The “Traditional” College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutions

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dc.contributor.authorDeil-Amen, Reginaen
dc.date.accessed2019-03-04en
dc.date.accessioned2019-04-25T20:08:17Zen
dc.date.available2019-04-25T20:08:17Zen
dc.date.issued2011-11-01en
dc.description.abstractWhat happens when a norm of behavior becomes the exception numerically, yet the social construction of that norm remains prominent? When such a situation occurs, those who do not conform to that norm tend to be marginalized despite their existence as the collective majority. Conceptually, they become, in essence, a marginalized majority. This report argues that it is exactly what has occurred for the majority of postsecondary students in the United States.en
dc.description.sponsorshipStanford CEPAen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://cepa.stanford.edu/sites/default/files/2011%20Deil-Amen%2011_11_11.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/89126en
dc.language.isoen_USen
dc.publisherStanford CEPAen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjecteducation, higher--government policyen
dc.subjectminority studentsen
dc.subjectsocial constructionen
dc.titleThe “Traditional” College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutionsen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States