Retention Of Minority Students Research Articles

Mentoring Minority and Female Students: Recommendations for Improving Mentoring in Public Administration and Public Affairs Programs

Significant amounts of research have suggested how important mentoring is to success in academic careers. Studies have also explored the unique issues that arise for women and minorities in mentoring situations (Chandler, 1996). This study utilizes Kram’s (1988) mentoring functions as a framework for analyzing mentoring relationships for minority and female doctoral students in public administration and public affairs programs. It also adds to the empirical evidence of the importance of mentors for women and minorities pursuing academic careers and the unique situations they face. Survey data is collected from current high-performing women and minority students who are preparing for research careers in academia. Survey responses are supplemented with notes of interviews between students and mentor program coordinators. After an analysis of the surveys and transcripts from women and minority students currently in mentoring relationships, suggestions are provided for how public administration and public affairs schools can use this information to improve the retention and success of minority and female doctoral students pursuing academic careers in our discipline.

Community Colleges: Vital Partners on the Road to Diversity

Community Colleges: Vital Partners on the Road to Diversity

Achieving Diversity in Academic Internal Medicine: Recommendations for Leaders

Achieving Diversity in Academic Internal Medicine: Recommendations for Leaders

Recruitment and Retention of Minority Students: Diversity in Nursing Education

A culturally diverse nursing workforce is essential to meet the health needs of an increasingly diverse Canadian population. The recruitment and retention of nursing students representing diverse backgrounds are vital to the building of this diversified work force. Studies have shown that diversity within the student body benefits everyone. For example, students who study and work within a diverse environment are better able to understand and consider multiple perspectives and to appreciate the benefits inherent in diversity. This paper describes one school of nursing's project on the Recruitment and Retention of Black students into their Bachelor of Science Nursing (BScN) Program. The project goals are to increase diversity, foster student learning, and ultimately improve health care for the Black community. Presented in this paper are the project background, implementation process, challenges and outcomes. This may provide learned lessons and future directions for similar initiatives in other institutions.

Transforming the First Year of College for Students of Color (review)

Reviewed by: Transforming the First Year of College for Students of Color W. Terrell Jones (bio) Laura Rendón, Mildred García, and Dawn Person (Eds.). Transforming the First Year of College for Students of Color. Columbia, SC: National Resource Center for The First-Year Experience and Students in Transition Publications, 2004. 208 pp. Paper: $35.00. ISBN: 1-8892-7145-4. Sara is a new first-year student of color at her first choice of institutions for higher education. She could be Asian/Pacific American, Latina, American Indian/Alaskan Native, African American or multiracial/biracial. She probably will have some difficulty financing her education, and her transition to college or university will challenge her ethnic identity, academic ability, and social skills. This is the first time she has been away from home for any appreciable amount of time, and she is the first person from her family to go away to college. She is just starting to realize the enormity of the differences between her home community and her present situation. Although a good student in high school, Sara is concerned about her ability to compete in this new atmosphere. Very few people look like her in most of her classes or in the residence hall. She generally finds herself spending a lot of time by herself or with the few students of color that she has already managed to meet. Sara's first-year experiences are typical of those from many students of color attending traditional institutions of higher education. The services and first-year student programs provided by the university usually do not take into account the multicultural nature and complexity of this growing student demographic. Also, many student development theories and practitioners have a long history of viewing students of color in ways that describe them as special needs, first-year/low income, or disadvantaged. In "Transforming the First Year of College for Students of Color," editors Rendón, García, and Person attempt to holistically address the first-year transition experience of students of color. This monograph provides higher education practitioners with compelling arguments for and practical steps toward a holistic revision of that experience. Their writing is rooted in a commitment to social justice and the critical theory of Paulo Freire, Sylvia Hurtado, Henry Giroux, James Banks, and others. The chapter contributors make a compelling argument for a paradigm shift from the traditional services and theories that have, until now, guided our thinking about minority student first-year retention programs. This new paradigm places the need for new thinking about the first-year transformation process of students of color squarely on the shoulders of the institution and those who design first-year services. The chapter contributors paint vivid, three-dimensional portraits of these students, giving voice to their cultures, survival skills, academic assets, and adjustment issues. This work also provides excellent statistical and anecdotal evidence, as well as descriptive characteristics of this emerging student population. At first blush, much of the information in the monograph may sound standard and common sense. Nevertheless, it is this book's organization and respectful treatment of the diversity of the student of color experience that I find refreshing. It characterizes the unlimited potential for changing how we in higher education think and design programs and services for this growing segment of our new student population. The monograph is divided into four sections: "Identifying Students of Color and Their Unique Needs," "Supporting Students of Color in the Classroom and Beyond," "Working with Specific Populations," and "Moving toward the Future." Their common theme is the focus on a need for institutional change and for respecting the values and knowledge of this growing new student population. It convincingly argues that traditional higher education practices for students of color in their first-year transition programs leave many needs unaddressed. Student development practitioners assisting these students must rethink the design of transformation services, practices, and student development philosophies so that they embrace the complexity of American higher education's multiracial and multicultural future. Chapter contributors stress the need for transition programming and services that respond to the full range of cultural experiences, academic preparation, and financial needs. The transition to college is often...

