Beyond Access Retent Learn Min

By Steven R. Aragón

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 .

• Format: Paperback
• Language: English
• ISBN: 0787954292
• ISBN13: 9780787954291
• Release Date: February 2001
• Publisher: John Wiley & Sons
• Length: 120 Pages
• Weight: 0.41 lbs.
• Dimensions: 0.3" x 5.8" x 9.1"