the need for a
comprehensive approach to promoting equity in education.
c. Retention/Success Theory: The author references Critical Race Theory, which explores the
role of race and racism in perpetuating social disparities, including in education (Delgado &
Stefancic, 2017). This theory provides a framework for understanding the systemic barriers that
affect students of color and the necessity of affirmative action to address these inequities.
d. Value to Student Success: The article adds significant value by highlighting affirmative
action's crucial role in promoting diversity and inclusion in higher education. It provides a
balanced view of these policies' benefits and challenges, emphasizing their importance for
student success and equity (Truxon, 2023).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
e. Author's Intent: The author intends to inform and engage readers in the debate around
affirmative action, advocating for policies that support diversity and inclusion in higher
education. By presenting diverse perspectives, the article aims to foster a deeper understanding
of the issue and its implications for student success (Truxon, 2023).
f. Recommendation: This article should be recommended to institutions seeking to enhance
student success. It provides a nuanced understanding of affirmative action and its significance in
fostering a diverse and inclusive educational environment, which is essential for promoting
student success. It also highlights the importance of considering the legal and social context
surrounding affirmative action when developing DEI initiatives (Truxon, 2023).
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
References
Astin, A. W. (1984). Student involvement: A developmental theory for higher
education. Journal of
College Student Personnel, 25(4), 297-308.
Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.).
NYU Press.
Harmeling, S. (2022, January 20). To Achieve True DEI, Educate and Support Non-
Traditional
Students Both at Home and Around the Globe. Forbes.
https://www.forbes.com/sites/susanharmeling/2022/01/20/to-achieve-true-dei-
educate-and-support-non-traditional-students-both-at-home-and-around-the-
globe/?sh=58e26dfd154e
Karp, M. M., & Bork, R. H. (2011). Taking the Reins: Institutional Change in Higher
Education. Stylus
Publishing.
Kurfirst, A. (2022, April 29). Student Belonging: The Next DEI Frontier in Higher
Education. Hanover
Research. Retrieved May 29, 2024, from
https://www.hanoverresearch.com/insights-blog/student-belonging-the-next-
dei-frontier-in-higher-education/?org=higher-education
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Source Analysis: Diversity, Equity, and Inclusion in Retention and Student Services
Mowreader, A. (2024, April 17). Putting Services Where the Students Are—In DEI
Offices. Inside
Higher Ed. https://www.insidehighered.com/news/student-success/college-
experience/2024/04/17/integrating-support-resources-equity-spaces
Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling Adults in
Transition: Linking
Practice with Theory (2nd ed.). Springer Publishing Company.
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student
Attrition (2nd ed.).
University of Chicago Press.
Truxon, S. (2023, August 15). Affirmative Action and Higher Education: An Ongoing
Conversation.
The Nonprofit Alliance. Retrieved June 1, 2024, from https://tnpa.org/blog-
affirmative-action/
U.S. Department of Education. (2016). Advancing Diversity and Inclusion in Higher
Education.
https://www2.ed.gov/rschstat/research/pubs/advancing-diversity-inclusion.pdf
