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ERIC Number: ED341413
Record Type: RIE
Publication Date: 1991-Jun
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Culturally Diverse Students in the Community College.
Mueller, RoseAnna M.
In 1991, as part of a sabbatical leave project and in response to increasing enrollments of Hispanic students at Morton College (MC), a survey was conducted to determine the extent of cultural interference in the learning process, both in the student and in the instructor. The survey sought to check for areas of common concern among educators and to suggest ways to better manage students whose cultural background differed from that of the "traditional" student at MC. A total of 70 surveys were distributed to MC faculty and staff, requesting information about: (1) respondents' perceptions of the differences in learning styles of students from other cultures; (2) the educational expectations held by respondents of students from other cultures; (3) frustrations, misunderstandings, or difficulties encountered due to cultural differences; (4) skills lacked by students from other cultures; (5) topics to include in instruction to help bridge any cultural gap; (6) strengths exhibited by students from other cultures; (7) ways instructors and administrators can provide stronger role models; (8) classroom strategies; and (9) additional concerns. Surveys were returned by 19 staff members, for a response rate of 27%. This report presents a list of other activities undertaken as part of the sabbatical project; a rationale for conducting the survey; enrollment figures; a brief discussion of cross-cultural education; the survey instrument; individual responses to each question; and a summary of student responses to the faculty members' perceptions. The report concludes with information about learning styles and short guidelines for planning instruction based on learning style. (JMC)
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A