EXPANDING YOUR COMFORT ZONE

WORKING WITH RISING POTENTIAL STUDENTS

BLANE HARDINGUNIVERSITY OF KANSAS

2013 NACADA Summer Institute

OBJECTIVES

Definition of terms and concepts Summarize the changing

demographics of the United States population

Key Characteristics and Advising Techniques

Increase inter-cultural awareness and cultural competency

Introduce guidelines for culturally responsive interactions

Self reflection questions

RACIAL INEQUALITY THEORIESSTRUCTURAL AND SOCIAL AND NOT BIOLOGICAL OR CULTURAL

Bias

Deficiency

Structural Discrimination

Racism v Racialism

Incognizant Racism

Enlightened Racism

Anglo Conformity

Melting Pot (Israel Zangwill)

Cultural Pluralism (Horace Kallen)

AMALGAMATION THEORIES

WHAT IS CULTURE

ldquoItrsquos the way things are done around hererdquo

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

OBJECTIVES

Definition of terms and concepts Summarize the changing

demographics of the United States population

Key Characteristics and Advising Techniques

Increase inter-cultural awareness and cultural competency

Introduce guidelines for culturally responsive interactions

Self reflection questions

RACIAL INEQUALITY THEORIESSTRUCTURAL AND SOCIAL AND NOT BIOLOGICAL OR CULTURAL

Bias

Deficiency

Structural Discrimination

Racism v Racialism

Incognizant Racism

Enlightened Racism

Anglo Conformity

Melting Pot (Israel Zangwill)

Cultural Pluralism (Horace Kallen)

AMALGAMATION THEORIES

WHAT IS CULTURE

ldquoItrsquos the way things are done around hererdquo

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

RACIAL INEQUALITY THEORIESSTRUCTURAL AND SOCIAL AND NOT BIOLOGICAL OR CULTURAL

Bias

Deficiency

Structural Discrimination

Racism v Racialism

Incognizant Racism

Enlightened Racism

Anglo Conformity

Melting Pot (Israel Zangwill)

Cultural Pluralism (Horace Kallen)

AMALGAMATION THEORIES

WHAT IS CULTURE

ldquoItrsquos the way things are done around hererdquo

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

Anglo Conformity

Melting Pot (Israel Zangwill)

Cultural Pluralism (Horace Kallen)

AMALGAMATION THEORIES

WHAT IS CULTURE

ldquoItrsquos the way things are done around hererdquo

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

WHAT IS CULTURE

ldquoItrsquos the way things are done around hererdquo

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

MULTICULTURALISM

Integration

Assimilation

Acculturation

Pluralism

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

MULTICULTURALISM

Pluralistic multiculturalism

Particularistic multiculturalism

Public domain v Private domain

Responsibility and Response Ability

Colorblind v Color Consciousness

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

THE GREATEST DISTANCE BETWEEN PEOPLE IS

NOT SPACE THE GREATEST DISTANCE BETWEEN PEOPLE IS

CULTURE Jamake Highwater

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ASIAN AMERICAN DEMOGRAPHICS

In 2004 there were nearly 12097281 Asian Americans and 403832 Pacific Islanders in the United States comprising 42 percent of the total population These figures do not include people of multiple race heritage

More than 34th(759) of the Asian population came to the US over the last two decades

Current projections estimate the Asian American and Pacific Islander population to reach 34 million by 2050 based on birthing patterns and immigration trends

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ASIAN AMERICANPACIFIC ISLANDERS

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ASIAN AMERICANPACIFIC ISLAND STUDENTS

In 2005 Asian American freshmen were more likely than the national freshman population to come from families with household incomes of less than $40000 Nearly 31 percent of Asian Americans came from such backgrounds compared with the national average of 227 percent mdash presenting these students with an obstacle to success in higher education

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

448 Percentage of all black K-12 public school students in 1990 who attended a school where minorities made up 75 percent or more of the student body

515 Percentage of all black K-12 public school students in 2007 who attended a school where minorities made up 75 percent or more of the student body

source US Census Bureau

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICANS

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICANS

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICAN

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICAN

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

AFRICAN AMERICAN

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

HISPANICLATINO(A)S

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

HISPANIC EDUCATION

58The percentage of Hispanics age 25 and older who had at least a high school education in 2004

12 The percentage of the Hispanic population age 25 and older with a bachelorrsquos degree or higher in 2004

27 millionThe number of Hispanics age 18 and older who had at least a bachelorrsquos degree in 2004

714000Number of Hispanics 25 years and older with advanced degrees in 2004 (eg masterrsquos professional doctorate)

11Percentage of all college students in October 2004 who were Hispanic

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

MEXICAN AMERICANS

They are the youngest Latinoa sub-group with a median age of 24

In 2000 26 lived below the poverty line

They are the least educated Latinoa group with less than 11 of US born having a bachelorrsquos degree

Almost 44 of foreign born between the ages of 16-19 work full time

In 2000 they represented 343 million people in the United States

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

CENTRAL AMERICANS

They largely immigrate from El Salvador Guatemala Honduras and Nicaragua

Almost 71 are foreign born and 34 immigrated within the last ten years

In 2000 22 lived below the poverty line

Almost 17 of foreign born have earned a degree

In 2000 they represented 23 million people in the United States

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

SOUTH AMERICANS

They largely immigrate from Peru Ecuador and Columbia

Over 74 are foreign born with 33 arriving in the last 10 years

Many immigrants were middle class and well educated in their home countries

Over 35 of foreign born have a college degree

In 2000 they represented 17 million people in the United States

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

LATINO(A) ENROLLMENT

There is a substantial enrollment gap between Latino(a)s and all other groups among 18-24 year olds

Only 35 percent of Latino high school graduates in that age group are enrolled in college compared to 46 percent of whites

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

LATINO(A) ENROLLMENT

Latinos are far more likely to be enrolled in two-year colleges than any other group About 40 percent of Latino(a) 18-24 year old college students attend two year institutions compared to about 25 percent of white and black students in that age group

Latino(a)s are more likely to be part-time students Nearly 85 percent of white 18-24 year old college students are enrolled full-time compared to 75 percent of Latino(a) students in that age group

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

NATIVE AMERICANS

American IndianAlaska Native student enrollment in colleges and universities more than doubled in the past 30 years and the number of associatersquos bachelorrsquos and masterrsquos degrees conferred to Natives doubled over the past 25 years

Although the number of Natives attending college is growing American IndianAlaska Natives were less likely to earn a bachelorrsquos degree or higher than their non-Native peers

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

NATIVE AMERICANS

From 1990 to 2000 the percentage of Native Americans 25 years and older who had completed high school increased from almost 66 to nearly 71

This was a higher rate of high school completion than for Hispanics (570) but lower than for the other racial groups

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

NATIVE AMERICANS

27 of the total population attained a bachelorrsquos degree or higher in 2003 compared with only 115 of the Native American population in 2000

Native Americans in 2000 had the next to lowest rate of college attendance based on the population while Hispanics had the lowest

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

NATIVE AMERICANS

Native Americans represented 13 of the total enrollment in two-year institutions and 8 in four-year institutions

Native Americans comprised 12 of all Americans 20 to 24 years old Native Americans did not attain a share

of degrees equal to their share of the population age 20 to 24 at any degree level in 2002

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

STUDENTS OF COLORKey characteristics Advising techniques

Low academic skills

Lack of role models on campus

Difficulty assimilating to campus

Low self concept based on previous academic experiences

Family pressures

Financial concerns

Unaware of support systems

Avoid stereotypical attitudes expectations and images

Inform student of tutoring and supplemental instruction

Assist in forming campus connections - student clubs mentoring

programs

Understand role of family

Inform student of support systemsRefer students to resources

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ACADEMICALLY UNDERPREPARED

bull Hesitant to participate on campus

bull Low self-esteem in terms of academic abilities

bull Deficient in basic skillsbull Unaware of support systems on

campusbull May be dependent learners

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ACADEMICALLY UNDERPREPARED

In the 2004-2005 academic year there were 1300000+ college students enrolled in remedial courses for a cost of ~$ 25 billion

