ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES Volume 8, No. 1 2004 DCommunicatingI Di versityV in Highere Ed u c a t i o nr STYI D I G E S T

I N S I D E The Right to Learn and the Pathways to DI V SI TY er D I G E S T College Network By Mark Giles, editor, Diversity Digest, and director, Office of Diversity, Equity, INSTITUTIONAL LEADERSHIP AND and Global Initiatives C O M M I T M E N T 1: The Right to Learn and the Pathways “The mission of the Pathways to College Network is to focus research-based knowledge to College Network and resources on improving college preparation, access, and success for underserved populations, R E S E A R C H including low-income, underrepresented minority, 2: Designing Pathways to a Four-Year and first-generation students” (www.pathwaystocol- Degree lege.net). With that clear and focused statement, the 4: Preparing Students to Succeed in Pathways to College Network has set a powerful Broad Access Postsecondary national education agenda that is socially responsive, Institutions transformative, and action-oriented. 6: African-American Student In June 2003, the Association of American Achievement in Historically Black Colleges and Universities (AAC&U) joined the Colleges and Universities Pathways as a lead partner. Carol Geary Schneider, 12: College Choice and Diversity president of AAC&U, explained AAC&U’s commit- ment to supporting viable pathways to college for all Carol Geary Schneider, MAKING DIVERSITY NEWS students: “As we articulated in a recent statement president, AAC&U 8: Media Watch issued after the Supreme Court’s decisions on affir- mative action, higher education must take on an expanded role in our nation’s ongoing STUDENT EXPERIENCE quest for equal opportunity. We must redouble our efforts to work in partnership with 10: Linking Student Support with Student primary and secondary educators to improve the quality of educational outcomes for all Success: The Posse Foundation the nation’s children, especially those who have been underserved by the system.” Various educational, civic, and philanthropic partners across the nation are actively A A C & U N E W S engaged with and fully committed to the values, principles, and mission of Pathways. 14: Diversity Digest’s New Editor Indeed, several major educational funding organizations support Pathways and its efforts 14: October 21-23, 2004: Diversity to help underserved students gain access to and find success in college. In turn, those and Learning: Democracy’s postsecondary experiences hold the promise of opening the doors to greater earning Compelling Interest potential, of broadening participation in society, and of ending the cycle of inadequate schooling and limited life opportunities faced by many underserved students. The Pathways to College Network’s major policy report, A Shared Agenda: A Leadership Challenge to Improve College Access and Success, outlines six major principles that guide action for teachers, researchers, leaders, policy makers, and community mem- bers involved with K-12 and higher education. The report is more than a simple call to action; it is a flexible and workable blueprint for pedagogical, institutional, and opera- tional changes that will improve education for underserved and marginalized students.

continued on page 15 Volume 8, No. 1 2 DI VerSI TY R E S E A R C H

DIVERSITY DIGEST Volume 8, Number 1 Designing Pathways to 2 0 0 4 a Four- Year Degre e Published by the Association of American By Alberto F. Cabrera, professor, department of Colleges and Universities, 1818 R Street, Educational Administration, WISCAPE senior researcher NW, Washington, DC 20009; tel 202.387.3760; fax 202.265.9532. Diversity at the University of Wisconsin-Madison, and member of Digest is published with support from the the Research Scholars Panel, Pathways to College Network; Ford Foundation and is available at Kurt R. Burkum, graduate research assistant & doctoral www.diversityweb.org/Digest student, Center for the Study of Higher Education, Pennsylvania State University; and Steven M. La Nasa, visiting assistant professor, School of Education, University Diversity Digest AAC&U Staff of Missouri-Kansas City CARYN MCTIGHE MUSIL Executive Editor and Senior Vice PROVIDING ACCESS TO A MYRIAD OF SOCIAL, President for Diversity, Equity, and Alberto F. Cabrera Global Initiatives ECONOMIC, AND INDIVIDUAL BENEFITS, THE BACHELOR’S DEGREE REMAINS THE M A R K G I L E S Editor and Director of Programs, PROVERBIAL STEPPING-STONE TO A BETTER LIFE. AS EARLY AS THE 1960S, FED- Office of Diversity, Equity, and Global Initiatives ERAL, STATE, AND LOCAL GOVERNMENTS RECOGNIZED THAT COMPLETION OF A

ANN KAMMERER FOUR-YEAR DEGREE COULD BE AN INSURMOUNTABLE STEP FOR INDIVIDUALS Production Editor FROM DISADVANTAGED SOCIOECONOMIC BACKGROUNDS. STUDENT ASSISTANCE AAC&U Editorial Advisors CAROL GEARY SCHNEIDER PROGRAMS SUCH AS CHAPTER I, TRIO, AND GEAR-UP RECOGNIZE THAT ACADEMIC P residen t PREPARATION, AWARENESS OF OPPORTUNITIES FOR COLLEGE, AND ASSISTANCE IN DEBRA HUMPHREYS Vice President for Communications COMPLETING THE COLLEGE APPLICATION PROCESS ARE ESPECIALLY IMPORTANT and Public Affairs FOR LOW-INCOME STUDENTS WHOSE PARENTS ARE NOT COLLEGE-EDUCATED. Diversity Digest Advisory Board JOSÉ CALDERÓN As helpful as these need-based programs • access to and understanding of infor- CHRISTINE CLARK CARLOS CORTES have been in facilitating access to and mation about financial aid; LAURIE CRUMPACKER success in college, they do not appear to • preparation for entrance exams; GWENDOLYN JORDAN DUNGY B O B B Y F O N G explain fully why low-income students • the type of first institution attended; BEVERLY GUY-SHEFTALL enroll in college. Nor do they explain • enrollment patterns; ELIZABETH L. HOLLANDER why low-income students persist once • the nature and kind of remediation; SYLVIA HURTADO PARKER JOHNSON enrolled. In addition to a student’s • curricular patterns; LEE KNEFELKAMP socioeconomic background, a host of • collegiate experiences; JACK MEACHAM LESTER MONTS other factors affect whether students • performance in college; and ENRIQUE “RICK” OLGUIN enroll. These factors include: • family responsibilities. JONELL SANCHEZ DARYL SMITH ROBERT STEELE • parental expectations, support and The High School Sophomore STEPHEN SUMIDA encouragement from family, high Cohort of 1980 URI TREISMAN school friends, and teachers; We studied the high school sophomore • educational and occupational aspira- cohort of 1980 to understand why post- N O T E : The opinions expressed by individual tions which should be developing by secondary attendance patterns differ authors in Diversity Digest are their own and the ninth grade; markedly between socioeconomically dis- are not necessarily those of the D i g e s t ’s editors or AAC&U. • high school experiences; advantaged students and their better-off The Pathways to College network generously • high school academic resources; peers. This article is a summary of the provided funding for this issue of D i v e r s i t y • access to information about college findings. (Complete information, includ- D i g e s t . offerings; ing references, can be found in the online file cited at the end of this article.) 3 Volume 8, No. 1

