Abstract
We explore how institutional types relate to individual students’ depth and breadth of engagement, and the degree to which organizational pathways can increase the presence of marginalized students in formal engagement structures. Institutional type and organizational pathways increase student engagement, particularly for marginalized students; however, students who participate at high levels are majority white and middle class. This illuminates how institutional type and organizational pathways operate jointly, and not as substitutes.
Recommended Citation
Kehal, Prabhdeep Singh and Willse, Cadence
(2020)
"Institutional Type, Organizational Pathways, and Student Engagement: Deepening Student Engagement and the Benefit-Use Paradox in Formal Engagement Space,"
Journal of Community Engagement and Higher Education: Vol. 12:
Iss.
1, Article 5.
Available at:
https://scholars.indianastate.edu/jcehe/vol12/iss1/5
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons