Rendon validating culturally diverse students updating apt get repositories
Methods: Qualitative analyses followed a grounded theory framework.Quantitative measures included the Native American Acculturation Scale (NAAS) and the Bicultural Self-Efficacy Scale (BSSA).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. ABSTRACT: There is a growing body of evidence that links increased social capital to minority student success in college.This paper seeks to expand specifically on the graduate experience of underrepresented minorities (URM) at a Hispanic Serving Institution (HSI) using the social capital framework.Results: Participants generally experienced a peak of anxiety during the initial six weeks of their first year.During this time they relied heavily on established relationships with family and close others primarily offcampus.
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.
Specifically, Latino students are more likely to report that faculty mentors played a significant role in their success compared to their non-Latino peers χ2(1, N = 195) = 5.33, p = 0.02.