Finding Meaning in Community: The Perceived Effects of Identity-Focused Learning Community Participation for Marginalized Students
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Abstract
The purpose of this study is to explore the experiences of marginalized students participating in identity-focused Living Learning and Thematic Communities at Indiana University-Bloomington and the impact of these communities on student success, including academic, social, and personal development. We aim to understand student experiences within these communities better, identify the disconnect between the intentions and impacts of the program, and develop strategies to enhance student success. Our research found that learning community participants feel connected to peers across qualifiers and that a connection to campus life requires effective program leadership.
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