ERIC ED493630: Diversity Digest. Volume 8, Number 1

2004·0.57 MB·English

by  ERIC

A S S O C I A T I O N O F A M E R I C AeN C O L LrE G E S A N D U N I V E R S I T I E S Volume 8, No. 1 2004
DCommunicatIing Di veVrsity in Higher Ed u c a t i o n S I T Y
D I G E S T
I N S I D E The Right to Learn and the Pathways to
DI VerSI TY
D I G E S T College Network
By Mark Giles, editor, Diversity Digest, and director, Office of Diversity, Equity,
INSTITUTIONAL LEADERSHIP AND
and Global Initiatives
C O M M I T M E N T
1: The Right to Learn and the Pathways “The mission of the Pathways to College Network is to focus research-based knowledge
to College Network and resources on improving college preparation,
access, and success for underserved populations,
R E S E A R C H including low-income, underrepresented minority,
2: Designing Pathways to a Four-Year and first-generation students” (www.pathwaystocol-
Degree lege.net). With that clear and focused statement, the
4: Preparing Students to Succeed in Pathways to College Network has set a powerful
Broad Access Postsecondary national education agenda that is socially responsive,
Institutions transformative, and action-oriented.
6: African-American Student In June 2003, the Association of American
Achievement in Historically Black Colleges and Universities (AAC&U) joined the
Colleges and Universities Pathways as a lead partner. Carol Geary Schneider,
12: College Choice and Diversity president of AAC&U, explained AAC&U’s commit-
ment to supporting viable pathways to college for all
Carol Geary Schneider,
MAKING DIVERSITY NEWS students: “As we articulated in a recent statement
president, AAC&U
8: Media Watch issued after the Supreme Court’s decisions on affir-
mative action, higher education must take on an expanded role in our nation’s ongoing
STUDENT EXPERIENCE quest for equal opportunity. We must redouble our efforts to work in partnership with
10: Linking Student Support with Student primary and secondary educators to improve the quality of educational outcomes for all
Success: The Posse Foundation the nation’s children, especially those who have been underserved by the system.”
Various educational, civic, and philanthropic partners across the nation are actively
AAC&U NEWS engaged with and fully committed to the values, principles, and mission of Pathways.
14: Diversity Digest’s New Editor Indeed, several major educational funding organizations support Pathways and its efforts
14: October 21-23, 2004: Diversity to help underserved students gain access to and find success in college. In turn, those
and Learning: Democracy’s postsecondary experiences hold the promise of opening the doors to greater earning
Compelling Interest potential, of broadening participation in society, and of ending the cycle of inadequate
schooling and limited life opportunities faced by many underserved students.
The Pathways to College Network’s major policy report, A Shared Agenda: A
Leadership Challenge to Improve College Access and Success, outlines six major principles
that guide action for teachers, researchers, leaders, policy makers, and community mem-
bers involved with K-12 and higher education. The report is more than a simple call to
action; it is a flexible and workable blueprint for pedagogical, institutional, and opera-
tional changes that will improve education for underserved and marginalized students.
continued on page 15
DI VerSI TY
Volume 8, No. 1 2 R E S E A R C H
DIVERSITY DIGEST
Volume 8, Number 1 Designing Pathways to
2 0 0 4
a Four- Year Degre e
Published by the Association of American By Alberto F. Cabrera, professor, department of
Colleges and Universities, 1818 R Street,
Educational Administration, WISCAPE senior researcher
NW, Washington, DC 20009; tel
202.387.3760; fax [phone]. Diversity at the University of Wisconsin-Madison, and member of
Digest is published with support from the the Research Scholars Panel, Pathways to College Network;
Ford Foundation and is available at Kurt R. Burkum, graduate research assistant & doctoral
www.diversityweb.org/Digest
student, Center for the Study of Higher Education,
Pennsylvania State University; and Steven M. La Nasa,
visiting assistant professor, School of Education, University
Diversity Digest AAC&U Staff
of Missouri-Kansas City
CARYN MCTIGHE MUSIL
Executive Editor and Senior Vice
PROVIDING ACCESS TO A MYRIAD OF SOCIAL, Alberto F. Cabrera
President for Diversity, Equity, and
Global Initiatives
ECONOMIC, AND INDIVIDUAL BENEFITS, THE BACHELOR’S DEGREE REMAINS THE
MARK GILES
Editor and Director of Programs, PROVERBIAL STEPPING-STONE TO A BETTER LIFE. AS EARLY AS THE 1960S, FED-
Office of Diversity, Equity, and
Global Initiatives ERAL, STATE, AND LOCAL GOVERNMENTS RECOGNIZED THAT COMPLETION OF A
ANN KAMMERER
FOUR-YEAR DEGREE COULD BE AN INSURMOUNTABLE STEP FOR INDIVIDUALS
Production Editor
FROM DISADVANTAGED SOCIOECONOMIC BACKGROUNDS. STUDENT ASSISTANCE
AAC&U Editorial Advisors
CAROL GEARY SCHNEIDER PROGRAMS SUCH AS CHAPTER I, TRIO, AND GEAR-UP RECOGNIZE THAT ACADEMIC
President
PREPARATION, AWARENESS OF OPPORTUNITIES FOR COLLEGE, AND ASSISTANCE IN
DEBRA HUMPHREYS
Vice President for Communications
COMPLETING THE COLLEGE APPLICATION PROCESS ARE ESPECIALLY IMPORTANT
and Public Affairs
FOR LOW-INCOME STUDENTS WHOSE PARENTS ARE NOT COLLEGE-EDUCATED.
Diversity Digest Advisory Board
JOSÉ CALDERÓN As helpful as these need-based programs • access to and understanding of infor-
CHRISTINE CLARK
have been in facilitating access to and mation about financial aid;
CARLOS CORTES
LAURIE CRUMPACKER success in college, they do not appear to • preparation for entrance exams;
GWENDOLYN JORDAN DUNGY
explain fully why low-income students • the type of first institution attended;
BOBBY FONG
BEVERLY GUY-SHEFTALL enroll in college. Nor do they explain • enrollment patterns;
ELIZABETH L. HOLLANDER why low-income students persist once • the nature and kind of remediation;
SYLVIA HURTADO
enrolled. In addition to a student’s • curricular patterns;
PARKER JOHNSON
LEE KNEFELKAMP socioeconomic background, a host of • collegiate experiences;
JACK MEACHAM
other factors affect whether students • performance in college; and
LESTER MONTS
ENRIQUE “RICK” OLGUIN enroll. These factors include: • family responsibilities.
JONELL SANCHEZ
DARYL SMITH
ROBERT STEELE • parental expectations, support and The High School Sophomore
STEPHEN SUMIDA encouragement from family, high Cohort of 1980
URI TREISMAN
school friends, and teachers; We studied the high school sophomore
• educational and occupational aspira- cohort of 1980 to understand why post-
N O T E : The opinions expressed by individual tions which should be developing by secondary attendance patterns differ
authors in Diversity Digestare their own and
the ninth grade; markedly between socioeconomically dis-
are not necessarily those of the D i g e s t ’s
editors or AAC&U. • high school experiences; advantaged students and their better-off
• high school academic resources; peers. This article is a summary of the
The Pathways to College network generously
provided funding for this issue of D i v e r s i t y • access to information about college findings. (Complete information, includ-
D i g e s t .
offerings; ing references, can be found in the online
file cited at the end of this article.)
3 Volume 8, No. 1
The cohort followed nine different way, resulting in an 81 percent gradua- resources, degree aspirations, enroll-
pathways to a four-year degree. These tion rate. ment patterns, college courses in
paths were determined by the academic Students with the lowest socioeco- math and sciences, and financial aid,
resources secured in high school and the nomic status journeyed on a pathway and by whether students have chil-
first type of postsecondary institution defined by moderate academic resources dren while attending college.
attended. The chance to secure a four- and enrollment in a two-year institution.
year degree varies in relation to the par- Only 3.3 percent of these students went I m p l i c a t i o n s
ticular pathway followed. on to earn a four-year degree. Helping students plan for college should
The pathway most likely to lead to a begin in grade school. Interventions
four-year degree is one defined by acquir- Transfer designed to advance college aspirations
ing high academic resources in high Forty percent of the high school sopho- and preparation should take at least three
school and entering a four-year institu- more cohort of 1980 first entered a com- groups into account: students, their fami-
tion upon high school completion. Those munity college. Of them, 29 percent lies, and K-12 school personnel.
who followed this path had a 78 percent transferred to a four-year institution Community colleges and four-year insti-
chance of graduating within eleven years. within eleven years. When examining the tutions can also help educate students
Students with the highest socioeco- socioeconomic background of the stu- and their parents about the benefits asso-
nomic status (SES) followed this path- dents, our analyses suggest a stratification ciated with college degree completion.
