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PAPER - Neither Colorblind nor Oppositional: Perceived Minority Status and Trajectories of Academic Adjustment among Latinos in Elite Higher Education
As more Latinos experience upward social mobility, scholars are challenging oppositional cultural assumptions to develop new theoretical frameworks and empirical models that explain how perceived minority status barriers may influence Latinos’ academic achievement.This paper, from August 2007, builds on previous work that identified three distinct minority status orientations among Latino college students entering elite colleges called assimilation, accommodation and resistance. Using data from the National Longitudinal Survey of Freshmen (NLSF), we examine how these psychosocial orientations influence Latino students’ academic and social adjustment from their freshmen to junior years of college. (Added April, 2008. Contact Debra Rivas-Drake to recieve a copy of the paper)
REPORT - Education Longitudinal Study of 2002: A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (pdf file)
From the National Center for Education Statistics (NCES), this First Look report released in October 2007, provides selected, nationally representative information about the about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. Knowing the patterns and aspirations of students, particularly from underserved populations, prompts change for institutions of higher education to meet the many needs and expectations through their services, policies and programs. (added April, 2008)
REPORT - From High School to the Future: Potholes on the Road to College (pdf file)
Released by the Consortium on Chicago School Research in March 2008, this second postsecondary report looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. For CPS students, only 41 percent took the steps necessary in their senior year and ultimately enrolled in a four-year college. For Latino students who wanted to earn a bachelor's degree, only 46 percent applying and 30 percent enrolling in a four-year college in the fall after graduation. Only about a third of CPS students who aspire to complete a four-year degree enroll in a college that matches or exceeds their qualifications. (added April 2008)
REPORT - Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992 to 2022 (pdf file)
The March 2008 release of Knocking at the College Door marks the 7th edition of WICHE's projections of high school graduates. According to WICHE, the report has a history reaching back over 30 years, is recognized widely as the most comprehensive and reliable data source on the future size and composition of high school graduating classes across the country. It also serves as a vital tool for effective educational planning and policymaking. The 7th edition includes data on enrollments and graduates by state and for major racial/ethnic groups covering the period from 1991-92 through 2021-22. This report is vital for advocates for diversity and multiculturalism as it provides longitudinal data that has been disaggregated by race/ethnicity in conjunction with the context of each state ( added April 2008)
Watson Scott Swail, Alberto F. Cabrera, Chul Lee, and
Adriane Williams
A new report series released by the
Educational Policy Institute documents the progress
of Latino students from eighth grade to the workforce.
Supported by a grant from Lumina Foundation for Education,
EPI analyzed data from the U.S. Department of Education’s
National Educational Longitudinal Study (NELS), which
first surveyed eighth-grade students in 1988 with followup
surveys in 1990, 1992, 1994, and a final followup survey
in 2000, eight years after scheduled high school graduation. Part
I (pdf) of the study looks at the 1988 8th-grade
class and what happened to them by 2000. Part
II (pdf) compares BA recipients with high school
graduates. Part
III (pdf) focuses on a multiple regression analysis
of the major factors which impede the road to a bachelor’s
degree for Latino students.
The Michigan Student Study (MSS) is a comprehensive multi-method longitudinal research initiative. It tracks over 2,000 students over their 4 years of college to assess how experiences with racial/ethnic diversity on campus impact their development.
In April 2004, William G. Bowen, president of The Andrew W. Mellon Foundation, delivered a series of lectures on "Equity and Excellence in Higher Education" as the Jefferson Foundation Distinguished Lecturer at the University of Virginia. In the lectures, Bowen integrated prior work with new evidence from a recently collected dataset to explore the achievements and remaining challenges of American higher education in attaining "excellence with equity." This speech (Lecture II, April 7) presents evidence on how family income and parental education impact admission and academic performance at some of America's most selective colleges and universities.
One of the primary objectives of this
project is to understand the link between
diversity and learning on college campuses
and to extend the development of promising
practices among participating institutions.
The project explores how colleges are
creating diverse learning environments;
the role of the diverse peer group in
the acquisition of important cognitive,
social, and democratic outcomes both
inside and outside of classroom environments;
and student outcomes that can be best
achieved through specific kinds of initiatives
designed to increase student engagement
with diverse perspectives.
