Keely S Latopolski
Biographic Data
| ID | 6809977 |
|---|---|
| NAME | Keely S Latopolski |
| GIVEN NAMES | Keely S |
| FAMILY NAME | Latopolski |
| SIGNATURE | LATOPOLSKI K S |
| AFFILIATIONS | University of Alabama |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Cartographies of belonging: Mapping nomadic narratives of first-year students
In this work, we explore first-year students’ experiences of belonging through the theoretical and methodological lens of nomadism. Specifically, we problematize conceptions of belonging subjects and spaces as bounded and static, instead taking up belongingness as a dynamic process that enfolds complex experiences and spaces. Using feminist poststructuralism, we move toward an understanding of belonging that disrupts stasis and fixity, conceptual…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
Cartographies of belonging: Mapping nomadic narratives of first-year students
In this work, we explore first-year students’ experiences of belonging through the theoretical and methodological lens of nomadism. Specifically, we problematize conceptions of belonging subjects and spaces as bounded and static, instead taking up belongingness as a dynamic process that enfolds complex experiences and spaces. Using feminist poststructuralism, we move toward an understanding of belonging that disrupts stasis and fixity, conceptual…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
High-impact practices and student–faculty interactions for gender-variant students
The vast amount of research on student success and engagement in college focuses on a narrative for majority student populations that does not account for unique experiences across social identities. This paper examines the experiences of gender variant students (i.e., students who do not identify as either cisgender men or women) regarding engagement in high-impact practices and student-faculty interactions using a large-scale, multi-institution…
Cartographies of belonging: Mapping nomadic narratives of first-year students
In this work, we explore first-year students’ experiences of belonging through the theoretical and methodological lens of nomadism. Specifically, we problematize conceptions of belonging subjects and spaces as bounded and static, instead taking up belongingness as a dynamic process that enfolds complex experiences and spaces. Using feminist poststructuralism, we move toward an understanding of belonging that disrupts stasis and fixity, conceptual…
Higher Education Research Studies (2 works) · Psychology (2 works) · Aesthetics (1 works) · Belongingness (1 works) · Critical Race Theory in Education (1 works) · Epistemology (1 works) · Gender Diversity and Inequality (1 works) · Gender Studies (1 works) · Gender Studies (1 works) · Higher education (1 works)