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America’s Unmet Promise
BY Keith Witham, Lindsey E. Malcom-‐Piqueux, Alicia C. Dowd, & Estela Mara Bensimon
For additional information on “equity-‐mindedness” see
Estela Mara Bensimon, “The Underestimated Signi7icance of Practitioner Knowledge in the
Scholarship of Student Success,”
Review of Higher Education
30, no. 4 (2007): 441-‐69.
“Being equity-minded thus involves being
conscious of the ways that higher education—
through its practices, policies, expectations, and
unspoken rules—places responsibility for student
success on the very groups that have experienced
marginalization, rather than on individuals and
institutions whose responsibility it is to remedy
that marginalization.”