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An introduction to the way community college students create a self image in their life

Allen California State University-Bakersfield A freshman in 1964, I went to a major university and was surrounded by peers who, like myself, were going to school immediately after high school.

We were "traditional" students: Students with learning disabilities were "invisible," and students who worked were rare. The student body has changed since then. The Chronicle of Higher Education annually reports summaries of students at two-year and four-year colleges. Over the last several decades the proportions of students who are women, older, Asian, Hispanic, and part-time have been increasing, while the proportions of students who are male, young, White, and full-time have been decreasing.

The "traditional" student is becoming increasingly uncommon, and faculty face a rich mixture of students, diverse in age, gender, ethnicity, and the exclusivity of academics in their lives. I teach at a small college in the California State University system.

Over half of our students are non-White, and many are first generation college students. They include children of farmworkers, refugees from Latin America and Southeast Asia, and descendants of Dustbowl migrants. Almost every student I know works, many full-time. Many are parents, and many help older family members interact with the English-speaking world that surrounds them. They lead complicated lives, and their college degrees will open opportunities for them that many of their parents will never see.

How can faculty meet the needs of such a diverse student body? These principles encourage student-faculty contact, student reciprocity and cooperation, active learning, prompt feedback, good time management, high expectations, and respect for differing learning styles.

Building Self-Esteem

In addition, Chism 1999 has articulated some basic principles for teaching in a multi-cultural environment. All students must believe that they: How do we put these principles into practice? Faculty might find the following teaching tips useful for teaching non-traditional students. Communicate your learning objectives to students. Non-traditional students will appreciate the extra guidance the list of objectives provides. Explicit learning objectives focus faculty and students as they prepare for the course.

  1. Faculty might find the following teaching tips useful for teaching non-traditional students.
  2. The hip circumference was measured around the maximum circumference of the hips. Show respect for and interest in differences in opinions and perspectives, and correct student misinformation based on stereotypes related to age, ethnicity, sex, disability, religion, sexual orientation, etc.
  3. Wong Y, Huang YC.
  4. Show confidence in students' abilities. A variety of learning and testing opportunities, a non-competitive grading system based on learning objectives, and genuine concern for individual students support student achievement.
  5. An "A" in your class may not be an objective for all your students.

Consider the students' perspective. As you design the course, consider each element from the perspective of your students. Are assignments culturally relevant, fair, and interesting?

Are readings selected to include pluralistic perspectives and relevant research on diverse groups? Diversity materials may not be available for every course, but should be included when possible. Do students have the prerequisite knowledge and skills to succeed in your course? If some may not, consider designing optional learning experiences to develop the prerequisites and schedule them in the syllabus appropriately.

  • It seemed like a new idea to many students that they could take responsibility for their self-esteem and be proactive about raising it;
  • Previously I had used only the clip of Todd not having written a poem.

Returning students who took prerequisite coursework years earlier may benefit from the focused opportunity to refresh skills and information. For example, you might provide a basic statistics review or an introduction to technology skills required to complete your course. Non-traditional students may not have ties to the local professional community, may have trouble seeing themselves as professionals, and may not be aware of the full range of career opportunities available to college graduates.

Community service assignments may help them overcome these disadvantages and develop a professional self-image. Community engagement is not relevant for all classes, but could be integrated fairly easily into such courses as child development, industrial psychology, and community mental health. In the diverse classroom it is difficult for faculty to be aware of each student's progress.

  1. Tap here to turn on desktop notifications to get the news sent straight to you.
  2. And Business Insider says that clothes don't just affect your confidence levels, they can affect your success, as "clothing significantly influences how others perceive you and how they respond to you. Grades are important to students, and all students should be given the opportunity to earn a grade that reflects their learning.
  3. Body image, self-esteem and depression in female adolescent college students.

In addition, use CATs to assess prerequisite knowledge and experiences and to provide topics that stimulate productive discussion. Common CATs include the muddiest point ask students to describe what is confusing at the end of a course session and the one-sentence summary ask students to summarize what they just learned.

In addition, interactions will enrich the experiences an introduction to the way community college students create a self image in their life all students by engaging students in the sharing of personal perspectives. Students on my campus are often amazed to hear about their own community through the eyes of people quite unlike themselves. Older students have life experiences related to work, family, and cultural changes that younger students may never have considered; students varying in cultural background often have different experiences and perspectives; and international students can add cross-national information.

Encourage students to obtain their first exposure to materials outside of class time. Readings and assignments can be used to promote student exposure to course content before they come to class, allowing you to spend more in-class time engaging students in active learning exercises, group activities, and consolidating higher-order learning. Students who need more time to digest materials can spend that time outside of class, rather than during class. Journal assignments, quizzes, study questions, and routine integration of pre-assigned readings into class activities may help motivate students to complete readings in time.

