If the institutional goal or reality, unintended or otherwise, is cultural diversity, then institutional response must go beyond a curriculum that transmits culture (core curriculum) and beyond one that transforms culture (multiculturalism) to one that enhances individual differences. Successful student learning is a complex process rooted in each student’s perception and response to the institutional context. The effective institutional response must be to address and shape perceptions of and response to what at-risk students may perceive as a hostile environment. The test of success is improved academic performance. It is the purpose of this paper to discuss the problems of minorities in higher education and present selected effective strategies based on John Ogbu’s research.
|Number of pages
|Community College Journal of Research and Practice
|Published - 1996