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

ACADEMICALLY UNDERPREPARED

70 students in Indiana community colleges needed remediation in 2005

Over 60 students in the California State University system needed assistance in one of the three basic skills areas

Nearly four out of five remedial students had a HS GPA of 30 or higher

Diploma to Nowhere 2008

Strong American Schools a Rockfeller Philanthropy project

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

UNDER-PREPARED

Key characteristics Advising techniques

Low academic preparedness

Lack of study skills

Lack of family friend support

Under-prepared in one or more areas and competent in others

May have multiple issues

ndash learning disability

ndash language deficiency

Strong academic support and supplemental instruction

Clarifying career and life- planning choices

Finding the match between goals and background

Mentoring programs

Learning communities

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

STUDENTS WITH DISABILITIES

bull Barriers in the way of full participation

bull Unaware of campus resourcesbull Unaware of disabilitiesbull Lack of participation on campus

bull Lack of mentors and role models

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

WHAT IS A DISABILITY

Visible and invisible disabilities including1048698 Psychiatric disabilities1048698 Learning disabilitiesADHD1048698 Physical disabilities1048698 Medical disabilities (eg HIVAIDS)1048698 Hearing impairments and deafness1048698 Developmental disabilitiesEach disability has different

manifestations and will require different accommodations

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

MENTAL HEALTH DISABILITIES

37- 39 of young adults ages 15- 25 having a diagnosable mental illness (Becker Martin Wajeeh Ward amp Shern 2002) 12-18 of college students in the United State have a diagnosable

psychological disorder (Mowbrey et al 2008) Kadison and DiGeronimo (2004) suggest that as many as half of college students may experience for a period of time an incapacitating depressive episode College disability service providers report a tripling in the number of

students with psychological disorders (National Association of Personnel Administration 2002)

As quoted by Preece et al (2009) Advising the 18 Best Practices When Advising Students with Psychological Disorders In Vance ML amp

Bridges L (Eds) Advising Students with Disabilities (second edition) [monograph 19] Manhattan KS National Academic Advising

Association

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

VETERANS WITH DISABILITIES

Since October 2001 approximately 164 million US troops have deployed to support operations in Afghanistan and Iraq an estimated 13 Veterans return with non-mortal injuries The Veterans present visible non visible or combinations of both types of injuries including

TBI (traumatic brain injury) PTSD (post traumatic stress disorder) along with hearing vision and mobility

losses

RAND Corporation (2008) Invisible wounds Mental health and cognitive care needs of Americarsquos returning veterans Retrieved April 15 2009 from

httpwwwrandorgpubsresearch_briefsRB9336

Key characteristics Advising techniques

Limitations of life activities Prefer to see themselves as ldquoablerdquoBarriers to participationNeed for support from faculty peers etcUnawareness of disabilityLack of participation on campus

Awareness of issues and challengesSelf assess attitudes and biasesEncourage appropriate disclosureConnect with campus and community resources Encourage full participationBe willing to act as an advocate

GROUP CHARACTERISTICS

Athletes-

First Generation-

Adult Learners-

GLBT-

STUDENT ATHLETES

Key characteristics Advising techniquesSignificant time demandsConflicts between academic and athletic commitmentsEncounter stereotypesLimited and unrealistic life and career goalsAcademically under- prepared

Initiate first-year support servicesSelf-assess biases amp attitudesEncourage problem solving amp decision making skillsEncourage a balanced | commitmentSensitivity to conflicts

FIRST GENERATION STUDENTS

Key characteristics Advising techniques

Lack of role models in family

Lack of family amp friend support

Learning to negotiate a campus

system

Adapting to a more competitive

academic setting

Ability to relate to campus life

Feeling overwhelmed

Understand purpose and goals

Assist in forming campus

connections

Connect student with resources

Encourage academic planning

Be willing to act as an advocate

ADULT LEARNERS

Key characteristics Advising techniques

Most work full or part time

Family responsibilities a priority

Managing multiple roles

Varied life experiences

Time challenged

Less involvement with campus life

Low self concept amp confidence

based on previous academic

experiences

Understand issues of adult

development

Understand purpose and goals

Encourage balance of academic and

personal issues

Assist in forming campus connections

Be willing to act as an advocateEncourage academic planningRefer to resources

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

GROUP CHARACTERISTICS

Athletes-

First Generation-

Adult Learners-

GLBT-

STUDENT ATHLETES

Key characteristics Advising techniquesSignificant time demandsConflicts between academic and athletic commitmentsEncounter stereotypesLimited and unrealistic life and career goalsAcademically under- prepared

