dating in san murino - Rendon validating culturally diverse students
The historical era in which students matured affects their beliefs, values, and assumptions (Dirkx, 2003).Age, generational and life-stage characteristics must be considered when faculty design learning activities so that all students will make academic and social connections.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.
This study demonstrated that nontraditional students, no matter how fragile, can be transformed into full members of the college academic and social community. She is currently an associate professor in the Division of Educational Leadership and Policy Studies at Arizona State University.
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.
Community college classes include students of different ages (Miller, 2001), life stages and historical generations.
The same classroom may have students from the silent generation (born 1925-1942), boomers (1943-1960), gen-Xers (1961-1981), and millennials (1982-) (Millennials Rising Web site).
This is particularly common among minority and first-generation students. It is not uncommon for students to change goals or majors while in college.