Minority student retention: Resources for practitioners

AbstractThe author gives an overview of the main research findings concerning minority retention and graduation.

A mentorship model for the retention of minority students

In order to change the cultural face of nursing to be reflective of the country's population, it is imperative that the retention of minority students be a major focus once they have been accepted into nursing school programs. To successfully achieve this goal, there must be a systematic commitment to improve the retention and graduation rates of students from different racial and ethnic backgrounds. To ensure success, this commitment must be grounded in rationale and integrated into a systematic plan of implementation. Obstacles associated with retention of students from different ethnic backgrounds have been documented in the literature and are associated with the predominant theme of the experience of the minority student enrolled on a majority campus. This manuscript describes the Mentorship Model for the Retention of Minority Students (MMRMS), which was developed to guide the retention effort in a baccalaureate nursing program. The model was developed using concepts identified from themes that emerged in the literature review on obstacles to retention of minority students. Consistent with the theme of the experience of the minority student in a majority academic institution, mentorship is the permeating concept of the model, while the concept of faculty and institutional awareness is an overarching concept. Supporting concepts include: academic support, financial support, self-development, and professional/leadership development.

Retention of African-American students in baccalaureate nursing programs: are we doing enough?*1

With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.

Retention of African-American students in baccalaureate nursing programs: are we doing enough?

With the increasing minority population in the United States, much attention has been given to the lack of diversity among health care professionals, specifically nursing. Since the 1960s, the federal government has provided financial resources to institutions of higher education whose purpose was to diversify the health care profession. Historically, these resources have supported initiatives that primarily focused on the recruitment of minority students into higher education. These efforts temporarily increased the enrollment of students from varying racial and ethnic backgrounds. However, without established retention initiatives in place, the attrition rates for students from diverse backgrounds far exceeded the enrollment rates. Consequently, the nursing workforce continues to be a predominantly White female profession. In order for schools of nursing to create a workforce reflective of its patient population, both nursing education and institutions of higher education must be committed to implementing initiatives to increase the retention and graduation rates of minority students.

If they come, we should listen: African American education majors’ perceptions of a predominantly white university experience

The recruitment and retention of minority students in teacher education programs has received the attention of schools of education. For those minority students who choose to pursue a career in teaching and decide to attend a predominantly white university, their experience must be appreciated for the challenges it presents. This study was undertaken to listen to the voices of African American education majors enrolled in a teacher education program at a predominantly white university in the United States to understand how their experience might affect their perceptions of teaching and behaviors as future teachers. Understanding how their experience has affected their perceptions of this particular educational setting might better inform the faculty who teach them how they can better serve this growing population.

Strategies for Recruitment and Retention of Underrepresented Minority Students at the University of Pennsylvania School of Dental Medicine

In 1989, the University of Pennsylvania School of Dental Medicine (UPSDM) found there was an urgent need for new programs that would be effective in recruiting highly qualified and talented underrepresented minority students and ensuring their retention. Major efforts focused on leadership, financial support, institutional commitment, and the creation of an inclusive environment. UPSDM also offers an accelerated program leading to combined bachelor's and dental degrees and has agreements with several undergraduate institutions, including Xavier University in Louisiana and Hampton University, to enroll students in this program. UPSDM encourages minority retention through a Peer Mentorship Program, a Minority Mentorship Program, and course offerings that focus on diversity. Over the past thirteen years, these efforts have successfully garnered a fivefold increase in the number of underrepresented minority students at UPSDM.

Predictors of Diversification of Journalism & Mass Communication Faculties 1989–1998

