Abstract
AbstractHigher education researchers and practitioners increasingly rely on high‐impact practices in their efforts to promote success among diverse college students. In this chapter, we discuss the dangers of uncritically adopting one‐size‐fits‐all notions of high‐impact practices, and we underscore the need to meaningfully consider culture and identity in efforts to design and deliver such initiatives in equitable ways. We also offer five common misconceptions that inhibit advancing more equitable conversations about high‐impact practices.
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