Reflective journeys: African American community college STEM students' perceptions on equity and access
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The at-risk student perspective of education in an alternative education program
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Math faculty as institutional agents: role reflection through inquiry-based activities
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The revolution just might be digitized: toward a critical race theory of the African-American igeneration's online social enfranchisement
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Student perceptions at middle college high schools
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Proactive advising and serving as an institutional agent: how academic advisors identify the needs of and support historically marginalized students navigating college
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The journey: Asian American females in higher education administration
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Coloring the pipeline: an analysis of the NASPA Undergraduate Fellows program as a path for underrepresented students into student affairs
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The Cambodian American college experience: intergenerational transmission of trauma, intergenerational conflict, and multiple worlds and identities
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Barriers to accessing support services in employment and health care for adults with autism spectrum disorders: a qualitative study
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Defying odds: how teachers perceive academic language growth despite high poverty
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Honorary mention: the untold stories of minoritized community college honors students
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Student willingness to report violence in secondary schools
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Co-constructed community, school, and university partnerships for K-12 school reform
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The impact of cultural capital on advancement via individual determination students from two southern California high schools
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Achieving the dream: undocumented Central American Latinas in college
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Postsecondary students, well-being, and sources of support
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An after thought: support services for distance learners at a post-secondary institution
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Four year college access for undocumented Latino students
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Exploring faculty-student interactions in a comprehensive college transition program for low-income and first-generation college students
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Student experiences at for-profit career and technical colleges
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Educational factors at urban public school that contribute to variation in academic achievement: comparison of high and average achieving Chinese Americans
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Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM
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Teachers’ perceptions of students with disabilities in an inclusion classroom
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