Rendon validating culturally diverse
“These students know things, these students are smart,” she said.
It takes a combination of these initiatives, plus a willingness to listen to those we spend our time and resources attempting to help, which is precisely what How Minority Students Experience College: Implications for Planning and Policy provides: the experiences of minority students in their own words.
We learned that while all students grow and develop best in academic communities that foster opportunities for involvement both in- and- outside of the classroom (Kuh et al., 1991), validating agents both inside and outside of the institution are sometimes needed for students of color in White institutions because their involvement is often impeded because of issues related to their ethnicity and cultural differences (Rendon, 1994).
Finally, we read research reports, attended national conferences, and even participated in various institutional workshops that helped us explore our own biases towards these student groups.
Finding Place: Cognitive and Psychosocial Factors Impacting Students’ Sense of Belonging.
Debunking Deficit Perspectives about [email protected] Students: An Asset-Based Framework to Foster Success (April, 2015), American Association for Hispanics in Higher Education (AAHHE). How Minority Students Experience College: Implications for Planning and Policy Lemuel W. We now understand that even though some minority students come to college with limited academic preparedness, it is what occurs within the institutional environment that matters most in determining their academic success (Astin, 1993; Pascarella & Terenzi, 1991).