This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.
The article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.
Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This chapter proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.
Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.
In this scholarly essay, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.
This chapter will introduce the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education. Moving toward equity and justice in higher education involves an interrogation of one’s position within racist organizational contexts; attention to power dynamics as educational leaders, narrators, and subjects of inquiry; and a commitment to transformational practice that can address educational inequities.
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.
This study explores the ways in which senior campus leaders’ public advocacy shapes the extent to which campus community members perceive the climate as diverse and inclusive. Data are drawn from the Personal and Social Responsibility Inventory, a national campus climate survey.
This study documents changes in the amount of volatility in state funding for higher education. It also identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006).
In this study, authors used data from the Education Longitudinal Study of 2002 to determine if the way in which researchers define first-generation college students matters with regard to its connections to the postsecondary aspirations and actions of students.
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
This study investigates possibilities for placing community college students in mathematics courses using a holistic set of measures beyond placement tests. These include academic background measures such as high school grades and math courses taken and noncognitive indicators of motivation, time use, and social support.
This qualitative study follows 18 Chinese international undergraduates over a year to investigate strategies they used to cope with challenges in U.S. colleges.
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.
In light of increasingly common, non-traditional pathways to college enrollment and the potential importance of post-secondary education for family well-being, this article examines mothers’ college enrollment in their child’s first 9 years among a cohort who gave birth in 1998.
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process.
This article explores the effects of computer-based learning activities in math classrooms on STEM major selection in 4-year postsecondary institutions. The author uses a nationally representative sample of U.S. young adults who enrolled in 4-year postsecondary institutions by 2006.
Drawing upon national data and two quasi-experimental methods, this study investigates the effect of earning an associate degree prior to transfer on community college transfer students’ success at 4-year institutions.
This study examines the relationship among transfer to four-year institutions of varying selectivity and a rich set of institutional, academic, and individual factors for a national sample of beginning community college students. Conceptually and methodologically, this research extends existing scholarship on transfer by taking into account the heterogeneity of receiving four-year institutions.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
Guided by Weidman’s Undergraduate Socialization Theory, this study explores factors influencing the educational expectations and progress of students at a public 2-year college in a Midwestern state.
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access.
In this study, the author seeks to test whether enrolling full time at a community college has a discernible effect on transferring to a four-year university by following four cohorts of first-time traditionally aged college students who graduated from a public high school in Texas in the years 2000–2003.
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations.
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.
In the context of a program that pairs undergraduate students and college faculty members in semester-long partnerships to explore and revise pedagogical practices, this discussion offers an invitation to reframe both how we conceptualize differences of position, perspective, and identity, and how we think about our relationships with others in higher education.