pattern whereby: They can advise students and parents
about K-12 curricular choices that pre-
C O M M U N I C A T I O N • Fifty percent of students with the pare students for college. College person-
lowest socioeconomic status first nel can best provide information about
Most new research—particularly
enter a community college, while the college application process, including
research that debunks myths or
only 17 percent of them eventually financial aid. Summer camps, summer
challenges common perceptions—
transfer to a four-year institution. bridge programs, and targeted visits by
will have value to a reporter, espe-
• Thirty percent of all students with college representatives also can help
cially if it relates to an issue that is
the highest socioeconomic status first eleventh- and twelfth-graders learn more
currently in the news. Research like
enter a community college, and 37 about college. Making these opportuni-
that featured in the high school
percent of them eventually transfer. ties available as early as the eighth grade is
sophomore cohort of 1980 study
• Transfer decisions are affected most one way to increase awareness of college,
may be of interest to reporters seek-
by academic resources, degree aspira- particularly among lowest-SES students
ing new angles for stories around
tions, college courses in math and and their families.
the time of college admissions or at
sciences, and educational loans, and The curriculum is at the heart of aca-
the beginning of the college year. If
by whether students have children demic preparation for college (Adelman,
you have research about your own
while attending community college. 1999). Currently, policies geared toward
students or about programs
securing academic resources for college-
designed to address the challenges
Degree Completion level work during the last few years of
faced by low-SES students, consider
Thirty-five percent of the members of the high school are inadequate. Instead, aca-
pitching a story at these times of
high school sophomore cohort of 1980 demic preparation for college should
year. To make the story more
obtained at least a bachelor’s degree by begin as early as the eighth grade. Our
appealing to reporters, provide
1993. When the socioeconomic back- results suggest that a rigorous curriculum
both the research data and specific
ground of the students is examined, our should foster the development of the crit-
stories of individual students who
analyses suggest a stratification pattern ical competencies, values, and skills
have overcome some of the chal-
whereby: needed for collegiate work. Our research
lenges identified in the research.
• Lowest-SES students have a 13 per- indicated that the competencies acquired
Reporters want to cover new
cent chance of graduating within through math and science courses made a
research, but they also always like
eleven years. The graduation rate for difference for members of the 1980
to put a “personal” face on what-
highest-SES students is 57 percent. cohort by increasing their chances of
ever research findings they are
• Degree completion is affected dra- transferring and eventually earning a col-
h i g h l i g h t i n g .
matically by SES, academic continued on page 5
DI VerSI TY
Volume 8, No. 1 34 R E S E A R C H
P reparing Students to Succeed in Broad Access
P o s t s e c o n d a ry Institutions
By Michael W. Kirst, professor of education and business administration, Stanford University, and
member of the Research Scholars Panel, Pathways to College Network
SCHOOLS AND COLLEGES THAT DELIBERATELY EDUCATE A BROADER RANGE OF
STUDENTS ARE FINDING THEMSELVES IN A QUAGMIRE. THEY ARE COMMITTED TO
PROVIDING DEMOCRATIC ACCESS TO EDUCATION FOR ALL STUDENTS, BUT THEY
ARE PLAGUED BY THE INADEQUATE PREPARATION OF STUDENTS, HIGH LEVELS OF
REMEDIATION, AND LOW RATES OF COLLEGE COMPLETION. THESE PROBLEMS ARE
EXACERBATED BY A SYSTEMIC DISCONNECT BETWEEN K-12 AND POSTSECONDARY
E D U C A T I O N .
In these broad access schools, neither the talked with groups of high school and
Michael W. Kirst
students nor their teachers have sufficient community college students.
knowledge about college admissions stan- What the Bridge Project discovered secondary schools will continue to fail to
dards or curricular expectations. The prob- was that at the state level, substantial prepare graduates for higher education.
lem is compounded when high school stu- As long as the K-12 landscape is marked
dents, especially the most economically by a hodgepodge of standards and tests
disadvantaged, receive inadequate counsel- rather than a coherent learning strategy,
ing and a curriculum that does not prepare Since high school counselors are high levels of remediation at colleges are
them for college-level work. inevitable.
occasionally ill-informed about
Attempts to solve these problems sec- Broad access college students pay the
tor by sector have clearly failed. What is college admissions standards, highest price: Because the standards from
needed now is a collective commitment their high schools are generally low, they
they sometimes fail to warn
between K-12 and postsecondary institu- often fail to meet postsecondary expecta-
students who have passed
tions to improve student outcomes. By tions for college readiness. For example,
focusing systematically on how to create low-level exit exams that skipping since high school counselors are occasion-
effective pathways for students, some of ally ill-informed about college admissions
math in their senior year will
these troubling obstacles to student suc- standards, they sometimes fail to warn stu-
cess can begin to be addressed. leave them unprepared for college. dents who have passed low-level exit exams
that skipping math in their senior year will
The Bridge Project leave them unprepared for college.
