Space & Place Since COVID 19: Impact on First-Generation Students

Space & Place Since COVID 19: Impact on First-Generation StudentsSpace & Place Since COVID 19: Impact on First-Generation StudentsSpace & Place Since COVID 19: Impact on First-Generation Students

Space & Place Since COVID 19: Impact on First-Generation Students

Space & Place Since COVID 19: Impact on First-Generation StudentsSpace & Place Since COVID 19: Impact on First-Generation StudentsSpace & Place Since COVID 19: Impact on First-Generation Students
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  • Theoretical Frameworks
    • Spatial (in)justice
    • Liminality
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    • Home
    • Theoretical Frameworks
      • Spatial (in)justice
      • Liminality
      • Spatiality
    • News
      • Media-Based News
      • Academic-Based News

  • Home
  • Theoretical Frameworks
    • Spatial (in)justice
    • Liminality
    • Spatiality
  • News
    • Media-Based News
    • Academic-Based News

Spatial (in)justice

               Spatial in(justice) is a framework which is especially important when discussing marginalized demographics of students such as first-generation college students and during an unprecedented time during the COVID-19 pandemic. Spatial (in)justice refers to an intentional and focused emphasis on the spatial or geographical aspects of justice and injustice. As a starting point, this involves the fair and equitable distribution in the space of socially valued resources and the opportunities to use them (Soja, 2009). In the context of higher education institutions, it is essential to keep in mind the spatial (in)justice framework due to the fact that first-generation college students are less likely to excel in higher education.

               Tinto discusses that there are two main domains of integration into the university environment: social integration and academic integration. Academic integration activities might include faculty–student interaction over course material, access to research experiences, use of tutoring centers, and the like. Social integration concerns the establishment of friendships with peers and mentorship with faculty and staff (Tinto, 2004)(Katrevich & Aruguete, 2017). First-generation, low-income students, were nearly four times more likely (26% to 7%) to leave higher education after the first year than non-first-generation students (Engle & Tinto, 2008). In a spatial injustice framework, it is evident that there must be inequitable distributions of space for students to not fully integrate and because of the drastically low college success and retention rates for these particular demographics of students.

Works cited

Aruguete, M. S. (2017). Recognizing challenges and predicting success   

             in first-generation university students. Journal of STEM Education:    

             Innovations and Research, 18(2). 

 Soja, E. (2009). The city and spatial justice. Justice spatiale/Spatial justice, 1(1), 

              1-5

Stebleton, M., & Soria, K. (2013). Breaking down barriers: Academic 

               obstacles of first-generation students at research universities.

Soja, E. W. (2013). Seeking spatial justice. University of Minnesota Press. -    

             Introduction. 

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