Abstract
Research indicates that first-generation (FG) students face a number of barriers to success in higher education when compared to their continuing-generation peers. Although many institutions serving a large number of FG students have implemented programs to support this population, little attention has been paid to institutional grading policies that reinforce harmful practices by attempting to standardize assessment while perpetuating inequalities. This study uses document analysis and critical policy analysis to examine the alignment between the grading policies and institutional values of 25 community colleges serving high FG student populations. Findings reveal critical tensions between the stated values of these colleges and the grading policies they employ, potentially creating additional barriers for all students, especially those who are first-generation.
Recommended Citation
Seiffert, Sarah N.
(2025)
"(In)consequential Rhetoric: Grading Policy and Values Misalignment at First-Generation-Serving Community Colleges,"
Journal of Multicultural Affairs: Vol. 10:
Iss.
3, Article 3.
Available at:
https://scholarworks.sfasu.edu/jma/vol10/iss3/3
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