Low Employment Rates Of Minority Leaders At A Private

The institution of public education has been one of the most controversial establishments in the United States since its inception. More specifically, equality in the conditions and the opportunities it provides has been sought as one of its major goals. There is little doubt that minority ethnic groups have struggled to achieve educational equality, just as they have struggled for equality in other aspects of life. One way that minorities have tried to achieve equality in education is through lobbying for help in college admissions for their respective groups. This social practice has been debated on many grounds, including necessity and

The U.S. Department of Education’s Digest of Education Statistics (2010) compiles data on educational trends and statistics in the United States. According to the digest, in 2009 African Americans earned about 10 percent of all bachelor degrees awarded. Furthermore, about 20 percent of African Americans currently hold a college degree. When compared to the same rates for the white non-hispanic population, African Americans are largely lagging behind. The challenges that African Americans are facing must be met by post secondary institutions if this group is going to continue on the path of economic and career prosperity. This need is discussed in the report Minorities in Higher Education:

Iverson uses critical race theory (CRT) to examine how discourses of diversity, circulating in educational policies, reflect and produce realities for people of color on university campus. Analysis reveals four predominant discourses shaping images of people of color: access, disadvantage, marketplace, and democracy. This article aims to enhance understanding about how racial inequality is reproduced through educational policies. CRT originated in the 1970s to contest the absence of attention to race in the courts and in law. Data from an analysis of 21 diversity action plans issued at 20 U.S. land-grant universities. Use of NVivo computer software designed for qualitative data analysis. He sought universities that had a diversity committee,

American society likes to believe that race relations in our country are no longer strained. We do not want to hear about the need for affirmative action or about the growing numbers of white supremacist groups. In order to appease our collective conscious, we put aside the disturbing fact that racism is alive and well in the great U.S.A. It hides in the workplace, it subtly shows its ugly face in the media, and it affects the education of minority students nationwide. In the following excerpts from an interview with a middle class African American male, the reader will find strong evidence that race plays a major role in determining the type and quality of education a student receives.

The equal opportunity that affirmative action provides has also increased the amount of minority applicants applying to each school. It has “resulted in doubling or tripling the number of minority applications to colleges or universities, and have made colleges and universities more representative of their surrounding community” (Messerli). Since the playing field has been evened, it has encouraged more of those who are disadvantaged because of their ethnicity to apply for and get admitted into college. However, the quotas cause schools to admit under qualified students of minor races who don’t meet the limit over highly qualified students who’s race has reached the limit.

An often overlooked aspect in the pipeline and retention of minorities in professional settings is the development of management skills that are most frequently acquired while on the job. My experience with the National Society of Black Engineers highlighted this reality and presented a practical avenue for me to support the training and development of minorities by using my time in leadership positions to ensure that there were ample opportunities for students to learn some of the most valuable soft skills needed to succeed in their careers. While serving as Regional Chair, I worked with 15 students from various universities to support the region’s 3,000 members. Every moment spent with my executive board served as a teaching moment on successful

In recent weeks a growing debate across campuses has arisen over the remaining racial divide that has left some students feeling disenfranchised by the universities that seek to teach them (Hui 2015). This growing dissent can be seen from Missouri to Princeton as students protest and object to what they claim to be a culture on university campuses not contusive to learning or to minority groups (Newman 2015). At Princeton University much like at the University of Missouri students are becoming increasingly vocal about the difficulties facing those of color at institutions that do not adequately address their needs, or in the case of Princeton fail to sufficiently acknowledge a legacy of racism in their institutions (Hui 2015). This

A community college leadership crisis endures; within the next fifteen years, ninety percent of the community college presidents are expected to retire (McNair, 2015). To remain viable, United States community colleges need an influx of self-motivated, visionary leaders. Currently, there is a gap in leadership; (Anderson, 2014, Claus, 2013, Eddy, 2013, Hannum, 2015, Jones, 2014, Leist, 2013, McArdle, 2013, McFadden, 2013, McNair, 2015, Tunheim, 2015), quality leadership (Anderson, 2014, Ayers, 2015, Claus, 2012, Cornacchione, 2013, Dahlvig, 2013, De-Frank, 2014, Eddy, 2013, Enke, 2014, Floyd, 2016, Fujii, 2014, Gardner, 2013, Goltz, 2013, Grasmick, 2012, Hannum, 2015, Jones, 2015, Kearney, 2013, Leist, 2013, McArdle, 2013, McFadden, 2013, McNair, 2015, Morley, 2013, Myran, 2013, Tartari, 2015, and Tekniepe, 2014), and gender leadership (Catalyst, 2013, Claus, 2012, Cornacchione, 2013, Dahlvig, 2013, De-Frank, 2014, Eddy, 2013, Eddy, 2015, Enke, 2014, Floyd, 2016, Fujii, 2014, Gardner, 2013, Goltz, 2013, Grasmick, 2012, Hannum, 2015, Jones, 2015, Lennon, 2013, Morley, 2013 & 2014, Ortega, 2014 and Tartari, 2015), which is related to the gender wage gap (Claus, 2012, Cornacchione, 2013, Dahlvig, 2013, Enke, 2014, Goltz, 2013, Lennon, 2013, Morley, 2014, Tartari, 2015, Tekle, 2012, Pitts, 2014, and Bell, 2014).

