BREAKTHROUGH STRATEGIES: CLASSROOM-BASED PRACTICES TO SUPPORT NEW MAJORITY COLLEGE STUDENTS

BREAKTHROUGH STRATEGIES: CLASSROOM-BASED PRACTICES TO SUPPORT NEW MAJORITY COLLEGE STUDENTS

Book - 20161206
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Harvard Education Pr
Breakthrough Strategies identifies effective strategies that faculty have used to help New Majority students—those from minority, immigrant, or disadvantaged backgrounds—build the necessary skills to succeed in college. As the proportion of New Majority students rises, there is increased attention to helping them gain access to college. Once enrolled, however, these students often face significant challenges of adjustment, with few resources for support. Specifically, there is little attention to students’ experiences within their college classrooms and their relationships with professors. At the same time, faculty who work with these students have little guidance on how to help them adjust to new expectations and identities as they engage with college-level work.
 
Sister Kathleen A. Ross, a MacArthur fellow and president emerita of Heritage University, has devoted three decades to helping New Majority students get college degrees. Based on an action-research project undertaken at Heritage University and Yakima Valley Community College in Washington State, the book highlights eleven strategies to encourage student success, including: asking questions in class; navigating the syllabus; and developing an academic identity. Written in a warm, down-to-earth voice, Breakthrough Strategies is infused with the belief that faculty can become a powerful resource for students, and that classroom instruction can be an important vehicle for supporting these students’ development and success.
 

Breakthrough Strategies identifies effective strategies that faculty have used to help New Majority students—those from minority, immigrant, or disadvantaged backgrounds—build the necessary skills to succeed in college.


Book News
Though most educated people know that the US is headed for a majority-minority population by about 2050, says Ross, many otherwise well informed college faculty and administrators have not grasped the significance of the shift in their work with college-going individuals. One example she gives is that as the proportion of Latino/a, African American, Native American, and Southeast Asian/Pacific Islanders entering college increases, so will the proportion who are low-income and first-generation-to-college. She suggests strategies for engagement, strategies to promote a sense of belonging, strategies to engender confidence, and strategies to build a vision for the future. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

Publisher: Harvard Education PR 20161206
ISBN: 9781612509976
1612509975

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