Stanford University’s Bridge Project, a
six-year national study begun in 1996, is progress has occurred in two areas. There New Directions
providing insights about this systemic is consensus now about what students Shifting the focus of local, state, and fed-
approach to preparing students for col- should know and what they are able to do eral programs from access to success is the
lege-level work. Researchers from the in the K-12 grades; there is also consen- first step toward improving policies that
project interviewed people at state agen- sus about how to align standards, assess- affect underserved students. For the past
cies, universities, and community colleges ments, textbook selection, and account- fifty years, it has made sense for the
in six states: California, Illinois, Georgia, ability measures at the K-12 level. United States to concentrate its postsec-
Maryland, Oregon, and Texas. They also However, the lack of continuity in con- ondary education policies on opening the
interviewed high school teachers, coun- tent, assessment, and standards between doors to college. These policies have a
selors, and administrators, surveyed high postsecondary and K-12 systems remains largely positive impact. However, access
school students and their parents, and a serious problem. Unless we close this without success is not opportunity: True
standards gap and align K-16 policies,
5 Volume 8, No. 1
college opportunity is only possible when • Sequence undergraduate general educa- students, providing more students with
all students have a fair chance to succeed. tion requirements so that appropriate the opportunity to get the preparation
senior-year high school courses are linked they need to succeed in college. n
Specific Steps to postsecondary general education courses.
• Examine the relationship between the • Expand successful dual or concurrent
Designing Pathways
content of postsecondary education place- enrollment programs between high schools
continued from page 3
ment exams and K-12 exit-level standards and colleges to include all students, not
and assessments to determine if more com- just traditionally “college-bound” ones.
patibility is possible. K-12 standards and Many students are not comfortable lege degree. Current emphasis on the use
assessments that are aligned with those socially or emotionally in high school of testing to hold elementary and sec-
of postsecondary education are effective environments, while others complete ondary institutions accountable will be
only if they are of high quality. their schools’ highest-level courses as successful only if the tests themselves are
Examples of high-quality K-12 exams sophomores and juniors and have trou- valid measures of collegiate academic
are the New York Regents Exam, the ble finding appropriately challenging resources (National Research Council,
Massachusetts Comprehensive courses as seniors. 1999). Without this orientation, the test-
Assessment System, the California • Collect and connect data from K-16 edu- ing regime will produce countless chil-
Standards Tests, and the Texas cation sectors.This can include, for dren who are able to answer test ques-
Assessment of Knowledge and Skills. example, data on the relationship tions but unable to perform successfully
• Statewide high school assessments should between student course-taking patterns in college.
be diagnostic in nature, and should indi- in high school and the need for reme-
cate to students if their scores meet or dial work, or longitudinal data on what The Power of Research
exceed the levels for college preparation or happens to students after they complete Research can be a powerful vehicle for
if remediation is needed.Appropriate K- remedial-level coursework. illuminating pathways that can lead to
12 state assessments could be used as college success. Our study provided
placement factors by public postsec- Conclusion invaluable insights about factors that
ondary institutions. The California These recommendations will be easier to influence college readiness and degree
State University system has dropped its implement, and more effective, if policy- completion. By combining our findings
own placement test and now uses the making and oversight is coordinated for with other studies of how to enhance stu-
K-12 standards test. Postsecondary K-16 education. Most states currently dent learning we can begin to close the
institutions can indicate when college discourage K-16 policy makers by having troubling gaps in degree attainment and
remediation is necessary by setting per- separate K-12 and higher education leg- make equal educational opportunity
formance levels on statewide high islative committees and state agencies. more than just a dream. n
school exams. If these remediation con- These implicit barriers inhibit joint pol-
cerns are communicated to high school icy making and communication on issues R e f e r e n c e s
juniors, students can spend their senior such as funding, research, student learn- Adelman, Clifford. 1999. Crosscurrents
year in high school preparing for post- ing (curriculum, standards, and assess- and riptides: Asking about the capacity
secondary education. ment), matriculation and transfer, teacher of the higher education system. Change
• Review the extent to which postsecondary training and professional development, 3 (1): 20-27.
education placement exams for reliability, and accountability. While every state and Cabrera, Alberto F., Kurt R. Burkum, and
validity, and efficacy promote teaching for region needs to have its own form of gov- Steven M. La Nasa. 2003. Pathways to a
understanding. This includes scrutiny of ernance, many integrative models can be four-year degree: The higher education
assessments developed by individual created. story of one generation. Ma d i s o n :
campuses, departments, and faculty. Implementing these recommendations University of Wisconsin. (Complete
Data about the efficacy of placement will not magically eliminate all of the paper can be downloaded in a PDF file
procedures need to be maintained and causes of inadequate college preparation. or as a PowerPoint presentation at
used to inform policy and programming Nevertheless, such steps can create a more ww w . e d u c a t i o n . w i s c . e d u / e d a d m i n /
decisions. equitable educational experience for all people/faculty/cabrera.htm.)
