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Promoting Understanding of Diversity Through Mentoring Undergraduate Students

dc.contributor.authorScisney-Matlock, Margareten_US
dc.contributor.authorMatlock, Johnen_US
dc.date.accessioned2006-04-19T13:51:55Z
dc.date.available2006-04-19T13:51:55Z
dc.date.issued2001en_US
dc.identifier.citationScisney-Matlock, Margaret; Matlock, John (2001)."Promoting Understanding of Diversity Through Mentoring Undergraduate Students." New Directions for Teaching and Learning 2001(85): 75-84. <http://hdl.handle.net/2027.42/34811>en_US
dc.identifier.issn0271-0633en_US
dc.identifier.issn1536-0768en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/34811
dc.description.abstractThe effective mentoring of a diverse student population requires that faculty examine their own stereotypical thinking, know the social environment of their students, and strive to engage students of color as fully as possible in the educational process.en_US
dc.format.extent56027 bytes
dc.format.extent3118 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherJossey-Bass, A Wiley Companyen_US
dc.subject.otherHigher and Adult Educationen_US
dc.titlePromoting Understanding of Diversity Through Mentoring Undergraduate Studentsen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumMargaret Scisney-Matlock is associate professor in the School of Nursing at the University of Michigan and also directs a faculty project exploring strategies for training faculty in multicultural learning and teaching techniques.en_US
dc.contributor.affiliationumJohn Matlock is assistant provost in the Office of the Provost, executive vice president for academic affairs, and director of the Office of Academic Multicultural Initiatives at the University of Michigan. He has done extensive research on the impact of institutional diversity initiatives on undergraduate students during their four years in college.en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/34811/1/8_ftp.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1002/tl.8en_US
dc.identifier.sourceNew Directions for Teaching and Learningen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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