ABSTRACT
INTRODUCTION In this chapter, I consider how leaders and research staff within post-secondary organizations, as well as higher education researchers more generally, might revise their eff orts to understand and support student success. Specifi cally, I am interested in changing the grounds for the study of student success, so that college and university leaders (e.g., formally titled leaders, research staff , faculty) might consider students through a more historical and holistic lens, and keep in mind that students who enter colleges and universities hold distinctive views on and relationships to the institution of post-secondary education. For example, a White, middle-class, third-college-generation student likely has some sense of familiarity when it comes to the institution of postsecondary education, while a fi rst-generation, working-class student of color is likely to grapple with unfamiliarity and sense of belonging.
