Browsing by Author "Ehrenberg, Ronald G."

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    Do Historically Black Colleges and Universities Enhance the College Attendance of African American Youths?
    Ehrenberg, Ronald G.; Rothstein, Donna S.; Olsen, Robert B. (Cornell University ILR School DigitalCommons@ILR, 1999)
    Recently, Historically Black Colleges and Universities (HBCUs) have become the center of intense policy debates. Do HBCUs enhance the college attendance of African American youths? Previous research has been inconclusive. Among other improvements, our study adjusts for the relative availability of HBCU enrollment opportunities in each state. We find that African Americans are more likely to choose HBCUs over other colleges if more HBCU openings are available. However, more HBCU openings don't increase overall African American enrollment. As we have shown elsewhere, attendance at an HBCU does enhance African American students' college graduation rates
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    The Future of Affirmative Action
    Ehrenberg, Ronald G. (Cornell Higher Education Research Institute, 2004-05-01)
    This paper, presented at the conference on Now What: Affirmative Action and Higher Education in 2004 and Beyond in Ithaca, NY, traces the barriers faced by Jews in obtaining access to higher education in the first half of the 21st century and the history of how those barriers were broken. The author then draws a parallel to the barriers faced by today’s underrepresented minorities in selective higher education and attempts to make gains in the ability of those minorites to attend public and private institutions.
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    The Underrepresentation of Minority Faculty in Higher Education: Panel Discussion
    Brooks Slaughter, John; Ehrenberg, Ronald G.; Hanushek, Eric (American Economic Review, 2004-05-01)
    The 3 July 2002 issue of the Chronicle of Higher Education described the matter we are discussing today in these words: "Taken together. African-Americans and persons of Hispanic origin represent only 8 percent of full-time faculty nation-wide, and while 5 percent are African-American, half of them work at historically black institutions. The proportion of black faculty members at white institutions is 2.3 percent, virtually the same as it was 20 years ago." We are privileged to have the opportunity to explore this issue from two different perspectives. The first contends that unless major changes occur, the number of minority students interested in and prepared for faculty positions will remain dreadfully insufficient and that, furthermore, affirmative action has been a culprit in this process and leads many of these students into higher educational environments in which they do not perform well enough to even seriously consider or be considered for careers in academe. The other position says that, although the supply of minority faculty candidates is admittedly small, the relatively low level of commitment from higher educational institutions to recruit, hire, and promote minority candidates and the salary disparity between academe and industry lead to a problem of demand that must be appreciated and addressed. Furthermore, it argues, affirmative action has been beneficial in increasing minority faculty presence