Rendon validating culturally diverse students
This issue was guest edited by Rendón and Susana M. The theory has also been employed in student affairs programming, student success programs, research capturing the experience of low-income, first-generation students and dissertation studies.This study examined minority and nontraditional college students and how new approaches to learning and student development may validate culturally diverse students and thus improve their achievement.For many of us who have implemented service-learning since the mid 1980s – and for Rendón herself – Freire’s work has been foundational to our theory of education and our practice in the classroom. He brought social justice into the foundations of service-learning, connecting education to wider social change. Boston, MA: New England Resource Center for Higher Education. This study demonstrated that nontraditional students, no matter how fragile, can be transformed into full members of the college academic and social community. She is currently an associate professor in the Division of Educational Leadership and Policy Studies at Arizona State University.The importance of this finding cannot be over stated, for it points to real hope for students who do not see themselves as “college material” or who feel that college life has little or nothing to do with the realities from which they come. The challenge is how to harness that strength, and how to unleash the creativity and exuberance for learning that is present in all students who feel free to learn, free to be who they are, and validated for what they know and believe. She studies instructional and institutional issues related to the success of minority students, particularly Hispanic students and two-year colleges.If the academy refuses to change, we will change it.
Rendón’s work is part of a growing body of schol- arship (Antonio, 2002; González, & Padilla, 2008; Review Essay Hale, 2008; hooks, 1994; Ibarra, 2001; Rhoades, Kiyama, Mc Cormick, & Quiroz, 2008) that will continue to challenge the academy, continue to meet resistance, and will ultimately either success- fully counterbalance the dominant cultures or become irrelevant to emerging scholars and to the wider public good.
I think of bell hooks and her observation in Teaching to Transgress (1994) that “we have to realize that if we are working on ourselves to become more fully engaged, there is only so much that we can do. Leaving college: Rethinking the causes and cures of student attrition. Author JOHN SALTMARSH ([email protected]) is director of the New England Resource Center for Higher Education and professor of Higher Education Administration at the University of Massachusetts Boston.
Ultimately the institution will exhaust us simply because there is no sustained institutional sup- port….” (p.160).
And more and more of us will experience academic suc- cess – with few, if any, regrets.” (Rendón, 1992, p.
63) For service-learning practitioners and scholars, Sentipentsante (Sensing/Thinking) Pedagogy is one of those rare books that subtly but fundamentally alters the purpose and scope of our work.
Analysis explored how students who arrived expecting to fail were transformed to confident, successful students and found that: (1) traditional students had few doubts about their ability to succeed while nontraditional students and minority students did express doubts about their ability to succeed; (2) many nontraditional students needed active intervention from significant others to help them negotiate institutional life; (3) success during the first year may be contingent on whether students become involved in institutional life or whether external agents can validate students; (4) even the most vulnerable students can become powerful learners through in- and out-of-class validation; and (5) college involvement is not easy for nontraditional students.