Eliminating the disparate effect of psychic disequilibrium on a selected groups of Marginalized community college students: non-traditional, first-generation, and financially insecure students

ABSTRACT
Marginalized groups of people enroll in community college in large numbers hoping to earn a chance at the American dream. However, many will not be able to access this dream because of systematic marginalization inside and outside the classroom. Many of the faculty who have built their professional careers around teaching students do not understand the challenges marginalized groups face, thereby unintentionally contributing to the challenges these students will face. Each marginalized group has inherent challenges, but most marginalized people intersect more than one group, compounding the challenges and marginalization they experience. A lack of understanding of community college students further contributes to their marginalization. To fulfill its missions, community colleges must ensure that
faculty understand the challenges of all students and be willing to educate faculty to create and sustain environments that will allow all students to thrive.
This product dissertation summarizes the research that discusses the characteristics, challenges, and strategies of the three largest marginalized groups of students. The research was used to create training for faculty. The training was developed to increase faculty’s understanding of marginalization and how intersecting marginalization creates barriers to persistence and completion (also referred to as psychic disequilibrium).