The cohort followed nine different way, resulting in an 81 percent gradua- resources, degree aspirations, enroll- pathways to a four-year degree. These tion rate. ment patterns, college courses in paths were determined by the academic Students with the lowest socioeco- math and sciences, and financial aid, resources secured in high school and the nomic status journeyed on a pathway and by whether students have chil- first type of postsecondary institution defined by moderate academic resources dren while attending college. attended. The chance to secure a four- and enrollment in a two-year institution. year degree varies in relation to the par- Only 3.3 percent of these students went I m p l i c a t i o n s ticular pathway followed. on to earn a four-year degree. Helping students plan for college should The pathway most likely to lead to a begin in grade school. Interventions four-year degree is one defined by acquir- Transfer designed to advance college aspirations ing high academic resources in high Forty percent of the high school sopho- and preparation should take at least three school and entering a four-year institu- more cohort of 1980 first entered a com- groups into account: students, their fami- tion upon high school completion. Those munity college. Of them, 29 percent lies, and K-12 school personnel. who followed this path had a 78 percent transferred to a four-year institution Community colleges and four-year insti- chance of graduating within eleven years. within eleven years. When examining the tutions can also help educate students Students with the highest socioeco- socioeconomic background of the stu- and their parents about the benefits asso- nomic status (SES) followed this path- dents, our analyses suggest a stratification ciated with college degree completion. pattern whereby: They can advise students and parents about K-12 curricular choices that pre- C O M M U N I C A T I O N • Fifty percent of students with the pare students for college. College person- lowest socioeconomic status first nel can best provide information about Most new research—particularly enter a community college, while the college application process, including research that debunks myths or only 17 percent of them eventually financial aid. Summer camps, summer challenges common perceptions— transfer to a four-year institution. bridge programs, and targeted visits by will have value to a reporter, espe- • Thirty percent of all students with college representatives also can help cially if it relates to an issue that is the highest socioeconomic status first eleventh- and twelfth-graders learn more currently in the news. Research like enter a community college, and 37 about college. Making these opportuni- that featured in the high school percent of them eventually transfer. ties available as early as the eighth grade is sophomore cohort of 1980 study • Transfer decisions are affected most one way to increase awareness of college, may be of interest to reporters seek- by academic resources, degree aspira- particularly among lowest-SES students ing new angles for stories around tions, college courses in math and and their families. the time of college admissions or at sciences, and educational loans, and The curriculum is at the heart of aca- the beginning of the college year. If by whether students have children demic preparation for college (Adelman, you have research about your own while attending community college. 1999). Currently, policies geared toward students or about programs securing academic resources for college- designed to address the challenges Degree Completion level work during the last few years of faced by low-SES students, consider Thirty-five percent of the members of the high school are inadequate. Instead, aca- pitching a story at these times of high school sophomore cohort of 1980 demic preparation for college should year. To make the story more obtained at least a bachelor’s degree by begin as early as the eighth grade. Our appealing to reporters, provide 1993. When the socioeconomic back- results suggest that a rigorous curriculum both the research data and specific ground of the students is examined, our should foster the development of the crit- stories of individual students who analyses suggest a stratification pattern ical competencies, values, and skills have overcome some of the chal- whereby: needed for collegiate work. Our research lenges identified in the research. • Lowest-SES students have a 13 per- indicated that the competencies acquired Reporters want to cover new cent chance of graduating within through math and science courses made a research, but they also always like eleven years. The graduation rate for difference for members of the 1980 to put a “personal” face on what- highest-SES students is 57 percent. cohort by increasing their chances of ever research findings they are • Degree completion is affected dra- transferring and eventually earning a col- h i g h l i g h t i n g . matically by SES, academic continued on page 5 Volume 8, No. 1 34 DI VerSI TY R E S E A R C H

P reparing Students to Succeed in Broad Access P o s t s e c o n d a ry Institutions By Michael W. Kirst, professor of education and business administration, Stanford University, and member of the Research Scholars Panel, Pathways to College Network

SCHOOLS AND COLLEGES THAT DELIBERATELY EDUCATE A BROADER RANGE OF

STUDENTS ARE FINDING THEMSELVES IN A QUAGMIRE. THEY ARE COMMITTED TO

PROVIDING DEMOCRATIC ACCESS TO EDUCATION FOR ALL STUDENTS, BUT THEY

ARE PLAGUED BY THE INADEQUATE PREPARATION OF STUDENTS, HIGH LEVELS OF

REMEDIATION, AND LOW RATES OF COLLEGE COMPLETION. THESE PROBLEMS ARE

EXACERBATED BY A SYSTEMIC DISCONNECT BETWEEN K-12 AND POSTSECONDARY

E D U C A T I O N .

In these broad access schools, neither the talked with groups of high school and students nor their teachers have sufficient community college students. Michael W. Kirst knowledge about college admissions stan- What the Bridge Project discovered secondary schools will continue to fail to dards or curricular expectations. The prob- was that at the state level, substantial prepare graduates for higher education. lem is compounded when high school stu- As long as the K-12 landscape is marked dents, especially the most economically by a hodgepodge of standards and tests disadvantaged, receive inadequate counsel- rather than a coherent learning strategy, ing and a curriculum that does not prepare Since high school counselors are high levels of remediation at colleges are them for college-level work. inevitable. occasionally ill-informed about Attempts to solve these problems sec- Broad access college students pay the tor by sector have clearly failed. What is college admissions standards, highest price: Because the standards from needed now is a collective commitment they sometimes fail to warn their high schools are generally low, they between K-12 and postsecondary institu- often fail to meet postsecondary expecta- tions to improve student outcomes. By students who have passed tions for college readiness. For example, focusing systematically on how to create low-level exit exams that skipping since high school counselors are occasion- effective pathways for students, some of ally ill-informed about college admissions math in their senior year will these troubling obstacles to student suc- standards, they sometimes fail to warn stu- cess can begin to be addressed. leave them unprepared for college. dents who have passed low-level exit exams that skipping math in their senior year will The Bridge Project leave them unprepared for college. Stanford University’s Bridge Project, a six-year national study begun in 1996, is progress has occurred in two areas. There New Directions providing insights about this systemic is consensus now about what students Shifting the focus of local, state, and fed- approach to preparing students for col- should know and what they are able to do eral programs from access to success is the lege-level work. Researchers from the in the K-12 grades; there is also consen- first step toward improving policies that project interviewed people at state agen- sus about how to align standards, assess- affect underserved students. For the past cies, universities, and community colleges ments, textbook selection, and account- fifty years, it has made sense for the in six states: California, Illinois, Georgia, ability measures at the K-12 level. United States to concentrate its postsec- Maryland, Oregon, and Texas. They also However, the lack of continuity in con- ondary education policies on opening the interviewed high school teachers, coun- tent, assessment, and standards between doors to college. These policies have a selors, and administrators, surveyed high postsecondary and K-12 systems remains largely positive impact. However, access school students and their parents, and a serious problem. Unless we close this without success is not opportunity: True standards gap and align K-16 policies, 5 Volume 8, No. 1