Initiate first-year support servicesSelf-assess biases amp attitudesEncourage problem solving amp decision making skillsEncourage a balanced | commitmentSensitivity to conflicts

FIRST GENERATION STUDENTS

Key characteristics Advising techniques

Lack of role models in family

Lack of family amp friend support

Learning to negotiate a campus

system

Adapting to a more competitive

academic setting

Ability to relate to campus life

Feeling overwhelmed

Understand purpose and goals

Assist in forming campus

connections

Connect student with resources

Encourage academic planning

Be willing to act as an advocate

ADULT LEARNERS

Key characteristics Advising techniques

Most work full or part time

Family responsibilities a priority

Managing multiple roles

Varied life experiences

Time challenged

Less involvement with campus life

Low self concept amp confidence

based on previous academic

experiences

Understand issues of adult

development

Understand purpose and goals

Encourage balance of academic and

personal issues

Assist in forming campus connections

Be willing to act as an advocateEncourage academic planningRefer to resources

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

STUDENT ATHLETES

Key characteristics Advising techniquesSignificant time demandsConflicts between academic and athletic commitmentsEncounter stereotypesLimited and unrealistic life and career goalsAcademically under- prepared

Initiate first-year support servicesSelf-assess biases amp attitudesEncourage problem solving amp decision making skillsEncourage a balanced | commitmentSensitivity to conflicts

FIRST GENERATION STUDENTS

Key characteristics Advising techniques

Lack of role models in family

Lack of family amp friend support

Learning to negotiate a campus

system

Adapting to a more competitive

academic setting

Ability to relate to campus life

Feeling overwhelmed

Understand purpose and goals

Assist in forming campus

connections

Connect student with resources

Encourage academic planning

Be willing to act as an advocate

ADULT LEARNERS

Key characteristics Advising techniques

Most work full or part time

Family responsibilities a priority

Managing multiple roles

Varied life experiences

Time challenged

Less involvement with campus life

Low self concept amp confidence

based on previous academic

experiences

Understand issues of adult

development

Understand purpose and goals

Encourage balance of academic and

personal issues

Assist in forming campus connections

Be willing to act as an advocateEncourage academic planningRefer to resources

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

FIRST GENERATION STUDENTS

Key characteristics Advising techniques

Lack of role models in family

Lack of family amp friend support

Learning to negotiate a campus

system

Adapting to a more competitive

academic setting

Ability to relate to campus life

Feeling overwhelmed

Understand purpose and goals

Assist in forming campus

connections

Connect student with resources

Encourage academic planning

Be willing to act as an advocate

ADULT LEARNERS

Key characteristics Advising techniques

Most work full or part time

Family responsibilities a priority

Managing multiple roles

Varied life experiences

Time challenged

Less involvement with campus life

Low self concept amp confidence

based on previous academic

experiences

Understand issues of adult

development

Understand purpose and goals

Encourage balance of academic and

personal issues

Assist in forming campus connections

Be willing to act as an advocateEncourage academic planningRefer to resources

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

ADULT LEARNERS

Key characteristics Advising techniques

Most work full or part time

Family responsibilities a priority

Managing multiple roles

Varied life experiences

Time challenged

Less involvement with campus life

Low self concept amp confidence

based on previous academic

experiences

Understand issues of adult

development

Understand purpose and goals

Encourage balance of academic and

personal issues

Assist in forming campus connections

Be willing to act as an advocateEncourage academic planningRefer to resources

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

LGBTQQ

Key characteristics Advising techniquesMaintaining self-esteem amp coping

with being different

Varying levels of being ldquooutrdquo

Facing intolerance harassment and violence

Reluctance to seek assistance

Living in loneliness until

establishing connections

Greatest risk for suicide and

other health issues

Lack of role models

Self-assess biases and attitudes

Understanding that sexuality is one part of a total identity

Establish inclusive rapport

Refer to counseling support

Need for referral to support groups - student clubs

Clarifying career and life-

planning choicesRefer to campus mentors

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

CAMPUS COLLABORATION

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

AWARENESS V COMPETENCE

Cultural Awareness being sensitive to issues related to culture race gender sexual orientation social class and socioeconomic factors

