Features: Shaping Pathways to Higher Education (original) (raw)
Related papers
1988
Collaborations between high schools and colleges have emerged during the 1980s as a means to increase enrollments and academic success of low-income minorities in higher education although their benefits have yet to be clearly demonstrated. This review surveys the literature on the effectiveness of these collaboratives. The report is comprised of a preface (by Paula Y. Bagasao), seven sections, and a conclusion. Section 1 presents an education profile of low-income minority students. Section 2 indicates problems these students face in high school. Section 3 discusses access to four-year colleges and postsecondary remediation measures for urban minority students. Section 4 reviews the following aspects of collaboration: (1) history; (2) current practice; (3) college role; (4) public school role; and (5) funding. Section 5 examines the following types of activities targeted at students: (1) early intervention; (2) college-level study in high school; (3) academic and college counseling; (4) tutoring, mentoring, and skills building; (5) campus tours and contact with college students; (6) summer programs; (7) other college experience programs; (8) financial aid; (9) parent involvement; and (10) activities aiding students indirectly, involving teachers, curriculum, and research. Section 6 reviews the following components of collaboration: (1) leadership; (2) other participants; (3) stages of collaboration; and (4) prestige. Section 7 describes networks of school-college collaboratives. A list of 55 references is appended. (AF)
A Crucial Agenda: Making Colleges and Universities Work Better for Minority Students
1989
III 4. The Community and Minority Students 49 Edison 0. Jackson Commitment to the educational success of minority students must extend beyond institutional borders. The author examines how the campus community, the external community, and the entire educztional community, from preschool through graduate level, can contribute jointly to educational equity.
A Shared Responsibility: College/School Partnerships Serving Minority Youth
1991
This report summarizes the available evidence on approaches and strategies of colleges and universities in their efforts to improve minority student access to higher education through school-college partnerships. The analysis distinguishes between partnerships whose efforts are focused on serving students directly and partnerships that promote school improvement or teacher renewal. Part 1 considers the more common student-focused initiatives and reviews target population, point of initial contact, nature of contact, academic focus, service delivery plant, relationship with regular educational system, transmission of admission and financial aid information, exposure to college experiences, parental role, discipline or career focus, mentoring, tuition or admissions guarantee, and earning college credit. The report argues that student-focused programs cannot meet broader objectives for increased minority student access to college. Part 2 considers the systemically focused partnerships that address teacher renewal, curriculum development and school reform issues. This review covers nature of school and college involvement, focus, student components, objectives, governance structure, national and regional efforts, funding, and incentives. (Contains over 140 references.) (JB)
School-college collaborations: A strategy for helping low-income minorities
The Urban Review, 1989
Collaborations between high schools and colleges have emerged during the 1980s as a means to increase enrollments and academic success of low-income minorities in higher education although their benefits have yet to be clearly demonstrated. This review surveys the literature on the effectiveness of these collaboratives. The report is comprised of a preface (by Paula Y. Bagasao), seven sections, and a conclusion. Section 1 presents an education profile of low-income minority students. Section 2 indicates problems these students face in high school. Section 3 discusses access to four-year colleges and postsecondary remediation measures for urban minority students. Section 4 reviews the following aspects of collaboration: (1) history; (2) current practice; (3) college role; (4) public school role; and (5) funding. Section 5 examines the following types of activities targeted at students: (1) early intervention; (2) college-level study in high school; (3) academic and college counseling; (4) tutoring, mentoring, and skills building; (5) campus tours and contact with college students; (6) summer programs; (7) other college experience programs; (8) financial aid; (9) parent involvement; and (10) activities aiding students indirectly, involving teachers, curriculum, and research. Section 6 reviews the following components of collaboration: (1) leadership; (2) other participants; (3) stages of collaboration; and (4) prestige. Section 7 describes networks of school-college collaboratives. A list of 55 references is appended. (AF)
Broken Mirrors: Black Student Representation at Public State Colleges and Universities
2019