college opportunity is only possible when • Sequence undergraduate general educa- students, providing more students with all students have a fair chance to succeed. tion requirements so that appropriate the opportunity to get the preparation senior-year high school courses are linked they need to succeed in college. ■ Specific Steps to postsecondary general education courses. • Examine the relationship between the • Expand successful dual or concurrent content of postsecondary education place- enrollment programs between high schools Designing Pathways continued from page 3 ment exams and K-12 exit-level standards and colleges to include all students, not and assessments to determine if more com- just traditionally “college-bound” ones. patibility is possible. K-12 standards and Many students are not comfortable lege degree. Current emphasis on the use assessments that are aligned with those socially or emotionally in high school of testing to hold elementary and sec- of postsecondary education are effective environments, while others complete ondary institutions accountable will be only if they are of high quality. their schools’ highest-level courses as successful only if the tests themselves are Examples of high-quality K-12 exams sophomores and juniors and have trou- valid measures of collegiate academic are the New York Regents Exam, the ble finding appropriately challenging resources (National Research Council, Massachusetts Comprehensive courses as seniors. 1999). Without this orientation, the test- Assessment System, the California • Collect and connect data from K-16 edu- ing regime will produce countless chil- Standards Tests, and the Texas cation sectors. This can include, for dren who are able to answer test ques- Assessment of Knowledge and Skills. example, data on the relationship tions but unable to perform successfully • Statewide high school assessments should between student course-taking patterns in college. be diagnostic in nature, and should indi- in high school and the need for reme- cate to students if their scores meet or dial work, or longitudinal data on what The Power of Research exceed the levels for college preparation or happens to students after they complete Research can be a powerful vehicle for if remediation is needed. Appropriate K- remedial-level coursework. illuminating pathways that can lead to 12 state assessments could be used as college success. Our study provided placement factors by public postsec- Conclusion invaluable insights about factors that ondary institutions. The California These recommendations will be easier to influence college readiness and degree State University system has dropped its implement, and more effective, if policy- completion. By combining our findings own placement test and now uses the making and oversight is coordinated for with other studies of how to enhance stu- K-12 standards test. Postsecondary K-16 education. Most states currently dent learning we can begin to close the institutions can indicate when college discourage K-16 policy makers by having troubling gaps in degree attainment and remediation is necessary by setting per- separate K-12 and higher education leg- make equal educational opportunity formance levels on statewide high islative committees and state agencies. more than just a dream. ■ school exams. If these remediation con- These implicit barriers inhibit joint pol- cerns are communicated to high school icy making and communication on issues R e f e r e n c e s juniors, students can spend their senior such as funding, research, student learn- Adelman, Clifford. 1999. Crosscurrents year in high school preparing for post- ing (curriculum, standards, and assess- and riptides: Asking about the capacity secondary education. ment), matriculation and transfer, teacher of the higher education system. Change • Review the extent to which postsecondary training and professional development, 3 (1): 20-27. education placement exams for reliability, and accountability. While every state and Cabrera, Alberto F., Kurt R. Burkum, and validity, and efficacy promote teaching for region needs to have its own form of gov- Steven M. La Nasa. 2003. Pathways to a understanding. This includes scrutiny of ernance, many integrative models can be four-year degree: The higher education assessments developed by individual created. story of one generation. Ma d i s o n : campuses, departments, and faculty. Implementing these recommendations University of Wisconsin. (Complete Data about the efficacy of placement will not magically eliminate all of the paper can be downloaded in a PDF file procedures need to be maintained and causes of inadequate college preparation. or as a PowerPoint presentation at used to inform policy and programming Nevertheless, such steps can create a more ww w . e d u c a t i o n . w i s c . e d u / e d a d m i n / decisions. equitable educational experience for all people/faculty/cabrera.htm.) Volume 8, No. 1 36 DI VerSI TY R E S E A R C H

African-American Student Achievement in Historically Black Colleges and Universities By M. Christopher Brown II, Ph.D., executive director and chief research scientist at the Frederick D. Patterson Research Institute

RECENT DEMOGRAPHIC RESEARCH HAS REVEALED THAT STUDENTS FROM MINORITY ETH-

NIC AND CULTURAL BACKGROUNDS ARE ALREADY THE MAJORITY IN CALIFORNIA, NEW

MEXICO, MISSISSIPPI, AND LOUISIANA PUBLIC SCHOOLS. THE SAME IS TRUE IN MANY

URBAN SCHOOL DISTRICTS IN OTHER STATES. THE TASK OF PREPARING THESE STUDENTS

TO BE PRODUCTIVE CITIZENS WILL FALL ON MANY TYPES OF POSTSECONDARY INSTITU-

TIONS. UNFORTUNATELY, THERE IS A DEARTH OF DISCOURSE ABOUT NATIVE-AMERICAN,

MEXICAN, HISPANIC, AND AFRICAN-AMERICAN STUDENTS WHO ATTEND TRIBAL COLLEGES,

HISPANIC SERVING INSTITUTIONS, AND HISTORICALLY BLACK COLLEGES AND UNIVERSITIES, Christopher Brown II

RESPECTIVELY. WE SHOULD KNOW MORE ABOUT HOW THESE PARTICULAR GROUPS OF STUDENTS PERFORM IN AND ARE SERVED

BY THESE TYPES OF INSTITUTIONS. FOR EXAMPLE, WHAT DO WE KNOW ABOUT AFRICAN-AMERICAN STUDENT SUCCESS AT HIS-

TORICALLY BLACK INSTITUTIONS? WHICH PROGRAMS OR INITIATIVES AT THESE INSTITUTIONS PROMOTE ACHIEVEMENT?

