Location
PARB 128 (First Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Higher education institutions are becoming increasingly diverse, and Latinx students are a major contributor to this diversity, as they are the largest and fastest growing minoritized population in the United States. Nevertheless, retention and completion gaps for Latinx students persist (Kolluri, 2021). Hispanic-Serving Institutions (HSIs) play a pivotal role in promoting educational equity for Latinx students, but they have traditionally been concentrated in urban areas and a small number of states. In future years, new HSIs will emerge largely in rural environments and states with rapidly growing Latinx populations, such as Georgia.
Informed by community cultural wealth (Yosso, 2005), this study investigates the impact of asset-based, peer tutoring on equity and inclusion for Latinx students at a rural Georgia HSI. Data triangulated from interviews, observations, descriptive statistics, and Photovoice indicate that the relationships established through peer-to-peer tutoring programs can result in positive educational outcomes for Latinx students. These peer tutoring programs help Latinx students successfully navigate postsecondary education by unearthing the transferability of aspirational, social, and navigational capital obtained through experiences at home and in their communities. Moreover, this paper illustrates how peer tutoring recognizes and facilitates asset-based approaches to education, strengthening goal commitment, and cultivating a sense of belonging.
Keywords
equity, community cultural wealth, higher education, Hispanic-Serving Institutions, inclusion, Latinx, peer tutoring, student retention
Professional Bio
Brooklyn Herrera is the Assistant Director of Peer Education and Associate Director for the Quality Enhancement Plan at Dalton State College. She is a Doctor of Education (Ed.D.) candidate in higher education leadership and practice at the University of North Georgia. Her research interests include equity and inclusion for minoritized populations, Hispanic-Serving Institutions, asset-based approaches to student success, and peer-to-peer support.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Herrera, Brooklyn, "No Dejes Nada en la Puerta: Achieving Equity Through Asset-Based Peer Support" (2022). Georgia Educational Research Association Conference. 23.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/23
No Dejes Nada en la Puerta: Achieving Equity Through Asset-Based Peer Support
PARB 128 (First Floor)
Higher education institutions are becoming increasingly diverse, and Latinx students are a major contributor to this diversity, as they are the largest and fastest growing minoritized population in the United States. Nevertheless, retention and completion gaps for Latinx students persist (Kolluri, 2021). Hispanic-Serving Institutions (HSIs) play a pivotal role in promoting educational equity for Latinx students, but they have traditionally been concentrated in urban areas and a small number of states. In future years, new HSIs will emerge largely in rural environments and states with rapidly growing Latinx populations, such as Georgia.
Informed by community cultural wealth (Yosso, 2005), this study investigates the impact of asset-based, peer tutoring on equity and inclusion for Latinx students at a rural Georgia HSI. Data triangulated from interviews, observations, descriptive statistics, and Photovoice indicate that the relationships established through peer-to-peer tutoring programs can result in positive educational outcomes for Latinx students. These peer tutoring programs help Latinx students successfully navigate postsecondary education by unearthing the transferability of aspirational, social, and navigational capital obtained through experiences at home and in their communities. Moreover, this paper illustrates how peer tutoring recognizes and facilitates asset-based approaches to education, strengthening goal commitment, and cultivating a sense of belonging.
