Providing Transition Education to a Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

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Postsecondary Systems, Massification, and the Research University

International Higher Education ◽

10.6017/ihe.2017.91.10059 ◽

2017 ◽

pp. 5

Author(s):

Philip G. Altbach

Keyword(s):

Research University ◽

Student Population ◽

Wide Range ◽

Diverse Student ◽

Diverse Student Population

In the context of massification, few countries have made any comprehensive effort to create clearly defined and differentiated academic systems to serve new academic functions. This pursuit is important to ensure quality and to meet the wide range of needs of an increasingly diverse student population.

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Considerations in designing an online phonetics course for a diverse student population

10.1121/2.0000730 ◽

2017 ◽

Author(s):

Caroline L. Smith

Keyword(s):

Student Population ◽

Diverse Student ◽

Diverse Student Population

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Predicting NCLEX-RN Success in a Diverse Student Population

Journal of Nursing Education ◽

10.3928/01484834-20110228-01 ◽

2011 ◽

Vol 50 (5) ◽

pp. 261-267 ◽

Cited By ~ 24

Author(s):

Marshall D. Alameida ◽

Alice Prive ◽

Harvey C. Davis ◽

Lynette Landry ◽

Andrea Renwanz-Boyle ◽

...

Keyword(s):

Student Population ◽

Diverse Student ◽

Diverse Student Population

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White Multicultural Voices in Southern Universities: An Overview

Multicultural Learning and Teaching ◽

10.1515/mlt-2015-0002 ◽

2015 ◽

Vol 10 (2) ◽

pp. 143-147

Author(s):

Gina M. Doepker ◽

Steven Chamberlain

Keyword(s):

Public Education ◽

Teacher Educators ◽

Personal Narratives ◽

The United States ◽

Student Population ◽

Special Issue ◽

Learning And Teaching ◽

Diverse Student ◽

Southern Universities ◽

Diverse Student Population

AbstractIt is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of multiculturalism as well. This article introduces the Special Issue of Muticultural Learning and Teaching (MLT) that presents the personal narratives regarding multiculturalism of several White scholars in academia who currently work in the field of teacher education in southern universities where diversity abounds throughout the schools.

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Exploring Diverse Voices in the Classroom

General Music Today ◽

10.1177/1048371319896038 ◽

2019 ◽

Vol 33 (2) ◽

pp. 97-99

Author(s):

Chiao-Wei Liu

Keyword(s):

United States ◽

Music Education ◽

Cultural Diversity ◽

The United States ◽

Student Population ◽

Music Programs ◽

Ethnic Stereotypes ◽

Diverse Student ◽

Diverse Student Population ◽

Racial Ethnic

With the increasing diverse student population in the United States, schools across the country face the challenge of addressing cultural diversity in the classroom. While this topic is not new in the field of music education, researchers argue that voices of minoritized groups remain absent in most music programs. Even if different music cultures are introduced, they often reinforce existing racial/ethnic stereotypes. In this column, I would like to share one concept that I found helpful in addressing diversity in the classroom. Through my own work, I learned that the music with which students engage outside the classroom affords rich potential to discuss issues related to diversity. Inviting students to bring in music that matters to them helps them develop their own voices and to recognize and respect different voices, through which we acknowledge the complexity and multiplicity of how diversity plays out in human experiences.

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