Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education
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Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education
Published Date
2000
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Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota
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Conference Paper
Abstract
One distinct obstacle faced by most developmental educators is the ongoing challenge made from a variety of sources about the credibility of this work in higher education. Despite strong histories and demonstrations of success by many programs, we continue to deal with the negative stereotypes and stigma related to our students, our mission, and the appropriateness of our role in institutions of higher education. Additionally, these issues of credibility are fueled by very real and complex circumstances—reports on student retention, achievement on standardized testing, and a changing society in terms of workforce needs and social demographics. It is important to work toward increasing the recognition of positive work being done in developmental education, particularly that which eliminates stigmas and stereotypes informing many of the attitudes that can be counterproductive and misleading.
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Arendale, D. R., Barefoot, B., O’Hear, M., Thomas, P., & Williams, L. (2000). Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education. In D. B. Lundell, & J. L. Higbee (Eds.), Proceedings of the First Intentional Meeting on the Future Directions in Developmental Education (pp. 57-59). Minneapolis: University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy. Available online: ERIC database. (ED462119).
Suggested citation
Arendale, David R.; Barefoot, Betsy; O'Hear, Michael; Thomas, P; Williams, L. (2000). Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/200456.
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