WORKING WITH DIVERSE STUDENT POPULATIONS

1. WORKING WITH DIVERSE STUDENT POPULATIONS Yadira Rosales CCE 583 October 29, 2013

2. Hangman, Silberman (2005) pg.102 • What do we know about diversity in our student body? Myths and Realities! -Team 1 -Team 2

3. Active Knowledge Sharing Silberman (2005) pg. 90 How do we best support the educational success of diverse students? Who is considered a non-traditional student? 1.____________________________ 2.______________________________ 3.______________________________ 4.______________________________ 5.______________________________ 6.______________________________

4. Reading Aloud, Silberman, pg. 146What we should know • Vasti Torres, Mary Howard-Hamilton and Diane Cooper, Identity Development of Diverse Populations; Applications for teaching and administration in higher education, mention; • There is a gap in our knowledge on how to create an inclusive environment in the classroom and campus community. • A focus on educating faculty and administrators about the developmental issues faced by diverse students. • Students come from diverse backgrounds

5. Inquiring minds want to know, Silberman, pg. 112How can one solve these issues? • When teachers ask a question in class, they figure anyone can have the answer, however, do they think about students whose English is their second language and may need additional time to figure out an answer • May also be shy or embarrass to speak in front of others, or interrupt with a question. • Comments….. Examples What could you do as an instructor to help students feel comfortable answering?

6. Identity Development of Diverse Populations; Applications for teaching and administration in higher education • In order to be able to work with diverse populations in a community, the college body needs to; • First: Identify diversity as a mixture of both group identity (African American) multi-racial and multi-identity models, such as including race, sexual orientation, and gender. • Second: Too often, differences in identity development do not address the inequitable power relations that exist and shape our experiences. • Third: Changing campus cultures by designing assessment that include the diversity of the campus.

7. Some helpful tips:What are some ways to help students? • According to Davis, one can support students through • Financial aid awareness • Family involvement • Academic support • Providing early access to college information • Mentoring programs • Educational programs that serve as intervention

8. Obstacle Assessments, Silberman, pg. 279 • I hope that what you have learned in this short amount of time, can help you think about ways and ideas to incorporate in your college to serve the immense diversity that exists in our communities, • What do you think are some obstacles that you would have to overcome in order to apply some of the skills and ideas you learned today?

9. Follow-up questionnaire, Silberman pg. 284 • Please answer this questions to assess the training above. 1. Was this training useful for you? 1 2 3 4 5 2. Was this training relevant to your line of work? 1 2 3 4 5 3. Did you feel actively included during the training? 1 2 3 4 5 4. Do you have ideas or topics that you would like to be discussed in future trainings? _______________________________________________________ 1= not at all, 2= somewhat, 3= ok, 4= very good, 5= great

10. Handout, Silberman Myths and Realities Handout Myth 1: Everyone knows how to get into college • Reality: Students of color often lack information • Reality: Many make decisions based on misinformation  Myth 2: Everyone know how to get financial aid • Reality: Students of color are not as likely to understand the financial aid process as their White peers • Reality: Students of color are not as likely to discuss how college will be paid for with their parents Myth 3: “I’m not college material” • Reality: Many students of color attend high schools where many graduates do NOT attend college afterwards • Reality: Many students of color face additional constraints that make them believe they are not capable of succeeding in college Myth 4: College is every student’s first choice after high school • Reality: Students have competing options • -Military • -Work  Myth 5: High school prepares all students for college –they just have to try hard • Reality: Students of color are less likely to leave high school with college-readiness skills and college course preparation • Reality: Teacher expectations are low for many students of color  Myth 6: Every student knows somebody who is in or has attended college • Reality: Many students of color are first-generation college students • Reality: Guidance counselor support is not readily available to all students Myth 7: Information on college access is readily available to everyone who wants it • Reality: Many students of color get bits of information from peers • Reality: Students of color often lack guidance in making college-related choices Myth 8: College aspirations lead to college participation every time • Reality: Aspirations for students of color at 9th grade change by 12th grade without proper guidance, support, and information  Myth 9: Going to college sounds fun and exciting to everyone • Reality: It is frightening to many students and families to take out loans • Reality: Not every student is excited about leaving home 

11. References • Davis, P. Gailda (2009) Myths and Realities about Diversity: How to Effectively Target Students of Color. http://www.wiche.edu/info/cacg/meetings/boulder09/davis.pdf • Torres, V., Howard-Hamilton M., & Cooper, D. (2003). Identity Development of Diverse Populations; Applications for teaching and administration in higher education http://books.google.com/books?id=CVRRxcz8zAAC&lpg=PR10&ots=BhdsHWhyNN&dq=diverse%20populations%20in%20education&lr&pg=PA1#v=onepage&q=diverse%20populations%20in%20education&f=false