Cc112 Needs Title Etention and Learning Success among Minority Stude NTS (Issue 112: New Directions for Community Colle


Anno: 2001
Rilegatura: Paperback
Pagine: 120 p.
Testo in English
Dimensioni: 229 x 150 mm
Peso: 179 gr.
  • EAN: 9780787954291
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This issue presents practical models, alternative approaches and new strategies for creating effective cross-cultural courses that foster higher retention and learning success for minority students. Arguing that minority students represent various cultures and socioeconomic backgrounds, the authors discuss a wide range of issues for educators in this field, including culturally specific learning styles, work-based mentoring programs, and the role of the non-minority instructor in a minority environment. Articles critically examine traditional methods in admissions assessments, placement measures, and learning evaluation that are failing to address cultural diversity, and offer alternatives, such as a theoretical model for measuring student learning style incorporating components of motivation and engagement for inclusion with the traditional cognitive perspective. They also present a case study of one campus's efforts to create a more inclusive climate. With demographic projections indicating dramatic increases in minority student population in the following decades, the authors assert that educational programs must now develop a broader curricula that includes multicultural and multi-linguistic information. In this issue, they have provided a valuable resource for institutions meeting that challenge. This is the 112th issue of the Jossey-Bass series New Directions for Community Colleges.