The percentage of faculty in journalism and mass communication programs who are women is increasing, but the change is so gradual that, at the present rate, it will be around the year 2035 before the faculty looks like the students enrolled in journalism and mass communication programs today in terms of gender. The situation is much the same in terms of race and ethnicity. Growth in the percentage of faculty who are not white is such that, at the present rate, it will be at least 2035 before the faculty is as diverse as today's students. The target is moving, however, and by 2035, the percentage of students who are members of racial and ethnic minorities is likely to be higher than it is today. This means that if today's rate of change in journalism and mass communication faculty continues, in 2035 there still will be a gap between the characteristics of the faculty and the students. From 1989 to 1998 - the period for which data on the characteristics of faculty in journalism and mass communication are available- the amount of change averaged across faculties in the country represented the addition of three-fourths of a woman to the faculty. In terms of minorities, the average change was an increase of half a faculty member. Yet some journalism and mass communication programs have made strides in diversifying their faculties, both in terms of gender and race. For example, one journalism program added thirteen women to its faculty from 1989 to 1998, and one added six faculty members who are members of racial or ethnic minorities. What explains that variation? Why have some journalism and mass communication programs enjoyed more success than others in diversifying their faculties? This article examines three different factors that could explain the variability: the characteristics of the region in which the journalism program is located, the characteristics of the university that houses the program, and the characteristics of the journalism program itself. Interviews and observational data are used to answer questions about the forces that explain variability in diversification outcomes. Literature Review Systematic research on the determinants of diversification in journalism and mass communication programs has not been undertaken to date. The review of basic data on the status of women and minorities in journalism education by Manning-Miller and Dunlap1 in this journal offered a sound springboard for study of the topic. Much has been written generally about diversity issues in higher education, with current literature focusing on the impact of affirmative action on student enrollments and the consequences of that enrollment. Bowen and Bok, in their study of students at selective colleges and universities, found that black students performed well in those institutions, graduated at rates higher than the national average, and were successful in their careers after college.2 Cole and Barber, however, reported that black students did less well at selective than at less selective institutions.3 The Top 10 percent plan used in Texas as an alternative to affirmative action has been shown to be ineffective in returning minority enrollment levels to their level under affirmative action at the state's two most selective public universities.4 Renner has noted that, while access to higher education has increased for all Americans in the last thirty years, the biggest gains have been made by whites, not by Hispanics or blacks, resulting in an increasing gap between the races.5 In general, research has shown that having appropriate faculty role models at institutions improves such affirmative action goals as improved enrollment and retention rates. Blackwell,6 for example, found that the best predictor of black student enrollment in professional schools and graduation from those programs was the number of Black faculty in that school. Kaigler-Love7 conducted indepth interviews with seven female faculty members at two universities in Oklahoma to determine how mentoring affects retention of female minority students. …

Affirmative Action, Minority Student Access to College, and College Retention: What Does the Future Hold?

Affirmative action programs seek to address admissions at selective, predominately White institutions, but do not consider the role minority-serving institutions play in providing access to higher education. Affirmative action programs also do not address low minority student retention rates at selective institutions. This study discusses the recent challenges to affirmative action and the alternative policies states have used to diversify their college campuses, and describes the role minority-serving institutions and financial aid administrators may play in providing access to higher education for underrepresented groups. Given the threats to affirmative action by several federal court rulings and voter initiatives, minority-serving institutions and financial aid administrators may need to play a greater role in providing educational opportunities for students of color in the years ahead.

The Use of Qualitative Research Methods in Student Affairs: A Practical Guide

This article is based on two original qualitative research case studies that examined the contentious issue of domestic minority student retention (one from a public and one from a private institutional perspective). It has been written exclusively for mid-level student affairs administrators who have an interest in receiving practical, yet ethical means of gathering and monitoring information. The article will describe what qualitative research is in theory and how mid-level administrators can best use it to aid them in enriching their understanding of the deep complexities of the student clientele. The article will be in the form of a conceptual module and guide to better aid the reader in initiating such a process appropriate to their own departmental needs.

Reworking the student departure puzzle

More than a quarter of the students who enter four-year institutions and half of those who enter two-year schools depart at the end of their first year. This phenomenon is known as the departure puzzle, and for years, the most important body of work on student retention has come from sociologist Vincent Tinto. In Reworking the Student Departure Puzzle, leading scholars of the college student experience - including Tinto himself - reevaluate Tinto's interactionalist perspective, which holds that students unable to connect with either the academic or social subsystems of their institutions are likely to leave. Recent critiques of this theory have indicated the need for either its serious revision or the development of a new theory altogether. The contributors to this volume offer a variety of both theoretical and methodological perspectives on student departure, with additional chapters covering minority student retention, the link between college choice and student persistence, and the effect of the classroom experience on the student's choice. The recommendations made here will not only reinvigorate research on this important topic but will also lead administrators to better mana

