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(registration required to access full report)
Produced by Excelencia in Education, the 2009 compendium includes detailed information about the three programs identified as 2009 Examples of Excelencia, a designation awarded to post-secondary programs or departments boosting Latino enrollment, performance, and graduation. Also included is information about programs selected as finalists and honorable mentions in each category. The compendium is a central component of the Examples of Excelencia initiative, which shares best practices for increasing Latino student success.
The Condition of Latinos in Education: 2008 Factbook
(registration required to access full report)
Produced by Excelencia in Education, this factbook is a collection of statistical data from the National Center for Education Statistics (NCES), U.S. Department of Education data, and Excelencia’s own research. Comprehensive snapshots are given of Latino and Latina experiences, issues, and conditions in the educational pipeline, from early childhood and secondary education to higher education and the workforce. Factsheets include: top 25 community colleges enrolling Latinos; top 25 institutions awarding Master’s and Doctorate degrees; and top degree awarding institutions in engineering, biology, mathematics, and business. The factbook gives an overview of issues affecting Latinos/as, including the role of parents, the experiences of males and females in college, paying for education, immigration, and participation in science, technology, engineering, and math (STEM disciplines). These statistics can help support researchers, policy makers, and practioners make grounded and well-informed initiatives for the Latino/a educational success
Asian Pacific American Student Success Center
One of the many negative consequences of the model minority myth is its negligence of the varying needs and barriers Asian Pacific American students face in their educational journey. The City College of San Francisco has created APASS, an academic support center that provides early intervention and support services such as counseling, mentorship programs, and peer study groups that are grounded within the APA student context. According to their Web site, APASS considers the diversity found within the APA community and also addresses intersections of APA identity with socioeconomic status, to adequately support students for academic success. This program serves as a promising practice in developing academic success programs grounded in social and identity contexts.
Asian Americans and Pacific Islanders - Facts, Not Fiction: Setting the Record Straight (pdf)
The National Commission on Asian American and Pacific Islander Research in Education (CARE) - comprised of a national commission, an advisory board, and a research team at New York University - aims to engage realistic and actionable discussions about the mobility and educational opportunities for AAPIs and how distinctions of race, ethnicity, language, and other cultural factors play out in the day-to-day operations of American schools throughout the educational spectrum. In particular, this project provides needed new data on key issues and trends for the access and participation of Asian Americans and Pacific Islanders in U.S. higher education. The report focuses on three pervasive and core fictions about the Asian American and Pacific Islander community, which are examined in the context of empirical data. In addition, three issues of emerging importance are presented to highlight new conversations that are surfacing among educators on college campuses.
Diversity Within: The Development of the Multicultural Self, by L. Lee Knefelkamp (podcast)
In this talk, Dr. Lee Knefelkamp of Teachers College, Columbia University, explores understandings of identity within the current diversity movement and how identity affects interactions with content and peers in the classroom. Click here for mp3 version and a complete listing of sessions from the AAC&U 2006 Diversity and Learning Conference).
LGBTQA Services is one of three programs of the Diversity and Equity Unit of UVM. The program exists to assess and help the University meet the needs of: students, staff, and faculty who identify as lesbian, gay, bisexual, or transgender; who are questioning their sexual orientation, and their allies.
This monograph addresses some of the unique challenges and transition issues for African American, Latino/a, Asian Pacific American, American Indian/Alaska Native, and multiracial college students. Chapters address specific strategies for working with these student populations to ensure their success in the first year of college and beyond. Strategies for creating inclusive classroom environments, opportunities for intergroup and intragroup interactions, and enhancing academic and social integration are also addressed.
This web site provides a wealth of educational resources regarding the experiences of Lesbian, Gay, Bisexual, and Transgendered students on college and university campuses. The resources help campus faculty and administrators understand and address the personal and social challenges LBGT students may experience during the college-years.
The Multicultural Pavilion provides resources for educators, students, and activists to explore and discuss multicultural education; facilitate opportunities for educators to work toward self-awareness and development; and provide forums for educators to interact and collaborate toward a critical, transformative approach to multicultural education.
This article addresses the need for college faculty leaders-but in particular student affairs practitioners-to have a more complex understanding of non-heterosexual student development theories. Deeper knowledge of these theories would be helpful for understanding issues and challenges faced by these student populations, thereby informing better policies and services to address these needs.
The Diversity Leadership Transcript Program (DLTP) offers interested students an opportunity to enhance their OSU experience with a concentration on diversity and leadership. DLTP stresses diversity training through coursework and experiential learning, and supports the development of reflective judgment, understanding, intellectual growth, and critical thinking on cultural identity and personal values.
Diversity Works: The Emerging Picture of How Students
Benefit is a report that analyzes the emerging research
on the effects of campus diversity on students. Locating
300 separate studies on diversity in higher education,
this report makes a strong case for the success and
importance of diversity initiatives in supporting educational
excellence throughout the campus. The executive summary
includes fifteen statements about "what works" in campus
diversity efforts. Ordering information is available
at: pub_desk@aacu.org
This collection of eight essays, excerpted
with permission from Ourselves as Students:
Multicultural Voices in the Classroom,
gives voice to the thoughts of working-class
students, bi-racial students, Caucasian
students, and other students from a
range of geographical, ethnic, and other
cultural regions. These short vignettes
include "Regaining My Spanish Heritage"
and "Society Tells Me That I Am
White."
The Center for Women and Information
Technology, established at the University
of Maryland Baltimore County in 1998,
seeks to address and enhance the public's
knowledge about the relationship between
gender and information technology.
The African American Studies program
at Iowa State University is a model
program that bridges the divide between
student affairs and academic affairs.
The program offers many classes that
are small enough to allow for lively
and provocative discussion. In addition,
the program has developed three student-coordinated
support groups: The African American
Studies Society, which provides a forum
for a wide range of issues, The Band
of Brothers, which focuses on African
American males, and The Circle of Trust,
which focuses on African American females.
These three groups, open to all students,
enrich education by developing closer
links between classroom and out-of-classroom
experiences.
In December of 1996, six distinguished scholars from
sociology, psychology, ethnic studies, and education
came together for a live forum panel at the Harvard
Graduate School of Education to discuss issues of ethnicity,
race, culture and identity and their connections to
education. This edited transcript of their discussion
highlights the current debates of racial and cultural
identity and its relation to education.
In this article from Diversity
Digest, Alvarado describes that
as the number of college students who
self-identify as multiracial increase,
these students bring with them many
questions, complexities, and challenges
surrounding their identities.
Some campuses are taking the lead in
developing curricular and co-curricular
programs to help facilitate and support
this development.
In this Diversity Digest article, Kazanjian outlines the need
to examine the relationship between
religious identity and intellectual
development in the context of curricular
and co-curricular diversity initiatives.
The author explains that "as part
of these intersecting dimensions of
identity, the ways in which religious
identity affects how students understand
and interpret the world need to be understood
as educational issues and need to be
taken up by campus leaders both in student
and in academic affairs." |