Test and grade fairly. Unless vocabulary is being tested, use simple, direct language in your test questions, and give students who might have English as a second language time to complete tests. If the goal of the test is to assess student learning, don't confound that with vocabulary size or processing speed. I once had a student who grew up speaking Persian, went to school using French, then came to the United States. She would take exams by translating the English to French, then to Persian.

She would compose her answer in Persian, and translate from French to English before responding. Yes, she needed more time to take exams, but her exams demonstrated mastery of course objectives. Use a variety of exam formats so students have various ways to demonstrate learning and consider alternatives to exams, such as student portfolios that document their learning. Grades are important to students, and all students should be given the opportunity to earn a grade that reflects their learning.

Use a non-competitive grading system. Grading on a curve encourages students to compete with each other and makes some students who come from non-competitive cultures uncomfortable.

In addition, it discourages students from working together and helping each other because they may reduce their own grades in this way. Have high standards, an introduction to the way community college students create a self image in their life all students who meet your standards for a grade should receive it.

Noncompetitive grading based on absolute standards creates a "community of learners" within your class, and this community includes you because you and the students jointly strive for student success.

I want my students to be actively engaged with the course and with each other. Encourage study groups by distributing study questions that go beyond "memorize what's on page 82. In my experience, active participation in a good study group can move a student up at least a grade, and all students develop better understanding when they explain concepts to peers.

Web links can be used to give students options and to expose them to materials not in traditional academic libraries, including international and non-English materials, and email communication allows students to thoughtfully compose questions and receive personalized attention.

Nontraditional students who are quiet in traditional classrooms and students who require time to frame statements in English may open up when allowed to communicate electronically, and give those with scheduling problems access to your wisdom. Faculty assumptions about life experiences may inadvertently exclude some students from the desired impact of an example, and may alienate students whose values and expectations differ from their own.

International students are about 3 percent of students in American colleges, and other students may be first-generation Americans; they may have quite different reactions to your references to historical events, literary allusions, or your implied assumptions about life experiences. A student recently told me about his childhood in Mexico, and how every day he carried a can to the central well to bring water to his household.

An example of rewarding a child by buying a new movie or videogame may miss the mark with this student. Give students time to think during class discussions. Although native-English-speaking extroverts may participate immediately when you stimulate a discussion, other students may need time to process your question, to collect their thoughts, and to phrase them for presentation to the class.

Consider asking students to write responses before the discussion begins, and consider a "think-pair-share" strategy in which students share responses within dyads before the whole-class discussion.

Although it takes a few more minutes, all students should be able to contribute to the discussion. Allow class time for group projects. Commuting and working students and students with family obligations may have difficulty working on group projects outside of class, especially if their schedules differ from others in their group.

Give them the opportunity to participate during class. Use a variety of ethnic names e. For example, I include reference to Dr. Perez as well as to Dr. Jones in exam questions, and I deliberately balance names with roles, so that sometimes the professional has a female name and sometimes the professional has a male name.

Objective:

Students should see opportunities for people like themselves. Nontraditional students may not know what you want when you assign papers, projects, or activities. Tell students what you expect and describe grading criteria to clarify their task.

Communicate assignments in writing, so students can refer back to instructions as they proceed. Show respect for and interest in differences in opinions and perspectives, and correct student misinformation based on stereotypes related to age, ethnicity, sex, disability, religion, sexual orientation, etc.

Be prepared to cite relevant literature that undermines stereotypes, or, if relevant, provide students opportunities to explore this literature among their course assignments. Encourage office hour visits. Non-traditional students may be more comfortable discussing personal issues in private, and you will learn much from them. For example, gay and lesbian students may be uncomfortable discussing their reactions to homophobic or disparaging remarks in class, but may help you recognize and avoid problems in the future.

Informal advising during office hours may allow you to help them broaden their educational experiences and deal with barriers to their success. Show confidence in students' abilities. Nontraditional students may lack confidence in their academic skills.

Older students, who often end up with the highest grades, frequently begin with low self-efficacy. Their basic skills and motivation generally are very high, and they need to learn that they can compete with younger students.

Body image satisfaction among female college students

First-generation college students often feel out of place and inadequate in the academic environment, and they respond especially well to faculty who genuinely believe in their potential for success.

An "A" in your class may not be an objective for all your students. I teach statistics and research methods to psychology majors, and for many a hard-earned "B" or "C" is a proud accomplishment that we both celebrate.

Be aware of your own stereotypes and prejudices, and consciously avoid allowing them to affect how you interact with students. Don't make assumptions about students' background or competency based on how they look. Nurture the talents of students who don't give you positive first impressions; they may pleasantly surprise you.

  • How do we put these principles into practice?
  • Faculty assumptions about life experiences may inadvertently exclude some students from the desired impact of an example, and may alienate students whose values and expectations differ from their own.

Avoid jokes that play on stereotypes.