Historically Black Colleges cally black colleges is a prerequisite for a is largely a function of increased access to and Universities meaningful discussion of equity and educational settings. Historically black colleges and universi- access issues in higher education. On the These academic achievements, how- ties (HBCUs) are institutions founded one hand, historically black colleges serve ever, have not lessened the continued gap prior to 1964 to provide collegiate educa- to develop, create, and convey advanced between African Americans and whites in tion to African Americans (Brown and knowledge. In this way, they transmit college enrollment and college comple- Freeman, 2004). Currently, there are 105 and transform a society’s culture while tion. This gap is determined by the path- public, private, four-year, and two-year educating its citizens. On the other, these ways through which students get to col- historically black colleges and universities institutions ensure that growing numbers lege and by their ability to navigate those in the United States. In addition to the of African Americans will be competent academic pathways. 105 HBCUs, there are more than fifty to serve as leaders and productive con- The findings reveal that African predominantly black institutions. tributors to society. Americans are attending traditionally Predominantly black colleges and univer- sities are institutions that were not Recent Data Trends founded primarily for African Americans Data about African-American student but have greater than 50 percent black achievement at the beginning of the student enrollment. twenty-first century reveal mixed Like other American postsecondary progress. An analysis of the decade from institutions, historically black colleges 1990 to 2000 shows that African and universities vary widely in size, cur- Americans are proportionately making riculum specializations, and a host of great strides in college enrollment and other characteristics. HBCUs are distinc- degree attainment. During that decade, tive, however, in their historic role pro- African Americans took standardized col- viding postsecondary education for lege entrance exams, attended institutions African Americans during the era of legal of higher learning, and fulfilled the aca- educational segregation. Understanding demic demands for degree conferment at the fundamental characteristics of histori- the highest rates in history. Such progress Figure 1 7 Volume 8, No. 1

white institutions (TWIs) at higher rates white-majority campuses. In fact, the Conclusion than they are attending HBCUs. negative experiences that many To achieve improved results for African- Moreover, whether they choose TWIs or African-American students encounter American students, wherever they are HBCUs, African Americans are opting to on some predominantly white cam- educated, researchers, policy makers, and attend private institutions. (See figures 1 puses can potentially have injurious practitioners must focus on efforts that and 2.) effects. By contrast, as Roebuck and make meaningful, long-term improve- Status and Trends in the Education of Murty (1993) assert, “HBCUs, unlike ments at colleges while also targeting pro- Blacks (2003) revealed that of other colleges, are united in a mission grams toward individual students. 1,730,318 African Americans attending to meet the educational and emotional Coordinated institutional initiatives can colleges and universities, 13.1 percent needs of black students.” They further assist particular students in areas where attended HBCUs in the fall of 2000. suggest that “There is also a general gaps in achievement are most pro- Most notably, HBCUs conferred a sta- level of satisfaction and camaraderie nounced. Systemic activities at historically tistically significant percentage of the among black students at black schools black universities and other institutions bachelor’s degrees earned by African that is not found among black students with special populations are not a replace- Americans. African Americans received on white campuses.” However, the ment for other diversity or equity activi- about one-fourth of the total number mere existence of intragroup racial ties that help predominantly white institu- of bachelor’s degrees awarded in the homogeneity alone does not guarantee tions recruit, retain, and educate U.S. A comparison between the earlier academic success. Like all institutions, African-American students. HBCUs can data from the Nettles study (1996) and HBCUs must focus on high-quality clearly serve as a resource for predomi- the more recent data of the Status and teaching, improve student-professor nantly white institutions as they seek to T r e n d s study (2003) suggests that while contact hours, and abolish institutional strengthen society by educating increasing African Americans are attending private policies and practices that hinder stu- numbers of African-American students. TWIs at increased rates, they are not dent achievement. The facts could not be clearer; HBCUs completing their degrees at TWIs at the The Freshman Year Initiative (FYI) at generate achievement and success for same rate as those attending HBCUs. Fayetteville State University in North African-American students. All of higher In effect, HBCUs continue to play an Carolina is a prime example of an insti- education can learn from their legacy. ■ important role in graduating African- tutional effort to encourage student suc- American students. cess. Implemented in 1996 and coordi- References nated through the University College, Brown, M. C., and Kassie Freeman, eds. The Freshman Year Initiative is a com- 2004. Black colleges: New perspectives prehensive program of support designed on policy and praxis. Westport: Praeger. to improve the academic success of Brown, M. C. 1999. The quest to define freshmen. University College is primar- collegiate desegregation: Black colleges, ily responsible for working with fresh- Title VI compliance, and post-Adams lit- men to ensure their successful transition igation. Westport: Bergin & Garvey. into the upper divisions of the institu- Hoffman, Kathryn, and Charmaine tion. Several units within the University Llagas. 2003. Status and trends in the College are directly involved in FYI: the education of blacks. Washington, DC: Advisement/ Mentoring Office, the U.S. Department of Education, Freshman Seminar Program, Student National Center for Education Support Services, the Mathematics Statistics. Laboratory, and the Writing Center. Hurst, T. 2002. United Negro College Figure 2 One-year retention rates have increased Fund 2001 statistical report. Fairfax, since FYI was implemented, and the VA: Frederick D. Patterson Research Institutional Models freshman class that entered in 1996 is Institute. Despite increasing enrollments of on track to have one of the best (if not Roebuck, J. B., and K. S. Murty. 1993. African-American students at institu- the best) four-year graduation rates Historically black colleges and universi- tions other than HBCUs, race-based since these data have been recorded at ties: Their place in American higher edu- hostilities continue to surface on the institution. cation. Westport, CT: Praeger. Volume 8, No. 1 38 DI VerSI TY MAKING DIVERSITY NEWS

Making Diversity News Diversity Me Communications: The Key to Making Change Wi s c o n s i n motivated, after they saw him admit a During its first three years, the On March 25, approxi- white staff member without her ID. Pathways to College Network focused mately fifty college stu- The college newspaper fur- its work on identifying, compiling, and dents at Edgewood ther stirred controversy when synthesizing effective policies and College took time out of an editorial and a letter to the practices that improve college access their day to talk candidly editor suggested black students and success. The recently released about race. The forum, spon- were being overly sensitive. r e p o r t, A Shared Agenda: A sored by senior Jocelynn Hosea- After two hours of dialogue, the Leadership Challenge to Improve Davis, came in response to a “barriers between people of dif- College Access and Success, f e a t u r e d recent incident in which she and three ferent races eased a bit” as stu- these policies and practices and articu- friends, all of them African American, dents engaged with each other and lated a set of principles to guide future were denied admission to a college fitness agreed to find ways to improve the cam- r e f o r m s . center by the center’s director when they pus climate for all While this effort was a crucial first could not produce their student identifica- students. step, Pathways leaders recognize that tion. Hosea-Davis and her friends sug- “Edgewood Students Discuss Race in the next year they will need to focus gested in a campus e-mail that the direc- Relations,” by Karen Rivedal, Wi s c o n s i n almost exclusively on communications tor’s action may have been racially State Journal, March 26, 2004. efforts. To affect real students and real schools, and to generate sustainable, systemic change, Pathways leaders will need to persuade policy makers, edu- cation leaders, and teachers to imple- Mi s s o u r i think this ment research-based practices like Over 700 students walked out of Clayton had an those summarized in A Shared High School on May 18, 2004 to show sup- impact. . . . A g e n d a. port for continuing the desegregation pro- It made us Using what experts refer to as gram in St. Louis County. The walkout came feel we had “social marketing,” Pathways leaders a day after the fiftieth anniversary of the a voice, that will direct the project’s communica- U.S. Supreme Court’s ruling that declared we could tions efforts toward both educational separate schools unequal. The Clayton and have an influence.” The three Clayton stu- “providers” (i.e., teachers, policy mak- Mehlville school boards have been debating dents who led the protest said they decided ers, school leaders, and funders) and the future of voluntary desegregation pro- to organize the walkout to make other stu- educational “consumers” (i.e., students grams, which are threatened by decreasing dents more aware of the school boards’ dis- and their families). Communications state funds. One student involved in the cussions. Students spread the news of the efforts over the coming years will work protest said, “Diversity is key. . . . When we walkout through instant messaging, e-mails, to create the political will to implement leave Clayton High School, everything is not and phone calls. During the protest, a peti- the Shared Agenda r e c o m m e n d a t i o n s white. Everything is not black. . . . The vol- tion of support for the desegregation pro- and to motivate students and their untary student transfer program has let stu- gram was circulated and 600 signatures families to engage more actively in dents be exposed to things they would not were collected. the educational system and in college- normally see, not just different ethnic groups “Students Stand Up for Diversity,” by preparatory activities. but students from different economic levels.” Carolyn Bower, St. Louis Post-Dispatch, Another student commented, “I definitely May 22, 2004. 9 Volume 8, No. 1

