Do disparate college completion rates in America perpetuate inequities: a qualitative examination of chief diversity officers' impact on minority student retention at predominantly white institutions

Abstract

At the inception of the American Higher Education system, colleges promoted social and economic growth and their purpose was to serve and contribute to the U.S. economy. It was a distinction to have a college degree, but it was never a necessity. Economic restructuring and political decisions (or lack of political decisions) have led to stratification of the U.S. higher education system (i.e., privatization and competition), and have steered the people away from the original purpose of higher education - to function as a public good. Today, many colleges are positioned as luxury goods because of their exclusivity. Nonetheless, colleges are only graduating 50 percent of admitted students while more employers are requiring a college degree for entry level jobs. Furthermore, the large majority of non-graduating students are from minority backgrounds. These combined phenomena are contributing to a surplus in higher-skilled jobs and high poverty rates in America. Through effective policy reforms, policy implementations and clear compliance regulations, Universities and policy makers can help people from minority communities and low-income backgrounds rise out of poverty and advance the U.S. economy. Using the grounded theory and phenomenological methods to interview 9 chief diversity officers (CDO), findings revealed that although the profession of a CDO in higher education is relatively new, many CDOs are making significant impacts in higher education, which can lead to increased minority retention rates at PWIs. Also, the elements of intersectionality and the role's positionality are instrumental in CDOs' achievements. Beyond analyzing the efficacy of CDOs, participants identified factors that may impede the effectiveness of CDOs and recognized elements that can promote their success.--Author's abstract