Creating Campus Cultures: Fostering Success Among Racially Diverse Student Populations ed. by Samuel D. Museus, Uma M. Jayakumar

2013 ◽  
Vol 54 (4) ◽  
pp. 451-452
Author(s):  
Mary F. Howard-Hamilton ◽  
Valerie Holmes
Keyword(s):  
Racially Diverse ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Campus Cultures

scholarly journals Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students

2021 ◽  
Vol 41 (1) ◽  
pp. 26-32
Author(s):  
Samuel D. Museus
Keyword(s):  
Academic Advising ◽  
Students Of Color ◽  
Research Policy ◽  
Future Research ◽  
Racially Diverse ◽  
Policy And Practice ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Equitable Outcomes

It has been more than a decade since Museus and Ravello analyzed the roles that culturally engaging academic advisors play in producing equitable outcomes among racially diverse student populations. Their study highlighted the importance of humanized, holistic, and proactive advising in effectively serving students of color in particular. In this essay, one of the original authors discusses how a decade of research has built on this earlier analysis and summarizes evolving insights about the role of culturally engaging advising in supporting students of color. The article concludes with implications for future research, policy, and practice aimed at more equitably serving diverse populations.

Youth and Schools’ Practices in Hyper-Diverse Contexts

2016 ◽  
Vol 53 (6) ◽  
pp. 1491-1521 ◽  
Author(s):  
Christine Brigid Malsbary
Keyword(s):  
New York ◽  
Los Angeles ◽  
Cultural Context ◽  
Linguistically Diverse ◽  
Organizational Structures ◽  
Public High Schools ◽  
Diverse Classrooms ◽  
Diverse Student Populations ◽  
Teachers Beliefs ◽  
Diverse Student

The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽  
2019 ◽  
pp. 222-238
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Understanding Teachers' Cultural Competencies

2020 ◽  
pp. 1447-1467
Author(s):  
Inna N. Dolzhenko ◽  
Jemimah L. Young
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Cultural Diversity ◽  
Empirical Evidence ◽  
Social Awareness ◽  
Self Awareness ◽  
Cultural Competencies ◽  
Diverse Student Populations ◽  
Diverse Student

As linguistic and cultural diversity in public schools continues to rise, an increased need for culturally aware teachers is warranted. This chapter informs the development of cultural competencies in teachers by integrating anti-bias education (ABE) goals into teacher preparation. Existing research in preparing teachers to work with diverse student populations tends to focus on how teachers gain appropriate knowledge and practices to work effectively at school. However, there is little evidence that researchers have approached the issue of developing teacher's cultural competencies with the intent of building a cohesive understanding and providing practical tools, such as ABE goals, to positively influence the development of social awareness and self-awareness in teachers and their students. Consequently, the aim of this chapter is to provide empirical evidence to substantiate the instructional importance of understanding the development of teacher's cultural competencies.

Indigenous Student Experience in Higher Education

2022 ◽  
pp. 254-266
Author(s):  
Lawrence F. Camacho ◽  
Arline E. Leon Guerrero
Keyword(s):  
Higher Education ◽  
Student Experiences ◽  
Indigenous Students ◽  
University Campuses ◽  
College And University ◽  
Indigenous Student ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Education Today ◽  
College And University Campuses

Higher education today is faced with many challenges. However, behind some of those challenges are potential opportunities. One in particular is the focus on diversity, equity, and inclusion, and especially the unpacking of systems and processes that are increasingly becoming more prevalent in higher education's ecosystem of support, mainly for Indigenous students. This is due in large part to the global shift in the rising diverse student populations across college and university campuses. Indigenous students are entering today's evolving college landscape with a clear sense of purpose. To take advantage of this opportunity, institutions are pivoting their support structures to also facilitate their diverse student populations and learning outcomes. They are developing programs to make sense of the Indigenous student experiences, issues, challenges, and are paying special attention to strategies and infrastructures designed to safeguard their student success.

scholarly journals Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

2017 ◽  
Vol 8 (1) ◽  
pp. 9 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Cultural Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
Qualified Teachers ◽  
Diverse Student Populations ◽  
Instructional Context ◽  
Diverse Student

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context. 

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