Media Watch Making Diversity News What Is Social Marketing? Co n n e c t i c u t focused on breaking Social marketing is a term that More than 100 high school students down stereotypes and describes the planning and implemen- around New Haven recently fighting racism and tation of programs designed to bring attended “Moving Beyond di s c r i m i n a t i o n . about social change. It uses commer- Awareness to Action: Breaking Students presented cial marketing techniques to encour- Barriers, Building Bridges,” a spe- essays and poems on age a target audience to take social cial session of the Anti-Defamation League’s diversity and shared their personal experi- action to improve their personal wel- World of Difference Institute. The students ences with the group. Because of this pro- fare and that of their community. who participated in the program, which gram, many students have formed lasting was held at the Jewish Community Center of friendships with one another and have been Strategies for Success Greater New Haven, first met during a sum- empowered to advocate for diversity in their Pathways plans to implement a vari- mer retreat at Quinnipiac University. The schools and communities. ety of strategies designed to achieve teens gathered eight times during the school “ADL Program Brings Students Together its communications goals. It will cre- year to learn about and discuss diversity to Fight Prejudice,” by Stacy Dresner, ate and disseminate resources and issues. The World of Difference program Jewish Ledger, May 28, 2004. toolboxes tailored to key stakeholder groups, along with clear agendas for action. Issue-oriented newsletters will introduce constituents to the implica- tions of key research in the areas of Fl o r i d a college-preparatory courses, gather infor- K-12 Education, Outreach Programs, Staking a claim in diversity education, stu- mation on scholarships and deadlines for College Success and Achievement, dents at Western High School in Davie, college entrance exams, and organize Family/Community Involvement, and Florida, created PRIDE—Promoting community seminars to help families sur- Financial Aid. Relationships In Diversity Education—a vive in the public school system. Several Pathways partners will also plan multicultural club founded to help new for- members of PRIDE said that building new visits with key media opinion leaders eign-born students and their parents adjust relationships is vital to overcoming the ini- and will create media kits, including to the school system, culture, and country. tial feelings of isolation and homesickness sample op-eds and letters to the edi- Paola Urrea, a Colombia-born teenager, experienced by many recent immigrants. tor, that local constituents can tailor to wanted to make sure her experiences “Immigrant Students Form Two their own audiences. Additionally, were not repeated. When she enrolled at Organizations to Ensure the Best Possible Pathways will redesign its Web site to Western High School in 2000, school Preparation for College,” by C. Ron Allen, ensure easy navigability and to incor- administrators and guidance counselors Weston Edition, March 26, 2004. porate a “newsroom” to serve as a chose her classes without consulting her. resource for media professionals. Only weeks before graduation, she dis- covered that she had not been taking the courses required for college. To make sure others will not fall through the cracks, PRIDE members provide advice on Volume 8, No. 1 103 DI VerSI TY STUDENT EXPERIENCE

Linking Student Support with Student Success: The Posse Foundation By Deborah Bial, president and founder of The Posse Foundation

THE POSSE FOUNDATION IS A COLLEGE ACCESS AND LEADERSHIP DEVELOPMENT PRO-

GRAM THAT IDENTIFIES, RECRUITS, AND SELECTS STUDENT LEADERS FROM PUBLIC

HIGH SCHOOLS AND SENDS THEM IN SMALL COHORT GROUPS, CALLED POSSES, TO

TOP COLLEGES AND UNIVERSITIES ACROSS THE COUNTRY. THE GOAL IS TO INCREASE

THE ACCESS AND SUCCESS OF UNDERSERVED STUDENTS AT LEADING INSTITUTIONS. Photo courtesy of Posse Foundation Posse started in New York City in 1989 are succeeding and graduating at a rate these institutions and continuing on to after one student said to me that he never of over 90 percent, demonstrating a senior-level leadership positions in the would have dropped out of college if he direct link between access and success. w o r k f o r c e . had his “posse” with him. It seemed like Each Posse consists of ten students Among the factors contributing to the an incredibly simple idea: Why not send from diverse backgrounds. They are cho- lack of persons from ethnic minority a tightly linked team of students, or a sen because they exhibit outstanding groups and lower-income families at posse, to college? Urban students who leadership and academic potential. The experience the culture shock of an out-of- concept of a Posse is rooted in the belief C O M M U N I C A T I O N

that a small, diverse group of talented The debates over race-based affir- students—a Posse—carefully selected mative action have generated a and prepared for their chosen campuses, large amount of media coverage. can serve as a catalyst for individual and It is possible to build on existing The Scholars are succeeding campus community development. These media interest in a topic to gener- small groups serve as interdependent and and graduating at a rate of ate news stories that focus on interconnected support units within the related programs. For example, over 90 percent, demonstrating institution and help promote students’ reporters might be interested in pro- individual and collective success. a direct link between access grams sponsored by The Posse Foundation that address college and success. Preparing Diverse Leaders access and success by focusing on The Posse Foundation believes that the non-cognitive variables such as leaders of the new century should reflect leadership ability. Reporters fre- this country’s increasingly rich demo- quently will look for angles for sto- state campus would then have a built-in graphic mix. Our nation’s future rests on ries that reframe a much-debated support system. our ability to educate strong leaders from issue. If you have a Posse program Vanderbilt University became the diverse backgrounds who can develop or something similar on your cam- first institution to take a chance on the consensus solutions to complex social pus, consider pitching a story Posse program, which had no history or problems. Currently, neither the cam- about it to your local education record of accomplishment at that time. puses of top universities nor the coun- reporter. To do this successfully you Fifteen years later, The Posse try’s workforce adequately reflect the may need to educate the reporter Foundation has twenty partner colleges changing demographics of the nation’s about why college success, espe- and universities and a stellar record of population. The rising cost of higher cially for traditionally underrepre- success, with nearly 1,000 Posse education and the competition for the sented students, depends on more Scholars graduated or currently highest-achieving students have created than test scores and grade-point enrolled. These young people have won homogeneous campus environments in averages. Suggest that an article over $85 million in leadership and the country’s top universities. In turn, could address the many factors that merit scholarships from Posse partner fewer students from minority and low- contribute to college success. colleges. Most importantly, the Scholars income families are graduating from 11 Volume 8, No. 1

