Darlene A Snider
Northeastern University, CPS, educational leadership, Graduate Student
- I’m a researcher and educator working to better understand how student's unique lived experiences can be used to inform system level changes, racial equity, and degree attainment in higher education. My expertise includes curriculum development and teaching, project design and management, data analysis and interpretation, and program administration. I thrive in environments where generating new ideas and devising feasible solutions to deeply rooted problems is encouraged.... moreI’m a researcher and educator working to better understand how student's unique lived experiences can be used to inform system level changes, racial equity, and degree attainment in higher education. My expertise includes curriculum development and teaching, project design and management, data analysis and interpretation, and program administration. I thrive in environments where generating new ideas and devising feasible solutions to deeply rooted problems is encouraged. My colleagues would describe me as a passionate and focused individual who maintains a positive, proactive attitude when faced with adversity.edit
The purpose of this Interpretative Phenomenological Analysis (IPA) study was to discover how community college students from first-generation immigrant backgrounds made sense of their experiences as the first in their family to go to... more
The purpose of this Interpretative Phenomenological Analysis (IPA) study was to discover how community college students from first-generation immigrant backgrounds made sense of their experiences as the first in their family to go to college. The need for this study is highlighted by research that finds that almost one-quarter of college students come from immigrant backgrounds, and this number is projected to rise for some time into the future. The tenants of academic resilience theory and critical race theory were applied to gather insight into how students made sense of experiences in education systems. This study serves to move beyond a descriptive model that categorizes students to a prescriptive strength-based approach based on the particularities of individual linguistic and cultural background experience.
