Improving The Quality Assistant Professor Needed For Sincere College

The purpose of this action is to strive for equivalent open doors for everyone paying little heed to race or skin color. Race has always been a controversial factor in the college admission process. Critics who are supportive of the action say that colleges reach out toward minorities since they are the least diverse in the college environment. With the demographic they display they are urged most of the time to apply for college admission. Often these institutions offer some help to those minorities such

I’ve consistently been engaged in the national fight against educational disparities in the collegiate student of color population. Not only in my formal education and career history, but also my personal life has been committed to exploring solutions to problems created within dynamics of multiculturalism, identity and social injustice. This is why I know the Multicultural Academic Advisor position is the perfect next professional step growing my career in student services and deepening my commitment of upholding my fraternal credo to uplift through enlightenment & education. My undergraduate education consisted of a combined media and cultural studies course history as an Afro-American Studies and Communication Arts major. This collective pair resulted in acquired cross-cultural relationship values and investments of personal identity sensitivity training including experiences with diverse people from different geographical, theological, and ideological backgrounds. Researching Afro-American Studies and Media Studies simultaneously required me to engage in scholastic discussion exploring the implications and effects race, gender, sexual orientation, disability, age and appearance not only have on my personal worldview but also that of other people in my community. Courses and seminars such as the Student Intercultural Dialogues Course or Ethnic Fest Celebration, Multicultural Conference On Race & Ethnicity, Race & Gender In America or

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

For this assignment, I read and listened to the transcript of Deena Prichep’s radio transmission. By only reading I did not get the full effect that the broadcaster was providing. However, once I listened I was able to hear the importance of the dialog. The segment is about the diversity on college campus’s. The information that I gathered from reading the transcript does not surprise me at all. I feel that College campuses are like any other business wanting to attract a customer. They are creating ads with more diversity than the campus’s truly have to entice people of different ethnicities to attend. I see nothing wrong with this, as it shows the schools are making all feel welcomed in my opinion. The question posed in this week’s

If these institutions want to survive they must align with other institutions and adapt to compete for Latino students; who in the past 30 years, have increasingly enrolled in college, especially in regions of the country where the Latino population is growing rapidly (Ozuna, 2012), Asian American students and students who belong to the LGBT community. While some HBCUs have already started to implement these practices, other institutions have done a better job targeting these groups and collectively HBCUs are way behind.

Today, more than any other time in history, student demographics of college and university students in the United States are experiencing rapid and profound changes. Along with these increases in nontraditional student enrollment comes an increasing percentage of working nontraditional college students with a multitude of commitments that serve to create barriers to educational success that traditional student learners do not have in a traditional college setting (Wyatt, 2011). Based on this information, many institutions hurry to seek solutions to the barriers without considering the existent of the underlying causes. It becomes the conjecture that the solutions to the barriers can be met quickly; consequently, this assumption

Racial and ethnic minorities are disproportionately underrepresented in higher education leadership roles. In the absence of minorities successfully leading American colleges and universities, student recruitment, persistence, and graduation are compromised (Sandeen, 2004; Zusman, 2005). Historically, this shortage of minority leaders in leadership roles at higher education institutions comes from the initial college admissions criteria. What started off as an institution that granted access exclusively to white, wealthy Christian gentlemen is now a place where a more diverse student body can be seen in terms of race, culture, gender, ability, religion, language, socioeconomic status, and sexual orientation (Thelin, 2011). However, even though there has also been an increased emphasis on diversity as demonstrated by the implementation of affirmative action, race-based considerations in the higher education admissions process and Title IX, minorities continue to struggle to secure leadership positions at colleges and universities (Gurin, Dey, Hurtado, & Gurin, 2002). The most recent report produced by the American Council on Education (ACE) on college presidents states that the leadership within the higher education system remains white-dominated with only 13% of the presidents being racial and ethnic minorities (Cook & Kim, 2012).

The most effective response to this changing population has been an “increased advocacy for inclusive environments” (Kinzie, 2015, P.33). Programs that non-traditional students need range from academic advising, family care, to residential life (Schlossberg, 1989). At most colleges and universities, there are programs designed specifically for minority, handicapped, and international students; student populations that are at risk for not completing degree programs. It is important that higher education institutions recognize the need to allocate space, personnel, and budget to establish that non-traditional students are important (Schlossberg,

Furthermore, several states confirmed to have ban affirmative action, and new alternatives have been established. The report notes: "The 19 institutions in our study that discontinued the consideration of race subsequently poured their energies into alternative diversity strategies." About forty two percent will emphasize students’ socioeconomic disadvantage rather than racial background. In addition, “other colleges eliminated legacy preferences, which tend to benefit white and wealthy students.” About 72 percent of colleges claim that “targeting yield recruitment initiatives (e.g. visit days for admitted students, receptions in students' hometowns, calls from faculty)” encourage college applicants to apply “before resorting to racial preferences in

The first action step to be taken is to examine how the institution is falling short of creating a welcoming environment for minority students. Pope, Reynolds, & Mueller (2014) caution that in order to implement effective campus diversity efforts, considering why they may fail or stop should be a starting point. A component of this conversation should include what groups are considered minorities on the campus and how each of the group 's needs is being supported, and not supported. The groups discussed may include racial minorities and females as Rudgers and Peterson noted, but may be expanded to include additional underrepresented populations. Critically analyzing each group and the strengths and weaknesses in how the institution is

Every college strives for a diverse group of students to attend their school and Affirmative Action is one of the only ways to ensure this. When students with different backgrounds come together, they grow and learn from each other. According to Justice Lewis F. Powell Jr., ¨A farm boy from Idaho can bring something to Harvard College that a Bostonian cannot offer. Similarly, a black student can usually bring something that a white person cannot offer.” ( Anderson) Students of different

With steady surges in the quantity of applications and the standards of universities as a whole, the college admissions process today is far more competitive than it was even ten years ago. In an already highly charged, competitive process, one cannot help but question if it is fair for colleges to consider an applicant’s race when determining his or her fate. There is no denying that where one attends college drastically shapes his or her future. The relationships an individual forms in college along with his or her potential internships and job opportunities after college vary widely depending on the specific school said person chooses to attend. Because affirmative action can either help or harm a student’s chances of getting into a college, it holds the power to change

Despite the gradual improvement in the rates of African-Americans, Native Americans, Hispanics and Latinos who graduate from post-secondary institutions, these rates still remain too low compared to Whites (Ortiz & Heavy-Runner, 2003). With such systemic failures, the American higher education system is desperately in need of positive change. The National Centre for Public Policy and Higher Education (2006) estimates that the period stretching between the present and 2030 represents the highest rate of diversity in U. S. history in the ages of school-age populations. Despite this fact, the rates of diverse groups of students in higher education remain relatively

8. Pippert, Timothy D., Essenburg, Laura J. & Matchett, Edward J. (2013). We’ve got minorities, yes we do: Visual representations of racial and ethnic diversity in college recruitment materials. Journal of Marketing for Higher Education, v23 n2, 258-282.

There are various ways in which companies can attract a diverse group of recruits to their company. One way companies can recruit diverse groups is by creating an internship and co-op opportunity for members of diverse groups (Griswold 359). To achieve this, companies can recruit from schools that have diverse student bodies such as women colleges and HBUs (historically black colleges and universities) (Griswold 359). Another technique companies can apply is to emphasize competency-based credentials rather than past experiences because some groups have not had the access to comply with the experience requirements (Griswold 359). All of these techniques that have been discussed are ways in which a company can successfully recruit a diverse group of applicants and employees.