Relationships as Embodied Counterspaces in the Academy | Journal of Postsecondary Student Success

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This study explores the experiences of 24 Black, Indigenous, and People of Color (BIPOC) students and four staff members affiliated with a transitional undergraduate research program that facilitated a bi-directional socialization process that nurtured students’ cultural backgrounds and identities. This critical qualitative case study considers the possibility of relationships as embodied counterspaces in the academy, encouraging us to reconsider the ways in which we imagine spaces of restoration and empowerment in higher education. Findings reveal that counterspaces can transcend physical spaces and can become embodied within relationships that move with, and can be accessed by, students throughout their college journey. Within these relationships, students are affirmed and empowered, which supports them in navigating college. Implications for research and practice are provided. This work is licensed under a Creative Commons Attribution 4.0 International License. Copyright (c) 2023 Co

Relationships as Embodied Counterspaces in the Academy | Journal of Postsecondary Student Success Vol. 2 No. 2 (2023) , Featured Articles Vol. 2 No. 2 (2023) Relationships as Embodied Counterspaces in the Academy Featured Articles https://doi.org/10.33009/fsop_jpss131322 Published 2023-01-26 Courtney L. Luedke + − Courtney L. Luedke University of Wisconsin-Whitewater https://orcid.org/0000-0002-5709-0815 PDF HTML Keywords counterspaces relationships BIPOC students How to Cite Luedke, C. (2023). Relationships as Embodied Counterspaces in the Academy. Journal of Postsecondary Student

Relationships as Embodied Counterspaces in the Academy | Journal of Postsecondary Student Success

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