A Phenomenological Exploration of the Impact of Recognition by a Teacher on Historically Underrepresented Students As It Relates to Their Persistence in Higher Education

Abstract

Education is an inherent right for all individuals, and lack of access to education has remained a significant issue of fairness. Historically underrepresented students have encountered obstacles to achieving academic success within higher education institutions. Efforts and academic studies spanning several decades have concentrated on equalizing opportunities and modifying policies. These endeavors view problems related to social justice through economic and societal lens, addressing them by redistributing resources, capabilities, and societal benefits through policy adjustments. These initiatives have had a positive impact on historically marginalized students’ access to education. Despite this progress, these individuals still exhibit lower rates of persistence and graduation compared to peers from different backgrounds. The objective of this qualitative study using hermeneutic phenomenology was to gain insight into effects of teacher recognition on historically underrepresented students who have persisted in their education in higher learning institutions. The study’s data originated from a group of such students who participated in a wraparound program at a 4-year college or university in Washington State. The primary method of data collection was in-depth individual interviews, which enabled the researcher to comprehend participants’ personal experiences. The study’s findings highlighted historically marginalized students experience challenges not solely related to socioeconomic factors. Study participants articulated being recognized by a teacher was a driving force for their perseverance in higher education, while lack of recognition was discouraging and may even lead them to drop out. Additionally, students emphasized importance and necessity for advanced training for educational leaders in diversity, inclusion, and cultural relevant pedagogy.