highly selective colleges and universities these students tend to leave school at a 2. The Eight-Month Pre-Collegiate are the narrow parameters of the selec- higher rate than their white and upper- Training Program is a critical element tion process. Two critical factors for income counterparts. Many universities in the success of Posse students. Posse acceptance into top institutions are high recognize the lack of racial and cultural Scholars meet weekly as a Posse for standardized test scores and an excellent diversity as a problem. Most universities two-hour workshops during their academic background from a strong high routinely seek ways to recruit and retain senior year in high school. These school program. While these sound like underrepresented students. The Posse meetings with trainers focus on team- reasonable criteria for measuring aca- Foundation offers an effective model for building, cross-cultural communica- demic potential, they unnecessarily nar- improving the pathway to and through tion, leadership, and academic excel- row the pool of young people who could college. lence. In addition, Posse’s Writing succeed at the best schools. The criteria Posse advances three major ways of Program engages lawyers, journalists, also narrow the diversity and scope of addressing some of the challenges of professors, and others to act as aca- abilities represented in selective universi- recruiting and graduating a diverse stu- demic coaches. ties and colleges. Many capable and dent body: 3. Once students are enrolled in college, promising students are unfortunately • Expand the pool from which top col- the Campus Program works to ensure overlooked. leges and universities can recruit. the retention of Posse Scholars and to Compounding the challenges admis- • Help institutions build more inter- increase the impact of the Scholars sions officers face in recruiting a diverse cultural campus environments so that and the program on the campus. student body is the reality of culture they can become more welcoming Every year, Scholars host a weekend- shock for many students. Young people institutions for students from all long PossePlus Retreat that brings from nontraditional backgrounds who backgrounds. members of the larger student body are admitted to selective institutions • Ensure that Posse Scholars persist in together to examine important cam- often report feeling isolated from the their academic studies and graduate pus issues. A mentor meets with Posse rest of the student body. Consequently, so that they can take leadership posi- Scholars during their first two years of tions in the workforce. college, and Posse staff members make regular visits to Scholars, uni- Posse Partners Training for Success versity administrators, and campus Babson College Posse achieves its goals through four pro- m e n t o r s . Bowdoin College gram components that focus on the fol- 4. The Career Program helps Posse Brandeis University lowing critical areas: recruitment; prepa- Scholars make the transition from Bryn Mawr College ration to navigate the collegiate being leaders on campus to serving Bucknell University environment; ongoing mentoring in col- as leaders in the workforce by pro- Carleton College lege, and support for structured interac- viding them with the tools and Claremont McKenna College tion with the broader student body; and opportunities they need to secure Colby College career transition activities. career-enhancing internships and Denison University 1. The Posse Foundation developed an highly competitive jobs. The Career DePauw University innovative system to identify, evalu- Program also develops partnerships Dickinson College ate, and prepare students for the with prominent national and inter- Grinnell College Posse program. The Dynamic national corporations and organiza- Hamilton College Assessment Process (DAP) repre- tions in order to offer unique intern- Lafayette University sents a unique evaluation process ship opportunities. Middlebury College designed to identify outstanding Trinity College young leaders often overlooked by Why It Works University of Illinois, Urbana- traditional college admissions mea- A recent evaluation of The Posse C h a m p a i g n sures. DAP offers students an oppor- Program conducted by The Conservation University of Wisconsin, tunity to demonstrate their intrinsic Company found that the Posse M a d i s o n leadership ability, academic promise, Foundation is identifying highly moti- Vanderbilt University skills at working in a team setting, vated students who can succeed at Wheaton College and desire to succeed. continued on page 13 Volume 8, No. 1 123 DI VerSI TY R E S E A R C H

College Choice and Diversity By Patricia M. McDonough, associate professor of the Graduate School of Education and Information Studies, University of California, Los Angeles, and member of the Research Scholars Panel, Pathways to College Network

WHY DO STUDENTS MAKE THE COLLEGE CHOICES THAT THEY DO? WE OFTEN ASSUME

THAT STUDENTS CHOOSE COLLEGES IN A LOGICAL, METHODICAL FASHION; IN FACT, THE

SELECTION OF A COLLEGE OCCURS IN A VARIETY OF WAYS. ALTHOUGH ACADEMIC

ACHIEVEMENT REMAINS THE MOST IMPORTANT DETERMINANT OF WHETHER AND

WHERE STUDENTS GO TO COLLEGE, OTHER POWERFUL FACTORS COME INTO PLAY,

INCLUDING RACE AND ETHNICITY, GENDER, SOCIAL CLASS, HIGH SCHOOL PREPARATION,

NEAR- AND LONG-TERM ASPIRATIONS, PARENTS, AND PEERS. THE FACTORS THAT CON- Patricia M. McDonough TRIBUTE TO AN INSTITUTION’S ATTRACTIVENESS INCLUDE ITS COMPETITIVENESS,

ENTRANCE REQUIREMENTS, FINANCIAL AID, LOCATION, INSTITUTIONAL REPUTATION, CAMPUS CLIMATE, AND MARKETING.

Early family support and encouragement, undergraduate institution because it has a itarian students tend to be first-genera- both of which are among the strongest “good academic reputation.” Many stu- tion college attendees and tend to enroll predictors of four-year college attendance, dents select their college with an eye in public, regional, and religious colleges spur students to form educational plans closer to home. Those interested in a lib- by the eighth grade. These two elements eral education typically set their sights on are the twin keys to maintaining college selective public and private universities aspirations, sustaining motivation and Students from families with that might position them for access to top academic achievement in high school, low socioeconomic status (SES), graduate schools. These students, most of and actually enrolling in college. whom have college-educated parents, are But a school environment also has a rural students, and women are willing to move away from home. Both powerful influence on students’ college more likely to attend less selective pathways reflect students’ desires for edu- aspirations and preparation. Schools can cational and social mobility. institutions, regardless of their provide incentives by offering a college- Students from families with low preparatory curriculum; a culture which levels of academic ability, socioeconomic status (SES), rural stu- encourages high academic standards; for- dents, and women are more likely to achievement, and expectations. mal and informal communication net- attend less selective institutions, regard- works that promote and support college less of their levels of academic ability, expectations; teachers and counselors achievement, and expectations. This committed to students’ college goals; and toward converting college degrees into trend is most pronounced among stu- resources devoted to counseling and high paying jobs or to better position dents of high ability. Not surprisingly, advising college-bound students. Given themselves for graduate school. After low-SES students are quick to rule out the racially and economically stratified that, however, research has shown that “high-priced” colleges and are sensitive to school systems in the United States, low- race, ethnicity, and social class signifi- college costs and financial aid offers. income students of color are often cantly affect a student’s college choice. deprived of the kind of schools that can Oftentimes, students fall into two dis- Race Matters provide such an environment. tinct subgroups: 1) those who emphasize Several research studies have shown that the utilitarian, instrumental value of a even when achievement is held constant, General Factors Influencing college education—attending college to a student’s racial background is still cen- College Choice increase job opportunities and earning tral to the question of where an individual How do students choose their college? power—versus 2) those who emphasize attends college. While most students get Almost all students say they selected their getting a solid liberal education. The util- into their first-choice colleges, African 13 Volume 8, No. 1

