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Rendon validating culturally diverse students

They are also fearful that their educational experiences will change them so that they will no longer fit in with their families or friends.Instead of demanding that students renounce their previous relationships and cultural norms, faculty should assist students in making modifications in their relationships and enable them to become bicultural.Students who have frequent contact with faculty members in and out of class during their college years are more satisfied with their educational experiences, are less likely to drop out, and perceive themselves to have learned more than students who have less faculty contact.

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Both colleges and their students must change together if minority students are to experience academic success.

Both colleges and their students must change together if minority students are to experience academic success. Today's model of education forces students to assimilate, to compete against each other, to think only in abstract complex ways, and to believe that cultural separation leads to academic power.

Both colleges and their students must change together if minority students are to experience academic success.

The importance of this finding cannot be over stated, for it points to real hope for students who do not see themselves as “college material” or who feel that college life has little or nothing to do with the realities from which they come. The challenge is how to harness that strength, and how to unleash the creativity and exuberance for learning that is present in all students who feel free to learn, free to be who they are, and validated for what they know and believe. She studies instructional and institutional issues related to the success of minority students, particularly Hispanic students and two-year colleges.

Xxnx chat mobil - Rendon validating culturally diverse students

What is needed to transform these students is for faculty, administrators, and counselors to fully engage in the validation of students and to recognize that not all students can be expected to learn or to get involved in institutional life in the same way.

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