Garcia, Gina
(2022)
Beyond graduation rates: Conceptualizing liberatory educational outcomes for colleges and universities.
In: Pitt Momentum Fund 2022.
Abstract
Colleges and universities in the United States are expected to deliver “normative academic outcomes” which are those that are acceptable and desirable to the general public. This includes accessibility, affordability, and degree attainment. They are also accountable for delivering “neoliberal outcomes” such as upward mobility, life-long learning, and workforce development. Yet postsecondary institutions have historically delivered these normative and neoliberal outcomes inequitably for Black, Indigenous, Latinx, and Pacific Islander students. While colleges and universities must figure out how to deliver normative and neoliberal outcomes more equitably for students of color, there is also a need to explore other ways that they serve racially minoritized students. The purpose of this project is to conceptualize and assess liberatory educational outcomes, which are grounded in Paulo Freire’s approach to education as a means to freedom and liberation for the oppressed. Liberatory educational outcomes are measurable and include concepts such as critical consciousness, racial-ethnic-identity development, political engagement, and social agency. This study is guided by the research question, “How do educators conceptualize, enact, and assess liberatory educational outcomes within higher education?” Methods include in-depth interviews, artifact analysis, and participatory methods in collaboration with researchers, educators, and policy intermediaries. The project has implications for postsecondary research, practice, and policy.
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