ERIC Number: ED368907
Record Type: Non-Journal
Publication Date: 1994-Mar
Reference Count: N/A
Looking through Eyes of Compassion: Visible Minorities in SIAST.
Young, Grant L.
A research project examined the current needs of and potential services for visible minority students within Saskatchewan Institute of Applied Science and Technology (SIAST). The examination focused on three main questions: accuracy of the present definition of visible minorities, barriers experienced by visible minority students in six areas, and interventions or accommodations necessary to overcome these barriers. The primary research was undertaken by conducting focus groups with students of English as a second language and representatives from external groups and interviewing and surveying visible minority students. Findings resulted in these recommendations: determination of an appropriate name and definition for this population and revision of all related SIAST policies and documents to include them; active recruitment of equity students; development of a model for evaluating foreign credentials; evaluation of all entrance tests; development of a formal prior learning assessment process; development and delivery of a preparatory class, course in technical language development, and bias-free curriculum to increase retention; promotion of flexibility in program organization; development of academic support; promotion of diversity awareness; development of follow-up for minority students; mandatory staff development on diversity; and representation on the education equity committee for the external community. (Appendixes include 17 references, student questionnaires, and list of colleges/institutes surveyed.) (YLB)
Descriptors: Admission Criteria, Adult Vocational Education, Ancillary School Services, Educational Discrimination, Educational Research, English (Second Language), Equal Education, Followup Studies, Foreign Countries, Minority Groups, Program Design, School Holding Power, Staff Development, Student Recruitment
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A