Cultural Competence requires more than acquiring knowledgehellip It is leveraging a complex combination on knowledge attitudes and skills to engage and intervene appropriately and effectively across cultures

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

FOUR COMPONENTS OF CULTURAL COMPETENCE

AWARENESS

KNOWLEDGE

SKILLS

RESPECT

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

GUIDELINES FOR CULTURALLY RESPONSIVE INTERACTIONS

Consider cultural factors in interventions with students Remember differences are just that They are not necessarily deficiencies Meet students where they are

Examine and evaluate your own ldquocultural baggagerdquo Consider your possible cultural privilege when working with students from diverse cultural backgrounds

Consider the level of cultural identity development and degree of acculturation of students

Avoid stereotypes and adopting a monolithic perspective

Consider the individual within a cultural context

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

GUIDELINES FOR CULTURALLY RESPONSIVE

INTERACTIONS

Be willing to learn from culturally diverse students Invite them to tell their story

Be advocates for culturally diverse students in helping them deal with the ldquosystemrdquo If necessary be a systemic change agent

Establish good rapport with culturally diverse students Adopt an interpersonal orientation

Consider differences in help-seeking attitudes and behaviors

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

INTER-CULTURAL AWARENESS

Intercultural SkillfulnessCultural AdaptationUnderstanding Cultural DifferencesAcceptanceAcknowledgement Of

DifferenceAwareness Of DifferencesNon-Aware Of Difference

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

Non-awareness of difference refers to individuals that have no or limited experience with diversity It is not that they do not recognize difference but they place no value on difference and approach each student as an individual regardless of race ethnicity religion class sexual orientation and so forth

Awareness of difference indicates that you not only recognize difference but realize that it actually holds some value to the individual and your relationship with them However you may lack the training expertise and ability to apply the knowledge you have

Acceptanceacknowledgement of difference indicates that during this stage you have accepted that different does not mean deviant and your responsibility as an advisor to become more culturally competent

Understanding cultural difference indicates you have taken the necessary steps to increase your cultural knowledge through diversity training workshops discussions with others and self education to better understand and relate to the diverse students you serve

Cultural adaptation indicates you now have the ability to apply what you have learned and adapt your advising approach to the needs and communication styles of your diverse students

Intercultural skillfulness indicates you have expanded your comfort zone and have become a culturally competent advisor You now have the tools knowledge and skills to relate to a wide range of students and feel comfortable in doing so These skills have been gained but keep in mind that they need to be maintained and this is an on-going process in which we continue to learn and expand our knowledge

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

BARRIERSCONCERNS

Lack of college preparation and basic academic skills Stereotypical attitudes expectations and images held

by college personnel toward these students Lack of role models on campus representing their

individual groups Limited coping skills Lack of ldquofitrdquo on some campuses resulting in isolation Limited or ineffective multicultural training from

campus personnel Curriculum that does not reflect their experiences or

include their histories Lack of campus support systems to address their

unique needs Enrollment later in life as nontraditional students Enrolled as part-time students Families may have limited support or understanding of

higher education

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

SELF-AUTHORSHIP

ldquoAs students develop self-authorship they move from feeling unsatisfied and in need of self-definition to constructing internal foundations which are internally defined perspectives to guide action and knowledge constructionrdquo