As tax-exempt, taxpayer-supported entities, U.S. public colleges and universities should advance the public interest by ensuring all U.S. residents-regardless of race or ethnicity-have an opportunity to earn a college education. The idea that public institutions should reflect the demographics of the population has been a longstanding proposition of The Education Trust 1 and is grounded in the belief that a more racially and ethnically representative public higher education system can help reduce the racial and ethnic inequities that exist in this country. Public institutions are particularly critical because they enroll nearly 75 percent of the country's undergraduates and produce nearly 70 percent of undergraduate degree earners. Moreover, compared to for-profit and nonprofit colleges and universities, publics are able to offer a more affordable path to a college education, thanks to taxpayer support from states. With these factors in mind, it is imperative that we scrutinize the racial and ethnic composition of our public colleges and universities. It is particularly important that we pay close attention to the college enrollment and completion data for Latinos, as they are the second largest racial and ethnic group in the country but have the lowest college attainment among the nation's major racial and ethnic groups. 2 As our economy becomes more reliant on a college-educated workforce, 3 failure to improve college attainment for Latinos will threaten the nation's economic security and competitiveness. Change will require addressing a broken immigration system, racism in our P-12 schools and institutions of higher education, and the racial and ethnic biases that permeate our society (e.g., criminal justice, housing, etc.). While Latinos are not a monolithic group, and factors-such as age, language, cultural background, race, 4 and citizenship status-may complicate efforts to expand effective pathways to a college degree for Latinos, both native-and foreign-born, higher education leaders must do more to advance Latino success.
SAGE Open, 2017
Immigration to the United States has been a major catalyst for population growth and is the significant factor in the changing racial/ethnic composition of our population. The specific changes in the racial/ethnic mix in United States in recent times are due in large part to a surge in immigration from diverse sending countries. However, much of the terminology that continues to be used in the context of higher education to describe diversity in the student populations are anachronistic and serves actually to occlude true diversity. We argue that variables such as country of birth of the student, the country of origin of the parent, and parental educational achievement, all have significant impact on the academic progress and success of undergraduate underrepresented minority students. These are variables that should be used to disaggregate the traditional racial and ethnic categories, to really serve the needs of the increasingly diverse student body. These are not data typically collected by institutions of higher education, but without which appropriate needs assessments and targeted interventions cannot occur.
School Community Journal, 2020
While the national high school graduation rates for culturally and linguistically diverse students have increased in the last five years, less than half of these students transition from high school to postsecondary settings. In this article we share the lessons learned from nearly a decade of college access and career readiness efforts by a program in the state of Texas focused on supporting students and families from culturally and linguistically diverse backgrounds. We begin this report from the field by sharing the program's overarching goals as well as a description of each of its components, with a special emphasis on the partnerships that have been created. We then share how the program's evolution has led to five vital outcomes, all resulting from the ongoing study and improvement of partnerships.
A Systemic View of Minority Students in Educational Institutions
1994
This paper examines the educational situation of minority and poor students within the nation's K-12 and higher educational system. It stresses that poor and minority children are the most underserved in America, ',..hat they still attend segregated and under-funded schools, that their drop out rate continues to be high, and that those who do manage to persevere often question the quality of their education. The paper provides data on high school completion rates and college participation rates by race/ethnicity from 1970-1991. It also identifies 15 issues that need to be addressed at the K-12 level (such as school-to-work transition, school safety, and multicultural education), as well as the pre-college and institutionally related factors that influence minority participation in higher education. These include: (1) self doubt and first-generation status, (2) campus climates perceived as racist and/or indifferent to minority concerns; and (3) improving retention rates for minority students. Recommendations for colleges and universities include finding new ways of assessing students; transforming the curriculum; redefining the faculty reward structure; focusing more on recruiting, preparing, and graduating minority teachers; and increasing participation in educational partnerships with schools. The report concludes with a list of state recommendations. (GLR)