The study reported here explored the
relationship between black-white differences
in educational achievement and black-white
differences in a variety of educational
and economic outcomes.
In this essay, Hurtado illustrates
how a climate of inclusion has a positive
effect on learning outcomes, citing
examples of how key transformations
in the teaching and learning activity
of institutions are linked with understanding
and serving a diverse student body.
This report finds that low-income
student access to college, especially
four-year colleges and universities,
is limited by high levels of unmet need,
and that increasing numbers of low-income
students arriving on the nation's campuses
over this decade will exacerbate this
problem. The report suggests a set of
federal policy priorities for addressing
the problem. The report was created
by the Advisory Committee on Student
Financial Assistance commissioned by
Congress to advise the Secretary of
Education and Congress on higher education
and student aid policy.
Choosing
Higher Education: Educationally Ambitious Chicanos and
the Path to Social Mobility by Patricia Gandara,
University of California-Davishis research study examines
contributing factors to academic achievement for students
who come from backgrounds and environments that contribute
to high drop-out levels (e.g. low income families with
little formal education).
In this piece from the Chronicle
of Higher Education, Gose reports
on the findings from The Shape of
the River: Long-Term Consequences of
Considering Race in College and University
Admissions (Princeton University
Press), by William G. Bowen and Derek
Bok, former presidents of Princeton
and Harvard Universities. Based on longitudinal
analysis of student data, this study
documents the far-reaching benefits
of affirmative action programs. Also
read the Diversity Digest
article on this book.
The
Faces of the Future: New Report Details
Increasing Diversity of High School
Graduates
While the entire pool of high school
graduates is becoming more diverse in
terms of race and ethnicity, larger
numbers and percentages of high school
graduates are seeking higher education.
Such trends will bring new challenges
and opportunities for the nation's higher
education system.
The first African American-led research institute
in the country to focus soley on education, the institute's
research focuses on the educational status and atttainment
of African Americans from preschool to adulthood. The
institute's research agenda, priorities, and activities
seek to address the most important and challenging educational
issues confronting African Americans in the United States.
This paper explores current developments
in curriculum transformation. It presents
a brief overview of what these changes
seek to accomplish and what they mean
for today's college students. It includes
a summary of the most recent research
on the impact of these kinds of changes
on student's cognitive development and
attitudes toward diversity and provides
a list of additional resources on curriculum
change in higher education.
A new Florida survey finds strong
student support for diversity in higher
education as two in three college students
say diversity education brings society
toether.
In what ways do students' attitudes
toward sexual diversity change during
college? What aspects of the college
experience contribute to students' acceptance
of sexual diversity? What is the relationship
between students' attitudes toward sexual
diversity and student identity, particularly
gender? Through the use of survey and
interview data, Kardia addresses these
questions in a study that considers
the ways in which colleges and universities
affect students' acceptance of sexual
diversity. Visit these pages for a fuller
description of the study's background
and methods and a detailed discussion
of its major findings.
Researchers of a 1996 report that
used interpretive analysis of both quantitative
and qualitative research on the impact
of diversity on student learning found
that, for the most part, diversity initiatives
have a positive impact on both minority
and majority students.
Citing a series of recent empirical
studies, this article details how white
students, as well as students of color,
benefit from racial diversity. Such
findings "suggest that there is
a sound educational justification
for institutional attempts to create
a racially diverse student body."
In this article, Matlock shares some
of the findings from the Michigan Study,
a longitudinal survey study that examines
the impact of campus-wide diversity
initiatives on undergraduates. Many
of the findings challenge commonly held
perceptions of student experience with
diversity.
‘Critical Moments’ reports
on an evaluation of a diversity program
undertaken by a multicultural faculty
team in The Goodrich Scholarship Program
at The University of Nebraska at Omaha.
Following the study of 'critical moments'
in dealing with diversity, program leaders
created a new initiative to make the
students co-investigators of campus
issues with diversity. One of the goals
of new approach is to encourage students
to realize "that they are not helpless
or just consumers of college culture,
but also its co-producers." |
