ERIC Number: ED371673
Record Type: Non-Journal
Publication Date: 1993-Mar-24
Reference Count: N/A
Transforming At-Risk Students into Powerful Learners.
Rendon, Laura I.
This study assessed how in- and out-of-class experiences influenced diverse students' learning and development in college. The study took place at two community colleges, one with a predominant minority group of Hispanics, the other with a large African American minority group. There researchers conducted focus groups with 3-6 students per group with a total of 49 students. Interviews were transcribed, initial impressions and themes were catalogued using HyperQual, and data were analyzed with inductive methods. The study concluded that validation and community experiences are prerequisites, not outcomes, of student development. Validation may be the missing link to student involvement, may be able to overcome the effects of part-time interaction with the institution, may be key to facilitating talent development, may be about making students stronger, and may lead to the transformation of students who initially believe they will not be successful. In addition, transformed students believe in their inherent capacity to learn and become excited about learning. Colleges structured for white, traditional student populations need to be concerned with what the institution can do to promote involvement. (JB)
Descriptors: Academic Achievement, Academic Persistence, Black Students, College Students, Community Colleges, High Risk Students, Higher Education, Hispanic Americans, Interpersonal Communication, Minority Groups, Nontraditional Students, Qualitative Research, School Holding Power, Self Concept, Student Attitudes, Student College Relationship, Student Development
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.