Americans and Latinos are less likely to get In fact, when looking at African- Schools Matter into their first-choice colleges than whites American, Latino, and Asian-American While a high school’s culture and the ade- and Asian-American students. students, individual mentors are often piv- quacy of its college-preparatory course African-American and Latino students otal figures in college preparation and offerings strongly influence college atten- are particularly likely to attend less selec- enrollment. Many of these mentors are dance patterns, very few students of color tive institutions, regardless of their levels teachers. Teacher-student relationships, and low-SES students attend such high of demonstrated academic ability. White especially for students of color, affect schools. Too often, these students are and Asian-American students’ college whether students choose to go to college, enrolled in high schools that fail to meet choices are less dependent upon a finan- what college or type of college they choose, the entrance requirements of more compet- cial-aid offer, yet such an offer is a rela- and the selectivity of college chosen. itive colleges because of shortages of quali- tively strong influence for Latino and There are also interesting variations of fied teachers and counselors, and inade- African-American students. Often, Latinos student choices based on the actual or quate honors and advanced placement and African Americans also place impor- perceived racial atmosphere of the col- cl a s s e s . tance on the religious affiliations of their lege. African-American and Latino stu- Typically, college admissions are repre- colleges. dents and parents, for example, describe sented as if every student had equal Regardless of gender, family income, or tensions between their desire for the best choices. When it comes to K-12 educa- educational aspiration, African-American education possible and their perception tional systems and college preparation, students who select historically black col- of some campus climates as racially hos- however, the options are anything but leges are influenced by mentors, friends, tile and unwelcoming. The perception of equal. Low-SES students and students of and family members as well as by their a dearth of students of color on campuses color need a more rigorous high school religious affiliation with and proximity to influences these students’ and parents’ curriculum, better information about col- the college. Conversely, counselors, teach- college choices. Other research has shown lege costs, better and earlier notification ers, and college representatives influence that underserved minorities who are pri- about financial-aid packages, a critical mass African-American students who choose marily first-generation, college-bound of students of color on college campuses, predominantly white colleges. Social net- students are constrained by a lack of and more affirming campus climates. With works and geography similarly influence knowledge of the collegiate experience, as these factors in place, they might actually the Latino students who choose an well as by a lack of trained professionals begin to have choices about whether and Hispanic-serving institution (HIS). to advise them. where to go to college. ■

Linking Student Support with Student Success continued from page 11 selective institutions despite their lower tutions, including DePauw University in The Posse Foundation plans to expand than average SAT/ACT scores and despite Indiana and Grinnell College in Iowa, its initiative. This year over 4,500 young the fact that they may come from under- have each decided to take two Posses per people were nominated for 223 Posse financed public high schools. The study year (twenty students)—a move that will Scholarships. With sites firmly anchored found that 70 percent of Posse Scholars yield eighty Posse scholars over a four-year in Boston, Chicago, Los Angeles, and have either founded or been president of at period on each of their small campuses. New York City, Posse has just received a least one campus-based organization, club, Posse graduates are making the most of major grant from the Sallie Mae Fund to or academic program. Posse Scholars also the premier educational experiences they open a new site in Washington, DC. The have a significant impact on their cam- receive and are committed to giving back Posse Foundation seeks to increase its puses by hosting annual retreats to discuss to their communities. They become teach- number of partner institutions over the important campus issues, serving as cam- ers, engineers, lawyers, social workers, and next several years to respond to increased pus leaders, engaging actively in the learn- bankers. They are tutoring public high interest. ing process, and speaking on social and school students, joining community initia- For more information visit political issues. The program has been so tives, and returning to The Posse www.possefoundation.org. ■ successful that several Posse partner insti- Foundation as staff. INSAATITUTIONAL LEADERSHIP AND COMMIT- Volume 8, No. 1 143 DI VerSI TY A A C & U N E W S M E N T

Diversity Digest’s New Editor

MARK S. GILES, PH.D., WAS NAMED AS DIRECTOR OF PROGRAMS FOR AAC&U’S OFFICE OF

DIVERSITY, EQUITY, AND GLOBAL INITIATIVES IN FEBRUARY 2004 AND IS THE NEW EDITOR OF

DIVERSITY DIGEST . MARK CAME TO AAC&U FROM INDIANA UNIVERSITY, WHERE HE WAS SERVING

AS SPECIAL ASSISTANT TO THE VICE PRESIDENT OF STUDENT DEVELOPMENT AND DIVERSITY.

In that capacity, Mark assisted the and retain minority and underrepre- school partnerships program, an early Hudson and Holland Scholars sented high-achievers. Before that, he college outreach initiative designed to Programs, which are designed to recruit served as director of the community and promote academic excellence and college aspirations among minority and low- income Indiana middle school students. At Indiana, he also helped to create an DIVSTYer I online diversity course on the dynamics of race and interracial communications, Learning and was the primary researcher for an award winning historical exhibit on the & black experience at Indiana University from 1816 to 2002 (see www.indiana. edu/~oma/AA/entrance.html). Mark has DEMOCRACY’S COMPELLING INTEREST also taught and co-taught courses at the October 21-23, 2004 • Nashville, TennesseE graduate and undergraduate levels in a wide range of subjects: contemporary Conference addresses: Democracy lives up to its aspirations only when issues in higher education, enrollment • reflections on Brown citizens actively take responsibility for its management and underrepresented stu- v. Board of Education success. Higher education can play a pivotal dents, college student activism of the • cognitive and role in nurturing in students a commitment to 1960s, community colleges, the black democratic building democratic and just communities. Civic church in America, and black student outcomes of diversity responsibility also transcends national borders, experience in college. learning encouraging us all to understand the Mark completed his Ph.D. in educa- • connections between intersections between the local and the global. tional leadership and policy studies, with U.S. and global • How can we best educate students to a concentration in higher education diversity understand that learning about and living administration, at Indiana University. • religious pluralism at with difference enhances our collective good? home and abroad His dissertation was on the distin- • immigration, • How can we educate students so they are guished African-American theologian migration, and eager and prepared to contribute to a Howard Thurman. Mark has worked in identity development democratic society's best interests? higher education for the past ten years. • assessment • How can higher education pose new He earned his B.A. in African-American • culturally informed questions about how to foster a commitment studies at the University of Cincinnati, democratic practices to equality, opportunity, and justice for all and his M.S. in college student person- and pedagogies people? nel at Miami University in Ohio. • diversity and Join us in Nashville October 21-23, 2004, to Mark replaces Heather D. institutional change chart the next frontiers of diversity work. Wathington, who left AAC&U to become senior research officer at the ■ Check www.aacu.org for regular updates Lumina Foundation. 15 Volume 8, No. 1

