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Giving Them Grace
because the goal was to increase the understanding of individual RA experiences of a
phenomenon (delivery of social justice education in an RCM) through the consciousness
of the experiencer (Van Manen, 1990; Van Manen & Van Manen, 2021). Because
the lived experiences of RAs and IAs who are involved in meeting learning goals related
to social justice and inclusion have received little attention, hermeneutic phenomenology
was a useful methodological foundation for the study (Donalek, 2004). In
alignment with phenomenology, RAs' and IAs' perceptions of their experiences were
centered throughout the data collection, analysis, and discussion.
Site Selection
Recruitment for institutional sites included two approaches: first, a representative
from ACPA (College Student Educators-International) sent out a call for participating
institutions from the previous ICA (Institute on the Curricular Approach) attendee
lists, and, second, we posted an announcement about the study to the Residential
Curriculum and Curricular Approaches Facebook group, which yielded five initial
sites. The criterion-based selection process (Patton, 2002) for sites required residential
living programs that had implemented an RCM with social justice and inclusion
learning goals in their curriculum within three to five years of the time of data collection.
The rationale for this selection method is that all participants would only have
experience in the RCM (not the transition to the RCM) and have sufficient experience
(at least one semester) of working in the RCM. The purpose of this broad selection
approach was to achieve geographic representation in the United States and then to
achieve diverse participant representation across institutional types. Due to the pause
in data collection because of the COVID-19 pandemic, one of the original five sites
did not continue in the study, and an alternative fifth site was identified in the second
phase through network sampling after another call to the Facebook group did not
yield a fifth site (see Table 1).
TABLE 1
Site Characteristics
Region
Size and type
Institution 1 Mountain West Mid-sized, public
Institution 2 Midwest
Institution 3
Northwest
Institution 4 Midwest
Institution 5 West
Mid-sized, private
Mid-sized, public
Large, public
Large, public
Racial demographic
Predominately White
Predominately White
Predominately White
Predominately White
Diverse (more than
51% racial ethnic
minoritized students)
Campus setting
Suburban
Urban
Suburban
Urban
Suburban
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