Rendon validating culturally diverse students
On a broader scale, colleges as a whole must allow themselves to be changed by new student cultures. Educators must do a better job of understanding, appreciating, and working with culturally diverse students. Students with work or family obligations, single parents, students who have been out of school for a significant amount of time, those who disliked high school or who had negative high-school experiences, students who werent involved in high school, and evening and weekend-only students find it difficult to get involved outside of the classroom. Many students feel disappointed because they feel that their life experiences are not valued, and they yearn for acceptance and validation. Such efforts as calling students by name, calling them at home, stopping to talk to students in the halls can help students feel college is worthwhile.
If students experience a college culture very different from their own, they will have difficulty becoming connected.Many of these students are going through powerful changes, and college educators should make a more determined effort to help students make the connection to college and assist them to become powerful learners. A proactive academic and interpersonal validation is needed to involve passive or doubtful students. It results in many first-generation students being told that they are "not college material," and consequent feelings of doubt, fear, and frustration when entering college.
For many minority and nontraditional students, this traditional model is inappropriate. Validating Culturally Diverse Students [microform] / Laura I.