DI VerSI TY
Volume 8, No. 1 36 R E S E A R C H
African-American Student Achievement in Historically
Black Colleges and Universities
By M. Christopher Brown II, Ph.D., executive director and chief research scientist at the Frederick D.
Patterson Research Institute
RECENT DEMOGRAPHIC RESEARCH HAS REVEALED THAT STUDENTS FROM MINORITY ETH-
NIC AND CULTURAL BACKGROUNDS ARE ALREADY THE MAJORITY IN CALIFORNIA, NEW
MEXICO, MISSISSIPPI, AND LOUISIANA PUBLIC SCHOOLS. THE SAME IS TRUE IN MANY
URBAN SCHOOL DISTRICTS IN OTHER STATES. THE TASK OF PREPARING THESE STUDENTS
TO BE PRODUCTIVE CITIZENS WILL FALL ON MANY TYPES OF POSTSECONDARY INSTITU-
TIONS. UNFORTUNATELY, THERE IS A DEARTH OF DISCOURSE ABOUT NATIVE-AMERICAN,
MEXICAN, HISPANIC, AND AFRICAN-AMERICAN STUDENTS WHO ATTEND TRIBAL COLLEGES,
Christopher Brown II
HISPANIC SERVING INSTITUTIONS, AND HISTORICALLY BLACK COLLEGES AND UNIVERSITIES,
RESPECTIVELY. WE SHOULD KNOW MORE ABOUT HOW THESE PARTICULAR GROUPS OF STUDENTS PERFORM IN AND ARE SERVED
BY THESE TYPES OF INSTITUTIONS. FOR EXAMPLE, WHAT DO WE KNOW ABOUT AFRICAN-AMERICAN STUDENT SUCCESS AT HIS-
TORICALLY BLACK INSTITUTIONS? WHICH PROGRAMS OR INITIATIVES AT THESE INSTITUTIONS PROMOTE ACHIEVEMENT?
Historically Black Colleges cally black colleges is a prerequisite for a is largely a function of increased access to
and Universities meaningful discussion of equity and educational settings.
Historically black colleges and universi- access issues in higher education. On the These academic achievements, how-
ties (HBCUs) are institutions founded one hand, historically black colleges serve ever, have not lessened the continued gap
prior to 1964 to provide collegiate educa- to develop, create, and convey advanced between African Americans and whites in
tion to African Americans (Brown and knowledge. In this way, they transmit college enrollment and college comple-
Freeman, 2004). Currently, there are 105 and transform a society’s culture while tion. This gap is determined by the path-
public, private, four-year, and two-year educating its citizens. On the other, these ways through which students get to col-
historically black colleges and universities institutions ensure that growing numbers lege and by their ability to navigate those
in the United States. In addition to the of African Americans will be competent academic pathways.
105 HBCUs, there are more than fifty to serve as leaders and productive con- The findings reveal that African
predominantly black institutions. tributors to society. Americans are attending traditionally
Predominantly black colleges and univer-
sities are institutions that were not Recent Data Trends
founded primarily for African Americans Data about African-American student
but have greater than 50 percent black achievement at the beginning of the
student enrollment. twenty-first century reveal mixed
Like other American postsecondary progress. An analysis of the decade from
institutions, historically black colleges 1990 to 2000 shows that African
and universities vary widely in size, cur- Americans are proportionately making
riculum specializations, and a host of great strides in college enrollment and
other characteristics. HBCUs are distinc- degree attainment. During that decade,
tive, however, in their historic role pro- African Americans took standardized col-
viding postsecondary education for lege entrance exams, attended institutions
African Americans during the era of legal of higher learning, and fulfilled the aca-
educational segregation. Understanding demic demands for degree conferment at
the fundamental characteristics of histori- the highest rates in history. Such progress Figure 1
7 Volume 8, No. 1
white institutions (TWIs) at higher rates white-majority campuses. In fact, the Conclusion
than they are attending HBCUs. negative experiences that many To achieve improved results for African-
Moreover, whether they choose TWIs or African-American students encounter American students, wherever they are
HBCUs, African Americans are opting to on some predominantly white cam- educated, researchers, policy makers, and
attend private institutions. (See figures 1 puses can potentially have injurious practitioners must focus on efforts that
and 2.) effects. By contrast, as Roebuck and make meaningful, long-term improve-
Status and Trends in the Education of Murty (1993) assert, “HBCUs, unlike ments at colleges while also targeting pro-
Blacks (2003) revealed that of other colleges, are united in a mission grams toward individual students.
