Minority serving institutions have been an integral part of the education system in the United States since before the Civil War (LeMelle, 2002). Historically black colleges and universities (HBCUs) have, for much of their existence, been criticized for the level of academic rigor, political context, and their social agenda have created controversy for generations. With that being said, HBCUs hold a valuable place in the landscape of US higher education institutions. The culture, history, and perspective that is taught and shared are unparalleled and cannot be replicated at a predominately white institution (PWI).
Thirdly, they point out that a diverse student body better prepares college students to interact and work with individuals of diverse backgrounds in the future. By creating an environment where students can be exposed to a racially diverse group of people, their interactions further reduce prejudice and misconceptions about race (Grutter v. Bollinger, 2003). The amicus brief reveals that race is an inseparable component of an applicant 's’ experiences and should not be excluded from the admission officers’ consideration.
In this particular study conducted on state funding per student in North Carolina, the funding of UNC-Chapel Hill (PWI), North Carolina A&T (HBCU), and North Carolina Central University (HBCU) were reviewed. The findings showed that UNC budgeted $27,826, A&T $10,400 and NCCU $13,378 per student. The larger size of PWIs means that more money is available for student programs and activities. PWIs provide opportunities in a more mainstream environment and thus more realistically mirror the real world. After four years of study at a PWI, students have the confidence and are prepared to enter the real world as contributing members. This may be a very broad and generalized claim, but there is documented evidence to back it up. Using black female students as an example, journal article (what journal article???) stated the benefits for this group. It read, “These articulate, interpersonally adept women gained more from the academic experience on White campuses (Allen, W.R.).”
Racial diversity is something that is often discussed on college campuses. As a student who self-identifies as a minority in more ways than one I often feel like I have a pretty good understanding of the subject of racism and race. However, often times when these issue are discussed I learn something new; this was the case when reading the articles this week. This week’s articles examined the issue of race from different perspectives. This allowed me to re-examine the issue in a fuller manner; it also allowed me to question some of my own notions that I hadn’t really challenged before.
INTRO: Prompt: What should “diversity on campus” mean and why? Hook: Does diversity help liberate narrow-mindedness? What exactly is diversity? To say that diversity is approached on school campuses is an understatement to the level of understanding in this increasingly globalized world. By its definition, “diversity” requires inclusion. Are school’s really working toward the inclusion of everyone? This means including color, national origin, socio-economic status, and sexual orientation. Looking at court cases and polls shown in the short articles, “Introduction from Place, Not Race: A New Vision of Opportunity in America” and “The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality,” their approach to strengthening
Even if the colleges are achieving their goals to get a diverse student body to the campuses, they fail to get those groups to interact. In the article “The Lie About College Diversity,” Bruni’s interpretation on diversity explains that common college diversity programs are categorizing students together with similar backgrounds. Only a number of programs accept students to interact with fellow diversity students with different cultures, backgrounds or ethnic groups. These programs do not motivate students to reach out and share their thoughts with other groups because they could get rejected. By learning other points of view and having diversity in the learning environment, it also helps individuals communicate better. It also opens minds to ideas and concepts they might not have considered and provide them with
Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need
Obtaining a college degree is ideal and expected in today’s society. Having attended and completed course work at a college institution can have an enormous effect on an individual’s life outcome. There are currently 2.2 million black students in college, with that being approximately 15% of the college population (Payne & Suddler, 2014). Black students’ enrollment in college has increased 5% over the past 40 years (U.S. Department of Education, National Center for Education Statistics, 2015a). Although the Blacks students’ rate in college has increased it does not eliminate, nor decrease the challenges that comes with being a student.
Institutional analysis has been a crucial component of understanding race and ethnic relations. As many of our institutions are based on education, they are a necessary foundation for establishing equity. Cal Poly has a reputation of having small numbers when it comes to students and faculty of color. While the majority of the population has insisted that conditions have improved, the remainder of the demographics are still underrepresented. Events such as Culture Fest are cultural celebrations, which are held throughout the year to build community for people of color on campus. The attendance of white students for these events is relatively low, and there are mixed feelings about whether or not the numbers should increase. I interviewed six
Student involvement has been identified in some cases as positive factor in African American male retention. Astin (2003) emphasized the psychological and behavioral dimensions of being involved on campus and underscored the importance of involvement to student retention and persistence. To contrast, Flowers (2006) found that Black men were less integrated academically and socially than their same race counterparts in four-year institutions, indicating a need to increase campus engagement for Black male community college students.
Before I began researching, I thought there were only four different designations for Minority Serving Institutions. I was wrong. There is a range of designations for universities qualifying as minority-serving. Under Title III and V of the Higher Education Act of 1965 between sections, 316 and 320 there are six different categories. In this paper, we will begin with the overarching point of understanding Minority Serving Institutions (MSIs). We will then break apart the primary four MSIs, the meaning, the purpose, and the progress and expansion of minority-serving institutions.
Low enrollment of Black students contributes to their often referenced unique and isolating experiences at tier-one institutions, and at predominately white institutions (PWI) in particular. This remains true even when compared to other traditionally marginalized groups. For example, Latino/a students comprise between 22 to 24% of the UT freshmen class compared to Black students at four-and-a-half to five-and-a-half percent. By representing nearly a quarter of the freshmen class, one can argue the experiences of Latino/as differs quite drastically from Black students. Therefore, this pilot study aims to give voice to and highlight the experiences of UT’s Black students during the college search process. As such, the major research questions this study seeks to address
Race-based clubs and groups are usually not technically allowed to discriminate against people of a different race wanting to join the group, however there is the question of whether or not their membership would have positive or negative effects. There are notable concerns associated with a person joining a club they don’t belong to. There are, however, some conceivable benefits to having a diverse group of people in a club.
Success comes easier to a student’s if they are in their comfort zone. students who feel at ease with their environment, have a higher tendency to achieve success in college, for example studies have shown that African American students that attend predominantly white universities are more likely to either have lower grade point averages or drop out at higher rates than their white counterparts and African Americans at historically black colleges. (Allen, Epps & Hanuf, 1991; Braddock & Dawkins 1981) This is a common example of how change could affect a student’s ambition unconsciously. Studies have shown that students who attend Historically Black Colleges and Universities are more likely to have higher self worth, positive self images, strong racial pride, and higher aspirations, opposite of black students on white campuses. This is true for almost all commonalities: race, gender, age, and even backgrounds. Students that feel more “at home” will more than likely receive higher grade point averages.