2025/01/09 by Brendon M. Soltis · 1 voice
Social Sciences · #Critical Race Theory in Education #Evaluation of Teaching Practices #Higher Education Research Studies
paper · doi:10.1177/15210251241312413
openalex publication_date 2025/01/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Often conceptualized as a “slump,” the sophomore experience has been characterized by a lack of institutional support during a critical time in college. However, little attention has been given to sophomores from racially minoritized groups. Using a humanizing framework of student success to unsettle traditional metrics of retention and degree completion, this study examines the experiences of students of color in college to illuminate how they expansively view success and persist throughout the sophomore year. The findings show that participants found grounding in community, persist through their aspirational drive, confront the sophomore hidden curriculum, and navigate racialized environments. Implications for future research and student success practice follows.