Short summary: The author originally labeled outcomes such as civic engagement, leadership, identity development, and graduate school aspirations as “non‑academic.” After talking with HSI educators, they realize these outcomes are often cultivated through formal educational structures (courses, service‑learning, co‑curriculum) and are recognized by major higher‑education organizations. Therefore, calling them “non‑academic” misrepresents how learning happens and may undercut their legitimacy and resourcing.
Step‑by‑step explanation
- What the author proposed: They and colleagues suggested a set of important indicators of successful education for Latinx and other minoritized students, naming them "non‑academic outcomes." Examples: civic engagement, academic self‑concept, social agency, social justice orientation, racial/ethnic identity development, leadership development, critical consciousness, and graduate school aspirations.
- Why they now question the label: These outcomes are frequently developed inside the formal structures of schooling — through classes, curricular projects, service learning, and recognized institutional initiatives. Major organizations (AAC&U, Campus Compact, Carnegie Classification) also recognize civic learning and similar outcomes as legitimate educational goals. So calling them "non‑academic" separates them artificially from the academic mission they actually serve.
- What this implies:
- Terminology matters: labeling something "non‑academic" can make it seem less central, harder to measure, or less worthy of institutional support.
- These outcomes can and should be counted as learning outcomes: they are teachable, assessable, and often embedded in syllabi and programs.
- Reframing strengthens the case for resources, curriculum design, assessment, and equity‑focused practices at HSIs and elsewhere.
- Concrete examples: Civic learning is often taught in courses with service projects; leadership development can be part of academic programs or co‑curricular certificate tracks; racial/ethnic identity development can be fostered in ethnic studies classes or mentoring programs. These are not extras — they are parts of students' academic growth.
- Possible next steps the passage suggests: Use different language (e.g., "holistic academic outcomes," "civic and social learning outcomes," or simply "learning outcomes") and design curriculum, assessment, and institutional supports that recognize and measure these gains as legitimate educational results.
Takeaway
The passage argues for rethinking the category "non‑academic" because many outcomes that have been marginalized under that label are in fact produced by formal educational practices and are recognized by higher‑education standards. Reframing them as academic or central learning outcomes helps validate, assess, and resource the work HSIs do to serve Latinx and other minoritized students.