Survey of academic programs for disadvantaged students in higher education

In the 1960's many colleges and universities developed programs for disadvantaged students in higher education. Almost all programs were involved to a certain extent with four different areas: basic skills development, affective objectives, use of technological aids, and evaluation of students.In order to determine the specific policies and practices in the academic programs now being implemented for the disadvantaged student, a questionnaire was designed and mailed to 262 colleges and universities. The questionnaire listed 14 academic program statements and asked the respondents to what extent the statements applied to their particular programs.The respondents indicated that teaching relationships with minority groups must be highly personal for effective learning to take place. They recognized the importance of communication skills but also felt that such virtues as self-discipline and self-respect were equally important as academic skills. In addition, most respondents felt their students did not need social skills (such as the ability to relate to fellow students) more than communication skills. Reading machines, tape recorders, computer-assisted instruction, and other technological aids tended not to be used in most programs. Compensatory work seldom carried college credit. Most programs did not have a pass-no-pass system for academic assessments, and almost no programs gave students financial incentives for grades or class attendance.     

Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance

The academic outcomes for African American students continue to lag behind their White, Latino, and Asian American counterparts. Culturally responsive pedagogy has been purported to be an intervention that may help to reverse the persistent under performance for African American students. This article highlights findings from a three-year study of an intervention program designed to increase college going rates for African American students. The authors document the manner in which overall student outcomes, graduation rates, and college going rates increased when culturally responsive pedagogical practices were used. Finally, this work calls for academic rigor to be a more germane characteristic of the culturally responsive pedagogical framework.     

The academic success of undocumented Latino students: School programs,non-profit organizations,and social capital

Based on 29 in-depth interviews with undocumented Latino college students and graduates in Southern California, this study explores how academic high achievers obtain the information, resources, and emotional support they need to achieve college-student status. The study highlights the importance of the programs offered by schools and nonprofit organizations to compensate for undocumented Latino students’ lack of social capital and their parents’ lack of human capital. Forging a trusting relationship with teachers and/or counselors remains crucial for navigating the unique application process for undocumented students and for identifying private funding sources.