Known as one of the biggest obstacles in higher education to date would arguably be the use of affirmative action within the higher education admission process for both private and public institutions (Kaplin & Lee, 2014; Wang & Shulruf, 2012). The focus of current research is an attempt to either justify or deny the use of affirmative action within current practices through various higher education institutions, and though any one person could potentially be swayed to side with the rationale to maintain its use or disregard, the facts are quite clear that the future of this practice is unclear. Therefore, this essay will present current research in an attempt to determine if affirmative action should continue to be used

It has been 50 years since the Civil Rights Act of 1964 intended to end discrimination on the basis of race, color, religion sex or national origin. It ended racial segregation in the workplace, schools and in public venues, gave all Americans the right to vote, and protection against police brutality. The Civil Rights Act represents a national commitment to end discrimination in education and has resulted in removing barriers to educational opportunities for underrepresented populations of women and people of color. According to the U.S. Department of Education, enrollment for women and people of color in higher education programs has steadily increased. However, gaps still exist between underrepresented student populations with

Not only are all Americans becoming more aware of the egregious inequalities in our economic system, more people are being turned on to understanding the ways in which women and minorities are disparately affected by these differences. Women and minorities are effectively “locked out” of the highest reaches of wealth and power, as can be seen in The New York Times’ list titled: The Faces of American Power, Nearly as White as the Oscar Nominees. In this exposition, The New York Times reviewed 503 of the most powerful people in American culture, government, education, and business, and found that just 44 are minorities. They note, “any list of the powerful is subjective, but the people here have an outsize influence on the nation’s rules and

In most professions, White males remain tremendously represented in administrative positions. Although this is not the case primarily for minorities racial groups (African Americans, Hispanic, Asian, American Indians). In particular, what are some boundaries facing minorities males with attaining leadership for positions in higher education. What are some challenges faced by the universities achieving minorities in leadership? What are some known difficulties facing minorities obtaining leaderships administrative positions? How can institutions of higher learning address this issue moving forward to ensure that leadership position has true parity and inclusion?

Joseph F. Healy in Race, Ethnicity, Gender, and Class speaks towards the end of the Chapter 5 about institutional discrimination and in turn about affirmative action. Affirmative action being a set of policies and actions which favors certain groups and minorities who have suffered discrimination based on their minority status in the past, this favoritism usually comes into play in relation in employment and education. It is also described in some cases as being “positive discrimination”. Affirmative action was implemented in the 1960’s and 70’s and remains a hot button issue since its implementation and I am personally of the belief that race based affirmative action in university settings in particular is counterproductive and serves no real

March 6th, 1961 Affirmative Action policies in higher education were implemented (Infoplease). Affirmative Action was designed to provide equal access to universities for historically underrepresented minorities. The argument of whether Affirmative Action should be decimated is a simple one. Students who have the academic credentials and earn their way into college deserve to be accepted. For no reason should previously excluded minorities gain unfair leverage in an attempt to “right past wrongs”. But with Affirmative Action banned in only eight states, we are left with two questions; how exactly Affirmative Action affects the culture within universities to have it seen as an unjust policy, and can diversity continue to survive without this program.

Harvard Business Review September, 1996 / October, 1996 HEADLINE: MAKING DIFFERENCES MATTER: A NEW PARADIGM FOR MANAGING DIVERSITY BYLINE: by David A. Thomas and Robin J. Ely; David A. Thomas is an associate professor at the Harvard Business School in Boston, Massachusetts. Robin J. Ely is an associate professor at Columbia University 's School of International and Public Affairs in New York City. Their research and teaching focus on the influence of race, gender, and ethnicity on career dynamics and organizational effectiveness. ABSTRACT: MAKING DIFFERENCES MATTER: A NEW PARADIGM FOR MANAGING DIVERSITY DAVID A. THOMAS and ROBIN J. ELY Diversity efforts in the workplace have been undertaken with great goodwill, but, ironically, they often