Adapting to Students From Different Family Backgrounds on Campus
Department or Administrative Unit
Increasingly diverse student populations on campus over the past decades have been achieved by universities’ effort to promote pluralism and inclusion. Although campus diversity might have been quantitatively demonstrated by the statistics, classrooms are yet to understand different educational experiences attributed from multiple family backgrounds, which is inherent to accomplishing truthful inclusivity. this chapter will deal with issues that diverse groups of students are encountering due to their family situations. The first part of the chapter will review scholarly articles to identify students’ struggles with regard to family. Specifically, the chapter will review (1) experiences interacting with a host family in a destination country while separated from their home family, (2) students from transnational families, (3) the immigration statuses of their family in the host country such as students from refugee families or undocumented families. The later part of the chapter will discuss how instructors may develop their pedagogy to adapt to the diversity and to create and promote effective learning environments in various ways, from reviewing fundamental scholarly models to offering practical intervention programs.
Ahn, S. (2019). Adapting to Students From Different Family Backgrounds on Campus. In P. K. Turner, S. Bardhan, T. Q. Holden, & E. M. Mutua (Eds.), Internationalizing the Communication Curriculum in an Age of Globalization (pp. 153–164). Routledge. https://doi.org/10.4324/9780429266126-13
This book chapter was originally published in Internationalizing the Communication Curriculum in an Age of Globalization. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.