1,730,318 African Americans attending to meet the educational and emotional Coordinated institutional initiatives can
colleges and universities, 13.1 percent needs of black students.” They further assist particular students in areas where
attended HBCUs in the fall of 2000. suggest that “There is also a general gaps in achievement are most pro-
Most notably, HBCUs conferred a sta- level of satisfaction and camaraderie nounced. Systemic activities at historically
tistically significant percentage of the among black students at black schools black universities and other institutions
bachelor’s degrees earned by African that is not found among black students with special populations are not a replace-
Americans. African Americans received on white campuses.” However, the ment for other diversity or equity activi-
about one-fourth of the total number mere existence of intragroup racial ties that help predominantly white institu-
of bachelor’s degrees awarded in the homogeneity alone does not guarantee tions recruit, retain, and educate
U.S. A comparison between the earlier academic success. Like all institutions, African-American students. HBCUs can
data from the Nettles study (1996) and HBCUs must focus on high-quality clearly serve as a resource for predomi-
the more recent data of the Status and teaching, improve student-professor nantly white institutions as they seek to
T r e n d sstudy (2003) suggests that while contact hours, and abolish institutional strengthen society by educating increasing
African Americans are attending private policies and practices that hinder stu- numbers of African-American students.
TWIs at increased rates, they are not dent achievement. The facts could not be clearer; HBCUs
completing their degrees at TWIs at the The Freshman Year Initiative (FYI) at generate achievement and success for
same rate as those attending HBCUs. Fayetteville State University in North African-American students. All of higher
In effect, HBCUs continue to play an Carolina is a prime example of an insti- education can learn from their legacy. n
important role in graduating African- tutional effort to encourage student suc-
American students. cess. Implemented in 1996 and coordi- References
nated through the University College, Brown, M. C., and Kassie Freeman, eds.
The Freshman Year Initiative is a com- 2004. Black colleges: New perspectives
prehensive program of support designed on policy and praxis. Westport: Praeger.
to improve the academic success of Brown, M. C. 1999. The quest to define
freshmen. University College is primar- collegiate desegregation: Black colleges,
ily responsible for working with fresh- Title VI compliance, and post-Adams lit-
men to ensure their successful transition igation. Westport: Bergin & Garvey.
into the upper divisions of the institu- Hoffman, Kathryn, and Charmaine
tion. Several units within the University Llagas. 2003. Status and trends in the
College are directly involved in FYI: the education of blacks. Washington, DC:
Advisement/ Mentoring Office, the U.S. Department of Education,
Freshman Seminar Program, Student National Center for Education
Support Services, the Mathematics Statistics.
Laboratory, and the Writing Center. Hurst, T. 2002. United Negro College
Figure 2 One-year retention rates have increased Fund 2001 statistical report.Fairfax,
since FYI was implemented, and the VA: Frederick D. Patterson Research
Institutional Models freshman class that entered in 1996 is Institute.
Despite increasing enrollments of on track to have one of the best (if not Roebuck, J. B., and K. S. Murty. 1993.
African-American students at institu- the best) four-year graduation rates Historically black colleges and universi-
tions other than HBCUs, race-based since these data have been recorded at ties: Their place in American higher edu-
hostilities continue to surface on the institution. cation. Westport, CT: Praeger.
DI VerSI TY
Volume 8, No. 1 38 M AK I N G D I VE RS I TY N E W S
Diversity Me
Making Diversity News
Communications: The Key to
Making Change Wi s c o n s i n motivated, after they saw him admit a
During its first three years, the On March 25, approxi- white staff member without her ID.
