New data show that minority serving institutions are transforming the lives and income mobility of students of color and students from low-income backgrounds—in many cases, at rates exceeding that of non-MSIs.
Students know students, says Laura Horne, director of programs for Active Minds. Engaging them as equal partners in improving mental health on campus can make all the difference.
What can colleges and universities do to counteract the message that the United States is no longer a welcoming environment for international students and scholars? Some institutions are finding success in thinking more holistically about the entire international student experience, from initial contact through alumni status.
To ensure true equity and success for underrepresented students in STEM, institutional efforts to increase demographic diversity through recruitment must be accompanied by the creation of an inclusive environment where students can thrive.
In 2017, The University of Texas System entered into a 10-year partnership contract with the U.S. Census Bureau, subsequently creating a pathway for all institutions of higher education and state education authorities to access critical data needed to show the value of a college degree. The result was seekUT, a web tool that provides students and families an easy way to see salaries of graduates by program of study compared to student debt.
An overarching goal of STEM education research is to identify how to improve STEM learning environments through the lenses of education and social science. To make this work most effectively, this research needs to be shared with individuals directly involved in teaching or managing STEM courses. Ahlam Lee of Xavier University discusses how to make this happen.
Many queer-spectrum and trans-spectrum students continue to navigate stigma, peer aggression, and exclusion well into their college years. Researchers are beginning to capture their experiences, which could help lead the way to change.
More students with disabilities of all types are enrolling in postsecondary education institutions than ever before. Yet fewer of them persist to graduation relative to their peers without disabilities, and still fewer graduate with science, technology, engineering, or mathematics degrees. Rachel Friedensen, postdocotoral research associate at Iowa State University, examines this dilemma.
While HBCUs do their share of producing black graduates with STEM degrees, there is a greater need for equity throughout the education pipeline and in workforce hiring practices, writes Howard University’s Caroline Harper.
Most first-time college students face challenges adjusting to new academic demands and campus life. For students on the autism spectrum, these challenges can be overwhelming—but with the proper support, they don’t have to be.
Students’ social interactions and views of race and inequality are shaped by the climate on campus, which could explain some of the disparities in the STEM fields, writes W. Carson Byrd of the University of Louisville.
Despite millions of dollars in science diversity programs designed to shift patterns of representation in the STEM fields, minoritized populations continue to be underrepresented. The University of Maryland’s Kimberly Griffin looks at the need to attend to both STEM culture and institutional climate to cultivate more inclusive learning environments and increase diversity.
ACE’s Center for Policy Research and Strategy fielded its second national Pulse Point survey of college and university presidents in February to better understand their viewpoints on and experiences with free speech and campus inclusion.
In February of this year, ACE fielded a national survey of college and university presidents to better understand their thoughts and experiences with the pressing issues of free speech and campus inclusion. Comparing our findings with Knight and Gallup’s 2017 survey of college students on the First Amendment, it may be that campus leaders and their students are more aligned on these issues than we believe or the media often depicts.
Annelle Primm of The Steve Fund discusses the need for the higher education community to institute policies and procedures to support the mental health and emotional well-being of students of color. This post is the first in a series on college student mental health and well-being.
The Knight Foundation has released an updated version of its survey on how college students see the First Amendment—and what they think about the relationship between inclusion and free expression. Seven college presidents and chancellors respond to the results.
Louis Soares and Morgan Taylor present a case for expanding Promise Programs—which help students complete their degree—to the adult student population.
As Latinx postsecondary enrollments increase, understanding this population of students could cultivate more inclusive campus climates that enhance student success.
In supporting an inclusive campus environment at colleges and universities, Asian Americans are an often-overlooked part of the equation. Reasons for this vary. But as demographics shift, issues of diversity increase in importance and institutional policies and practices need to address the complexity of populations that fall under pan-ethnic categorizations such as Asian American. To deconstruct the notion of Asian American students as a monolith and advocate for data disaggregation to support their educational experience and success, Jennifer Crandall writes, we must first understand popular misconceptions that feed these stereotypes.
As drivers of social mobility, economic growth, and community development, U.S. colleges and universities have long been regarded as among the best in the world. However, some stakeholders have begun to question whether that will remain true in the future. Can the better use of data help?
Between 20,000 and 25,000 young adults age out of foster care each year. While they face a wide range of challenges, a college education is as important to them as it is to other young adults. Amy Dworsky of the University of Chicago looks at the challenges they face.
What do we know about post-traditional learners, and how can we better help them earn the higher education credentials they need to succeed? Jonathan Gagliardi and Louis Soares on the results of a new ACE report, The Post-traditional Learners Manifesto Revisited.
While rewarding, being a college president has always been hard work. Today, environmental and industry pressures have converged to make leading an institution more complex than ever before. Jonathan Gagliardi looks at ACE’s recent report, the American College President Study 2017, and the future of the presidency in the 21st century.