~Baxter Magolda

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

CHARACTERISTICS OF SELF-AUTHORSHIP

bull Orienting oneself to provocative situations

bull Recognize the contextual nature of knowledge

bull Balance this knowledge with the development of internally defined goals

bull Establish a sense of selfbull Construct perceptions of academic

competence

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

RESULTS OF SELF-AUTHORSHIP

bull Balance between self enhancement and accurate self-evaluation

bull Honest and thoughtful recognition of goals and current abilities

bull Recognition and identification of support systems

bull Development of strategies and coping skills

bull Ability to make sense of their marginalized experiences

bull Maintain goal directed behavior

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

SELF REFLECTION

What racialethnic cultural group(s) do I identify with How does my identification with that group(s) affect and effect my self-positioning in the world

What assumptions do I make about other particular racesethnicities on a regular basis How many of these assumptions could be considered generalizations Stereotypes

What might I need to learn about my students individual cultural backgrounds to ensure that I am relating and communicating effectively with them

How often do I expose myself to cultural gatherings and events that represent racialethnic cultures other than my own

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

SELF REFLECTION

How does my worldview help or hinder me in understanding my students perspectives

What other cultural groups do I identify with (ie gender sexual orientation regional socioeconomic language religious etc) How might those identifications affect my interactions with my students

How aware am I of customs and behaviors that have different meanings in different cultures How might my awareness (or lack of awareness) of behavioral variety affect my interactions with my students

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

QUESTIONS

COMMENTS

CONCERNS

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY

BIBLIOGRAPHY

Aguirre A Jr amp Turner JH (2009) American Ethnicity The Dynamics and Consequences of Discrimination New York McGraw-Hill

Eagleton T (1998) ldquoFive types of identity and differencerdquo In Behhett D (ed) Mutlicultural States Rethinking Difference and Identity New York Routledge

Goodin RE (2006) Liberal Multiculturalism Protective and Polyglot Political Review Vol 34 No 3 pp 289-303

Kottak CP amp Kozaitis KA (2008) On Being Different Diversity and

Multiculturalism in the North American Mainstream New York McGraw-Hill

Ore TE (2009) The Social Construction of Difference and Inequality Race Class Gender and Sexuality New York McGraw-Hill

Shrestha LB (2006) The Changing Demographic Profile of the United States Congressional Research Service The Library of Congress

• Expanding your comfort zone working with rising potential stu
• OBJECTIVES
• RACIAL INEQUALITY THEORIES Structural and social and not biolo
• Amalgamation theories
• What is Culture
• MULTICULTURALISM
• MULTICULTURALISM (2)
• Slide 8
• Asian American Demographics
• Asian AmericanPacific Islanders
• Asian Americanpacific island students
• Slide 12
• African Americans
• AFRICAN AMERICANS
• African Americans (2)
• African American
• African American (2)
• African American (3)
• HISPANICLATINO(A)S
• HISPANIC EDUCATION
• MEXICAN AMERICANS
• CENTRAL AMERICANS
• SOUTH AMERICANS
• LATINO(A) ENROLLMENT
• LATINO(A) ENROLLMENT (2)
• NATIVE AMERICANS
• NATIVE AMERICANS (2)
• NATIVE AMERICANS (3)
• NATIVE AMERICANS (4)
• STUDENTS OF COLOR
• Academically underprepared
• ACADEMICALLY UNDERPREPARED
• ACADEMICALLY UNDERPREPARED (2)
• under-prepared
• Students with disabilities
• WHAT IS A DISABILITY
• MENTAL HEALTH DISABILITIES
• VETERANS WITH DISABILITIES
• GROUP CHARACTERISTICS
• STUDENT ATHLETES
• FIRST GENERATION STUDENTS
• ADULT LEARNERS
• LGBTQQ
• Campus Collaboration
• Awareness v competence
• FOUR COMPONENTS OF CULTURAL COMPETENCE
• Guidelines for Culturally Responsive Interactions
• Guidelines for Culturally Responsive Interactions (2)
• INTER-CULTURAL AWARENESS
• Slide 51
• BARRIERSCONCERNS
• SELF-AUTHORSHIP
• Characteristics of self-authorship
• Results of self-authorship
• Slide 56
• SELF REFLECTION
• SELF REFLECTION (2)
• Slide 59
• BIBLIOGRAPHY