Pathways to College Network focused mately fifty college stu- The college newspaper fur-
its work on identifying, compiling, and dents at Edgewood ther stirred controversy when
synthesizing effective policies and College took time out of an editorial and a letter to the
practices that improve college access their day to talk candidly editor suggested black students
and success. The recently released about race. The forum, spon- were being overly sensitive.
r e p o r t, A Shared Agenda: A sored by senior Jocelynn Hosea- After two hours of dialogue, the
Leadership Challenge to Improve Davis, came in response to a “barriers between people of dif-
College Access and Success,f e a t u r e d recent incident in which she and three ferent races eased a bit” as stu-
these policies and practices and articu- friends, all of them African American, dents engaged with each other and
lated a set of principles to guide future were denied admission to a college fitness agreed to find ways to improve the cam-
r e f o r m s . center by the center’s director when they pus climate for all
While this effort was a crucial first could not produce their student identifica- students.
step, Pathways leaders recognize that tion. Hosea-Davis and her friends sug- “Edgewood Students Discuss Race
in the next year they will need to focus gested in a campus e-mail that the direc- Relations,” by Karen Rivedal, Wi s c o n s i n
almost exclusively on communications tor’s action may have been racially State Journal, March 26, 2004.
efforts. To affect real students and real
schools, and to generate sustainable,
systemic change, Pathways leaders will
need to persuade policy makers, edu-
cation leaders, and teachers to imple-
Mi s s o u r i think this
ment research-based practices like
Over 700 students walked out of Clayton had an
those summarized in A Shared
High School on May 18, 2004 to show sup- impact. . . .
A g e n d a.
port for continuing the desegregation pro- It made us
Using what experts refer to as
gram in St. Louis County. The walkout came feel we had
“social marketing,” Pathways leaders
a day after the fiftieth anniversary of the a voice, that
will direct the project’s communica-
U.S. Supreme Court’s ruling that declared we could
tions efforts toward both educational
separate schools unequal. The Clayton and have an influence.” The three Clayton stu-
“providers” (i.e., teachers, policy mak-
Mehlville school boards have been debating dents who led the protest said they decided
ers, school leaders, and funders) and
the future of voluntary desegregation pro- to organize the walkout to make other stu-
educational “consumers” (i.e., students
grams, which are threatened by decreasing dents more aware of the school boards’ dis-
and their families). Communications
state funds. One student involved in the cussions. Students spread the news of the
efforts over the coming years will work
protest said, “Diversity is key. . . . When we walkout through instant messaging, e-mails,
to create the political will to implement
leave Clayton High School, everything is not and phone calls. During the protest, a peti-
the Shared Agenda r e c o m m e n d a t i o n s
white. Everything is not black. . . . The vol- tion of support for the desegregation pro-
and to motivate students and their
untary student transfer program has let stu- gram was circulated and 600 signatures
families to engage more actively in
dents be exposed to things they would not were collected.
the educational system and in college-
normally see, not just different ethnic groups “Students Stand Up for Diversity,” by
preparatory activities.
but students from different economic levels.” Carolyn Bower, St. Louis Post-Dispatch,
Another student commented, “I definitely May 22, 2004.
9 Volume 8, No. 1
Media Watch
Making Diversity News
What Is Social Marketing?
Co n n e c t i c u t focused on breaking Social marketing is a term that
More than 100 high school students down stereotypes and describes the planning and implemen-
around New Haven recently fighting racism and tation of programs designed to bring
attended “Moving Beyond di s c r i m i n a t i o n . about social change. It uses commer-
Awareness to Action: Breaking Students presented cial marketing techniques to encour-
Barriers, Building Bridges,” a spe- essays and poems on age a target audience to take social
cial session of the Anti-Defamation League’s diversity and shared their personal experi- action to improve their personal wel-
World of Difference Institute. The students ences with the group. Because of this pro- fare and that of their community.
who participated in the program, which gram, many students have formed lasting
was held at the Jewish Community Center of friendships with one another and have been Strategies for Success
Greater New Haven, first met during a sum- empowered to advocate for diversity in their Pathways plans to implement a vari-
mer retreat at Quinnipiac University. The schools and communities. ety of strategies designed to achieve
teens gathered eight times during the school “ADL Program Brings Students Together its communications goals. It will cre-
year to learn about and discuss diversity to Fight Prejudice,” by Stacy Dresner, ate and disseminate resources and
issues. The World of Difference program Jewish Ledger, May 28, 2004. toolboxes tailored to key stakeholder
groups, along with clear agendas for
action. Issue-oriented newsletters will
introduce constituents to the implica-
tions of key research in the areas of
Fl o r i d a college-preparatory courses, gather infor- K-12 Education, Outreach Programs,
Staking a claim in diversity education, stu- mation on scholarships and deadlines for College Success and Achievement,
dents at Western High School in Davie, college entrance exams, and organize Family/Community Involvement, and
Florida, created PRIDE—Promoting community seminars to help families sur- Financial Aid.
