Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

In light of recent urban developments characterized by a diminished immigrant influx in most American cities, a new students’ case study is accounted for in a four-year higher education institution of upper New York State. In the 2019-2020 academic year, a new immigrant student cohort started in the liberal education department, under the global studies area of specialization. After two years of core courses of general education, students are able to choose their areas of expertise. In this year, a total of eight students followed their interests in global studies. Out of these, two are Americans and the rest of them, six immigrant students coming from Africa, Thailand, and Bhutan. The present study follows these global studies cohort in their efforts of becoming proficient in one of the most demanding subjects for them, i.e. the “Introductory Algebra and Trigonometry”. Both American and immigrant students are confronted with difficult tasks; nonetheless, additional educational effort is undertaken by both the instructor and the immigrant students when it comes to be prepared in the core Mathematics education. Steps accounted for in the additional Mathematical preparation are explained in the study.