Abstract
ABSTRACT This article highlights a new student-led initiation at Northern Arizona University that addresses the needs of students from environments rich with structural injustice. It examines initial results from a research project designed to identify the uniqueness of this student population and then discusses the students' new efforts at classroom transformation and faculty education. The role of the classroom as a space for identity formation and empowerment is discussed, as well the essential ingredients necessary for creating classrooms where these students are accepted, understood and empowered.
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