Relationships In Diversity Education—a vive in the public school system. Several Pathways partners will also plan
multicultural club founded to help new for- members of PRIDE said that building new visits with key media opinion leaders
eign-born students and their parents adjust relationships is vital to overcoming the ini- and will create media kits, including
to the school system, culture, and country. tial feelings of isolation and homesickness sample op-eds and letters to the edi-
Paola Urrea, a Colombia-born teenager, experienced by many recent immigrants. tor, that local constituents can tailor to
wanted to make sure her experiences “Immigrant Students Form Two their own audiences. Additionally,
were not repeated. When she enrolled at Organizations to Ensure the Best Possible Pathways will redesign its Web site to
Western High School in 2000, school Preparation for College,” by C. Ron Allen, ensure easy navigability and to incor-
administrators and guidance counselors Weston Edition, March 26, 2004. porate a “newsroom” to serve as a
chose her classes without consulting her. resource for media professionals.
Only weeks before graduation, she dis-
covered that she had not been taking the
courses required for college. To make
sure others will not fall through the
cracks, PRIDE members provide advice on
DI VerSI TY
Volume 8, No. 1 130 S TUD E N T E X P E R I E N C E
Linking Student Support with Student Success:
The Posse Foundation
By Deborah Bial, president and founder of The Posse Foundation
THE POSSE FOUNDATION IS A COLLEGE ACCESS AND LEADERSHIP DEVELOPMENT PRO-
GRAM THAT IDENTIFIES, RECRUITS, AND SELECTS STUDENT LEADERS FROM PUBLIC
HIGH SCHOOLS AND SENDS THEM IN SMALL COHORT GROUPS, CALLED POSSES, TO
TOP COLLEGES AND UNIVERSITIES ACROSS THE COUNTRY. THE GOAL IS TO INCREASE
THE ACCESS AND SUCCESS OF UNDERSERVED STUDENTS AT LEADING INSTITUTIONS.
Photo courtesy of Posse Foundation
Posse started in New York City in 1989 are succeeding and graduating at a rate these institutions and continuing on to
after one student said to me that he never of over 90 percent, demonstrating a senior-level leadership positions in the
would have dropped out of college if he direct link between access and success. w o r k f o r c e .
had his “posse” with him. It seemed like Each Posse consists of ten students Among the factors contributing to the
an incredibly simple idea: Why not send from diverse backgrounds. They are cho- lack of persons from ethnic minority
a tightly linked team of students, or a sen because they exhibit outstanding groups and lower-income families at
posse, to college? Urban students who leadership and academic potential. The
experience the culture shock of an out-of- concept of a Posse is rooted in the belief C O M M U N I C A T I O N
that a small, diverse group of talented
The debates over race-based affir-
students—a Posse—carefully selected
mative action have generated a
and prepared for their chosen campuses,
large amount of media coverage.
can serve as a catalyst for individual and
It is possible to build on existing
campus community development. These
The Scholars are succeeding media interest in a topic to gener-
small groups serve as interdependent and
ate news stories that focus on
and graduating at a rate of
interconnected support units within the
related programs. For example,
over 90 percent, demonstrating institution and help promote students’
reporters might be interested in pro-
individual and collective success.
a direct link between access grams sponsored by The Posse
Foundation that address college
and success. Preparing Diverse Leaders
access and success by focusing on
The Posse Foundation believes that the
non-cognitive variables such as
leaders of the new century should reflect
leadership ability. Reporters fre-
this country’s increasingly rich demo-
quently will look for angles for sto-
state campus would then have a built-in graphic mix. Our nation’s future rests on
ries that reframe a much-debated
support system. our ability to educate strong leaders from
issue. If you have a Posse program
Vanderbilt University became the diverse backgrounds who can develop
or something similar on your cam-
first institution to take a chance on the consensus solutions to complex social
pus, consider pitching a story
Posse program, which had no history or problems. Currently, neither the cam-
about it to your local education
record of accomplishment at that time. puses of top universities nor the coun-
reporter. To do this successfully you
Fifteen years later, The Posse try’s workforce adequately reflect the
may need to educate the reporter
Foundation has twenty partner colleges changing demographics of the nation’s
about why college success, espe-
and universities and a stellar record of population. The rising cost of higher
cially for traditionally underrepre-
success, with nearly 1,000 Posse education and the competition for the
sented students, depends on more
Scholars graduated or currently highest-achieving students have created
than test scores and grade-point
enrolled. These young people have won homogeneous campus environments in
averages. Suggest that an article
over $85 million in leadership and the country’s top universities. In turn,
could address the many factors that
merit scholarships from Posse partner fewer students from minority and low-
contribute to college success.
colleges. Most importantly, the Scholars income families are graduating from