Institutional Type, Organizational Pathways, and Student Engagement: Deepening Student Engagement and the Benefit-Use Paradox in Formal Engagement Spaces

Abstract

We explore howinstitutional types relate to individual students’ depth and breadth of engagement, and the degree to which organizational pathways can increase the presence of marginalized students in formal engagement structures. Institutional type and organizational pathways increase student engagement, particularly for marginalized students; however, students who participate at high levels are majority white and middle class. This illuminates how institutional type and organizational pathways operate jointly, and not as substitutes.