The Right to Learn continued from page 1

The six principles outlined in the report institutions. Alberto Cabrera, Kurt director of The Posse Foundation, shares are: Burkum, and Steven La Nasa highlight the good news of her organization’s excel- • Expect that all underserved students factors that affect college enrollment and lent work. She describes how growing are capable of being prepared to enroll share findings from a research report on numbers of underserved students from and succeed in college a 1980 cohort of high school sopho- urban settings are finding academic success • Provide a range of high-quality college mores. One implication of their research in our nation’s top colleges and universi- preparatory tools for underserved stu- is not shocking: College planning and ties with help from the Posse Foundation. dents and their families preparation should begin in middle The Posse Foundation’s outstanding • Embrace social, cultural, and learning- school. The authors outline several record of success and influence is clear and style differences in developing learning strategies for moving young students growing. Ms. Bial shares the secrets of why environments and activities for under- along the pathway toward successful and how this is true. served students postsecondary experiences. Lastly, Patricia McDonough describes • Involve leaders at all levels in estab- the factors that influence how underserved lishing policies, programs, and prac- and minority students choose a college. tices that facilitate student transitions She notes how factors such as race, socio- toward postsecondary attainment Factors such as race, economic status, high school experiences, • Maintain sufficient financial and college recruitment efforts, and the per- socioeconomic status, high school human resources to enable under- ceptions of an institution’s racial climate served students to prepare for, enroll, experiences, college recruitment significantly shape the college choices stu- and succeed in college efforts, and the perceptions of an dents make. • Assess policy, program, practice, and W. E. B. Du Bois observed that “Of all institutional effectiveness regularly institution’s racial climate the civil rights for which the world has significantly shape the college struggled and fought for 5,000 years, the Rich in useful information, the right to learn is undoubtedly the most fun- choices students make. Pathways Web site provides a comprehen- damental.” Higher education can play a sive summary of the work of the Network significant role in securing that right for and its partners. Visit www.pathwaystocol- children from low-income families and for lege.net to find out more. Michael W. Kirst argues for improving children of color. The Pathways to College the quality of education received by under- Network illustrates how to make democ- Inside this Issue of Diversity Digest served students who attend broad access racy’s promise of equal opportunity avail- Sponsored by the Pathways to College schools. Specifically, Kirst shares several able to all Americans. Now it is up to each Network, this issue of Diversity Digest findings and recommendations from the of us to act on what we know. highlights some of the research that Bridge Project, a six-year national study We hope you find this issue of Diversity informs Pathways. In future issues, we from Stanford University that began in Digest informative and interesting. plan to publish articles that focus on best 1996. Further information about Pathways, its practices and student experiences. M. Christopher Brown’s article focuses research and resources, can be found at Most of the contributors to this issue on African-American student success at his- www.pathwaystocollege.net. are higher education researchers who serve torically black colleges and universities To see AAC&U’s statement on on the Pathways Research Scholars Panel. (HBCUs). His findings reveal interesting “Diversity and Democracy: The Special acknowledgement goes to Barbara data on the significant role of HBCUs in Unfinished Work,” issued after the recent Hill, AAC&U senior fellow, who helped educating and graduating African-American Supreme Court decisions on affirmative contact the contributors and construct the students and on the shifts in where African- action, see www.aacu.org/About/ outline of this issue. American students attend college. diversity_democracy.cfm. Several of the articles identify factors For a practical perspective on access and AAC&U thanks the Pathways to College that affect underserved students’ ability retention strategies for underserved and Network for its generous support for this issue to attend and succeed at postsecondary minority students, Deborah Bial, executive of Diversity Digest. ■ AAC&U Associates About AAC & U EN R O L L M E N T AS AN AAC&U ASS O C I A T E PR O V I D E S an opportunity fo r AAC&U is the leading national association concerned individuals on AAC&U member campuses to promote contemporary liberal with the quality, vitality, and public standing of undergrad- education through participation in the only national organization dedi- uate liberal education. Its members are committed to extend- cated to advancing and strengthening liberal learning for all students. ing the advantages of a liberal education to all students, AAC&U ASS O C I A T E S AL S O RE C E I V E the same member benefits as regardless of academic specialization or intended career. AAC&U Campus Representatives: Since its founding in 1915, AAC&U’s membership has • Liberal Education, AAC&U’s flagship quarterly grown to more than 900 accredited public and private col- • Peer Review, a quarterly briefing on emerging trends and key debates leges and universities of every type and size. focused on a specific topic in undergraduate education AAC&U functions as a catalyst and facilitator, forging • Diversity Digest, a periodical designed to communicate the educational links among presidents, administrators, and faculty members value and success of diversity initiatives who are engaged in institutional and curricular planning. Its • On Campus with Women, an electronic periodical about women in mission is to reinforce the collective commitment to liberal education at both the national and local levels and to help higher education, focusing on issues and trends affecting academic lead- individual institutions keep the quality of student learning ers, faculty members, staff, and students. at the core of their work as they evolve to meet new economic • AAC&U News, an electronic newsletter featuring innovations at and social challenges. AAC&U member schools, opportunities for participation in initiatives Information about AAC&U membership, programs, and and meetings, and other valuable resources publications can be found at www.aacu.org. ASS O C I A T E S PA R T I C I P A T E IN AA C & U by writing for our journals and Web sites, leading workshops and meeting sessions, sharing and using From AAC&U Board Statement AAC&U resources on campus, posting campus information in AA C & U on Liberal Learning Ne w s , and planning or attending conferences. AAC&U believes that by its nature...liberal learning is global and pluralistic. It embraces the diversity of ideas and AAC&U ASS O C I A T E S PA Y ON L Y $50 PE R CA L E N D A R YE A R . experiences that characterize the social, natural, and intel- TO EN R O L L visit www.aacu.org, e-mail [email protected], or call lectual world. To acknowledge such diversity in all its forms Esther S. Merves at 202.884.7435. is both an intellectual commitment and a social responsibil- ity, for nothing less will equip us to understand our world and to pursue fruitful lives.

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