Higher Education Policy for Minorities in the United States
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The Collection of Higher Education Policy for Minorities contains a variety of open access resources that provide a comprehensive and balanced view on higher education policy analysis for minorities in the United States. This Collection aims to disseminate high quality research to encourage the academic community, policymakers, and the public to engage and improve educational aspects and challenges that minority groups face. The collection contains population characterizations and policy analysis especially for the following minority groups: Latin American students, African American students, and Asian students. The selected materials come from approximately 70 organizations at the international, national, and local levels, as well as public, profit and non-profit organizations. The materials particularly focus on issues related to higher education access, educational attainment, educational financing, admission process and retention policies, cultural mismatch, socioeconomic barriers, and normative analyzes of educational equity. Most resources are available in English, but there are a few available in Spanish.
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Browsing Higher Education Policy for Minorities in the United States by Subject "academic environment"
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- Creating a Positive Work Environment for LGBT Faculty: What Higher Education Unions Can DoAmerican Federation of Teachers (American Federation of Teachers, 2013)This report examines how the campus climate for LGBT faculty, staff and students affects their lives, and explore the role higher education unions can play to concretely improve the environment for the LGBT population, both on and off campus.
- Hispanic Transfer in 2-year Hispanic-Serving InstitutionsCrisp, Gloria; Nuñez, Anne-Marie; Elizondo, Diane (Hispanic Association of Colleges and Universities, 2012-07-01)Community colleges offer Hispanic students a critical gateway to bachelor’s degrees, but these institutions also have low transfer rates to four-year institutions. Some research suggests that Hispanic-Serving community colleges have higher Hispanic transfer rates. This paper examines transfer patterns of a national sample of Hispanic community college students who began their postsecondary education in a Hispanic-Serving community college during the 2003-4 academic year. These students’ postsecondary experiences and outcomes were tracked six years later. In this white paper, we compare characteristics of Hispanic students’ who began in Hispanic-Serving community colleges with those of Hispanic students who successfully transferred to a 4-year institution within six years. In addition, we evaluate the characteristics of the Hispanic-Serving community colleges of the whole group of Hispanic students compared with those who transferred within six years.
- Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University SystemRipley, Anneliese A. (University of Montana ScholarWorks at University of Montana, 2015)This article refers systems thinking as a conceptual framework to examine environmental conditions in postsecondary institutions within the Montana University System, to understand patterns of productivity, and to help policymakers assess student success and improve institutional effectiveness. This article also examines Katz and Kahn’s (1978) open-system characteristics as a research framework to examine environmental conditions that affect graduation rates. The current emphasis on graduation rates is related to a national political agenda to increase postsecondary degree productivity.
- Iowa State University: A Case Study on the Institutional Dynamics and Climate for Student Assessment and Academic InnovationPeterson, Marvin W.; Matney, Malinda M.; Brugler, Stephanie G.; Perorazio, Thomas E. (The Regents of the University of Michigan, 2000)Iowa State University has a rich context in which to study the evolution of student assessment and undergraduate teaching and learning. ISU exists in a complex, but not uncommon, web of state mandates, institutional desires to be perceived as a national leader in many fields, and public demands for the institution to meet a wide variety of educational and service needs. This report examines the institutional dynamics and climate for students.
- Minority-Serving Institutions: Doing More with LessCunningham, Alisa; Park, Eunkyoung; Engle, Jennifer (Institute for Higher Education Policy, 2014-02-01)This report shares new and updated data on the fiscal realities facing Minority Serving Institutions (MSIs) compared to other institutions, despite enrolling many of the nation’s neediest students. It also highlights the efforts of several MSIs from the Lumina MSI-Models of Success program to improve the educational experience and outcomes of their students—notwithstanding the fact these institutions are under-resourced, which impacts their ability to provide a full range of academic offerings and supports.
- Should We Still be Talking About Leaving? A Comparative Examination of Social Inequality in Undergraduate Patterns of Switching MajorsFerrare, Joseph J.; Lee, You‐Geon (Wisconsin Center for Education Research, 2014-11-01)Switching majors from one field of study to another is often thought to be a natural and productive part of the undergraduate experience—a process by which students find the best fit for their needs, interests, and aspirations. Yet, in fields with strong social closure, such as the science, technology, engineering, and mathematics (STEM) disciplines, students’ decisions to switch their major from one field to another do not always fit the innocence of this functionalist explanation. Instead, many students switch because of conflicts they experience in the social and cultural conditions encountered in these fields (Seymour & Hewitt, 1997). Building from different theories, the authors examine the relationships of why a student may or may not switch from one major to another, when taken together the academic, cultural, economic, and institutional contexts of students’ switching and persistence decisions.
- What Works for Latino Students in Higher Education 2008Excelencia in Education (Excelencia in Education, 2008)The compendium summarizes the three programs selected as the 2008 Examples of Excelencia as well as fourteen semi-finalist programs making a positive difference in the educational achievement of Latino students in higher education.These summaries provide insight into what these successful programs are doing and the characteristics essential to Latino student success.
- What Works for Latino Students in Higher Education 2009Excelencia in Education (Excelencia in Education, 2009)This compendium provides a brief summary of the three 2009 Examples of Excelencia selected, along with ten programs selected as finalists, and four programs chosen as honorable mentions.
- What Works for Latino Students in Higher Education 2011Excelencia in Education (Excelencia in Education, 2011)The compendium provides a summary of the three 2011 Examples of Excelencia selected, as well as sixteen finalist programs making a positive difference in the educational achievement of Latino students in higher education. While not exhaustive, these summaries provide some insight into practices and key characteristics for Latino student success in higher education.
- What Works for Latino Students in Higher Education 2012Excelencia in Education (Excelencia in Education, 2012)This compendium provides a summary of the three 2012 Examples of Excelencia selected as well as sixteen finalist programs making a positive difference in the educational achievement of Latino students in higher education.
- What Works for Latino Students in Higher Education 2013Excelencia in Education (Excelencia in Education, 2013)This compendium contains a summary of the three 2013 Examples of Excelencia, the fifteen finalist programs, and the give honorable mention programs making a positive difference in the educational achievement of Latino students in higher education. While not exhaustive, these summaries provide some insight into 23 successful programs and the key program characteristics essential to Latino student success.
- What Works for Latino Students in Higher Education 2014Excelencia in Education (Excelencia in Education, 2014-09-30)This compendium contains a one-page program summary of the four Examples of Excelencia, the fifteen finalist programs, and the ten honorable mention programs making a positive difference in the educational achievement of Latino students in higher education. Excelencia has always worked with CBOs, and is proud to add this important group for recognition in Examples of Excelencia for the first time.
- What Works for Latino Students in Higher Education 2015Excelencia in Education (Excelencia in Education, 2015-09-22)This compendium contains a one-page program summary of the four Examples of Excelencia, the finalist programs, and the honorable mention programs making a positive difference in the educational achievement of Latino students in higher education. In addition, this compendium describes more about the scope, focus and impact of evidence-based programs improving Latino student success in the United States from 2005-2015. It also displays an inventory of strategies to accelerate Latino student success at the higher education institutions and communities.
- What Works for Latino Students in Higher Education 2016Excelencia in Education (Excelencia in Education, 2016)The 2016 Examples of Excelencia recognizes selected programs in higher education at the Associate, Baccalaureate, and Graduate levels as well as at Community-Based Organizations (CBOs). The compendium contains a one-page program summary of the four Examples of Excelencia and the sixteen finalist programs making a positive difference in the educational achievement of Latino students in higher education. These programs do not serve Latino students exclusively, but each program disaggregates their data and can demonstrate success with Latino students.