The invisibility of Native American perspectives—those of Native students, researchers and their communities—continues to plague higher education, despite numerous calls for action from educational advocates across the country. Christine Nelson of the University of Denver considers what can be done to solve this problem.
Asian American and Native American Pacific Islander-Serving Institutions play a unique role in ensuring success for a complex, heterogeneous, and quickly growing population of students, according to Dina C. Maramba of Claremont Graduate University.
Predominantly Black Institutions (PBIs) are not well understood in the higher education lexicon, despite serving a large number of students of color: namely, a large number of black or African American students. Robert T. Palmer and Jared Avery of Howard University look at the role of PBIs in facilitating access and success for low-income, first-generation students of color.
By embracing expansive ideas of success, HBCU leaders inspire their students to strive beyond degree completion and understand how collaboration, civic engagement, and entrepreneurship are essential attributes in a new knowledge economy and global citizenry.
Recent surveys demonstrate that many college students do not know whether they have borrowed or how much debt they have accrued during college. What can higher education institutions—and the federal government—do to help?
With the increase in Latinx students enrolling in postsecondary education and the subsequent increase in the number of HSIs, these institutions should remain at the top of all policy priority agendas, write Gina Garcia and Morgan Taylor.
As the high school population in the United States grows increasingly diverse, so too should those professionals who work on college campuses. Diversity is especially critical in college and university admission offices, write David Hawkins and Tara Nicola of the National Association for College Admission Counseling.
Despite the passage of the Civil Rights Act of 1964 that set a clearer path for women and minorities pursuing top leadership positions in both the public and private sectors, they remain underrepresented—including in higher education. A new data tool linked to ACE’s American College President Study 2017 helps explain what it will take for the presidency to reach gender and racial parity.
We know that postsecondary education changes lives and provides a stepping-stone to prosperity. Though we recognize education’s transformative power, those who stand to benefit the most are often cut off from access—especially individuals in the criminal justice system, write Julie Ajinkya and Allison Beer of the Institute for Higher Education Policy and Caroline Cox of George Washington University.
A new report out from ACE’s Center for Policy Research and Strategy aims to provide a more complete picture of the contributions MSIs make to the higher education landscape and the communities in which they reside. CPRS' Morgan Taylor shares the upshot: Ensuring the success of students of color requires further investment in the very institutions that educate them.
Place is an influential determinant of college opportunity and success. But geography should not be destiny. States and higher education institutions should adopt policies and practices that recognize place-based disadvantage, write Roman Ruiz and Laura W. Perna of the University of Pennsylvania.
While the share of parents enrolled in college has been steadily growing—according to the most recent data, the proportion of students with dependent children has increased 30 percent from 2004-12—the share of parenting students who complete college remains low. Melanie Kruvelis of the Institute for Women’s Policy Research looks at steps institutions can take to better understand and support students with families.
Wick Sloane writes that more data is needed on the issue of campus hunger before a comprehensive solution can be advanced—and on that score, an upcoming study from Government Accountability Office is a welcome development.
Developing an appropriate accountability system for broadening participation is crucial to achieving a STEM workforce that reflects the diversity of the American population. Colleges and universities, on the front line of STEM research and education, must lead the way.
Before colleges can constructively evaluate and improve their pricing and financial aid policies, they should have a solid understanding of what should go into determining how realistic it is for students and families in different circumstances to pay for the education offered, writes the Urban Institute’s Sandy Baum.
Elizabeth Holcombe and Adrianna Kezar of the University of Southern California look at the possibilities of shared leadership for the higher education sector, which they say will ultimately allow campuses to become more nimble in a complex, constantly changing environment.
While access to a high-quality and affordable college education is essential, access means little if students are unable to meet their educational goals once they arrive, writes CPRS Senior Policy Research Analyst Jon Turk. A new brief from ACE and Hobsons explores upward transfer—the movement from a community college to a four-year institution—for students who matriculate soon after high school.
Aligning policy, practice, programming and pedagogy to support LGBTQ students remains a challenge and an opportunity for higher education leaders, writes Michigan State University's Kristen Renn.
A major challenge confronting U.S. colleges and universities today is the need to disentangle the complexities of diversity, social justice and free speech. Graduate Research Associates from CPRS - Vincent Carales, Wei-Lin Chen, Jermain Griffin, and Sue-Yeon Song - talked to Crossing Borders Education founder Arnd Wächter about his organization and its work promoting dialogue as a way to build diversity and inclusion.
College Promise Programs: Designing Programs to Achieve the Promise
Promise programs have the potential to increase higher education attainment and close persisting gaps, write Laura Perna & Elaine Leigh. But success depends on how the programs are structured, implemented and sustained.