Minority Faculty Job Experience, Expectations, and Satisfaction

As we enter new millennium, reasons to increase number of minority faculty include issues of: role of minority faculty in enrollment, retention, achievement, and graduation of minority students; employment equity for minority Ph.D.s; and the necessity for full and unfettered participation in American society, by all of its members, if this nation is to survive economically, socially, and spiritually.1 Some demographers estimate that, over next decade, as many as 80 percent of new entrants into labor force will be racial minorities and white women.2 As institutions of higher education seek to train that workforce and recruit more racial minority students, it becomes more important to increase number of minority faculty. Minority faculty have demonstrated their superior ability to provide direct, beneficial support for minority students; to represent an important symbol to minority students about their own futures, as well as institution's commitment to them; and to create a more comfortable environment for minority students and faculty.3 Not only do minority faculty contribute to student diversity but they also must be better represented in academy because they are likely to contribute in unique ways to what is taught, how it is taught, and what is important to learn.4 The U. S. Census Bureau reports black population at 12.2 percent, Hispanics at 11.8 percent, Asians at 3.8 percent and American Indians at 0.7 percent.5 Four decades after enactment of equal employment opportunity legislation, African Americans and Hispanics still make up a proportionally small percentage of faculties of American higher education institutions (3 and 2% respectively6). Universities also have a difficult time retaining minority faculty.7 For example, in 97 percent of all American universities, the odds that a student will see a black face in front of classroom ... are about 50 to 1.8 While relatively small number of ethnic minorities with advanced degrees influences faculty under-representation, this shortage does not account for all disparity. Some research supports that qualified people of color frequently avoid academia because of their perception of racism in educational institutions. In a study of African American scholars, who are qualified for academic profession but were attracted to other occupations, racial discrimination was found to be leading reason why they chose other professions.9 Additionally, minority faculty in white institutions, find themselves in isolated circumstances, (where) problems associated with institutional and individual racism become even more dominant than they otherwise would be. Of those who do choose academia, studies show that a significant number of African American junior faculty, who find covert racism in academia's tenure and promotion reviews, ... in fact leave area of instruction for administration early in their careers.11 There is evidence that racial minorities with terminal degrees often do not enter academy, or do not remain, because of what they perceive of as racial discrimination, particularly in hiring, retention, tenure, promotion, workload assignments, as well as professional reward, acknowledgement, and inclusion. In a study of more than 400 black faculty, over half of them said they believed promotion and tenure process was racially biased. One researcher found that affirmative action policies have not been effective in significantly increasing higher education employment for racial minorities because an affirmative action program, can be implemented in a manner that marginalizes minority persons in faculty recruitment process and results in benefits for majority persons.14 If perceived structural racism is an obstacle to minority faculty hiring and retention, then dismantling of those unfair practices and increasing diversity, would reflect one measure of success for an educational institution in a pluralistic society. …

Sources and Information Regarding Effective Retention Strategies for Students of Color

AbstractThis chapter reports literature from the ERIC system that highlights issues and concerns regarding minority student retention and learning success withing community colleges. Factors contributing to declining retention rates and effective programming strategies designed to address continues participation of students of color are discussed.

The relationship between college experience and academic performance among minority students

A number of factors have been identified as important to the retention and success of minority students in American higher education. Foremost among these factors are college experience variables like academic integration and social integration. The purpose of this study was to model the relationship between college experience and academic performance for minority students enrolled in an American institution of higher learning. Using structural equation modeling techniques, a model of the college experience consistent with past research was proposed and tested. The results provide support for the proposed model. Implications of the findings for improving research and practice in the field of educational management are outlined.

Increasing the Recruitment and Retention of Historically Underrepresented Minority Students in Higher Education

There is a need for more bilingual and/or minority speech-language pathologists to serve an increasingly diverse population. To recruit and retain minority students, faculty in university training programs should increase their awareness of minority students’ needs and expectations. This paper reviews the literature pertaining to the factors relating to minority students’ success in higher education and reports the results of a survey designed to assess students’ perceptions of factors related to academic success. It also delineates how faculty of the Department of Communicative Disorders at California State University, Fullerton, used these results to improve the recruitment and retention of minority students. Because there is a dynamic relationship between faculty, students, and institutional requirements, other communicative disorders departments are encouraged to use this survey to better understand and respond to their students’ needs.

Recruitment and Retention of Minority Students in Bachelor of Social Work Programs

This paper examines two issues relevant to baccalaureate social work programs: 1) successful recruitment of diverse racial and ethnic groups of students and 2) the problem of attrition as a major obstacle in graduating racially and ethnically diverse students. While minority recruitment may be actively pursued, many efforts are not effective, regardless of the sophistication or level of funding. Those that are successful provide substantial counseling, financial assistance, curriculum flexibility, and alternate scheduling opportunities. What can BSW programs do to increase the likelihood that students will enter and remain in school and graduate? Many minority students leave school after the first semester for a variety of reasons including lack of financial resources, poor school-support services, or feelings of isolation. For those who remain, attrition is still much higher than in the traditional student population. The authors conclude that to be successful in recruiting and retaining a diverse student body, programs need a support structure for faculty and staff, specialized student and academic policies, and the commitment of the entire social work department and university to the recruitment and retention of culturally diverse students.