Persistence and opportunity: Leveraging Living Learning Communities to ensure equitable access for all students
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Tachelle Banks
, Nicholas Petty
Abstract
The present literature review explores research on characteristics of effective Living Learning Communities as a means to inform the continued development of a new LLC at Cleveland State University, a large urban, Predominately White University (PWU). Research on retention and persistence is explored with respect to students’ strengths and developmental prerequisites, rather than having a hyper-focus on deficits in effort to inform the continued development of an LLC at Cleveland State University. The objective is to create an LLC that showcases a balanced approach, where students’ needs are addressed while helping them realize and harness their individual strengths for success in college and beyond. Research regarding the perspectives of students who attended LLCs at PWUs as well as short and long-term outcomes for students in terms of persistence, retention, GPA, and future projections, in order to develop a successful LLC, is reviewed.
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Articles in the same Issue
- Frontmatter
- Editorial Comment
- Founding and executive editors’ comments: why care about what multicultural students see in education?
- Research Articles
- Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes
- Multicultural powers of “fluffy” words and actions in general and special education
- Persistence and opportunity: Leveraging Living Learning Communities to ensure equitable access for all students
- International students’ lived experiences in a predominantly White institution in Southwest Florida
- “Leaving the world better than we saw it:” Imperatives for general and special educators
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Founding and executive editors’ comments: why care about what multicultural students see in education?
- Research Articles
- Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes
- Multicultural powers of “fluffy” words and actions in general and special education
- Persistence and opportunity: Leveraging Living Learning Communities to ensure equitable access for all students
- International students’ lived experiences in a predominantly White institution in Southwest Florida
- “Leaving the world better than we saw it:” Imperatives for general and special educators