New Report Draws Attention to the College Experiences of LGBTQ Students

A new report from the Williams Institute draws attention to the challenges students who identify as LGBTQ face compared to their non-LGBTQ peers. These challenges—especially for students with intersecting identities—may impact LGBTQ students’ academic journeys, mental health, and sense of belonging.

U.S. Strategic Innovative Competition: Why Inclusivity Is Important to STEM Success

Two new reports offer insights into recent legislative efforts that could impact science, technology, engineering, and mathematics (STEM) education and equity.

Organizing Shared Equity Leadership: How to Structure the Work

As college and university campuses continue to work to transform themselves into more equitable, just, and anti-racist spaces, leaders are grappling with the best ways to undo entrenched structural inequities. Elizabeth Holcombe and Adrianna Kezar of the Pullias Center for Higher Education look at the different shared equity leadership models that can help your campus move forward.

New Report Highlights the Inequity in Black Women’s Experiences With Student Debt

A new report released by The Education Trust sheds light on how Black women experience student debt and offers policy suggestions to make college more affordable for future students. This report is the first in a series of four reports forthcoming from The Education Trust using data from the National Black Student Debt study.

New Brief Sheds Light on the Challenges Facing Native College Students, Urges More Support

A new brief from the Hunt Institute presents the current landscape for Native students in U.S. higher education, the need for more interventions to ensure their success, and recommendations for future action.

New Report Assesses Cultural Competence at the United States Coast Guard Academy

Over the last year, the National Academy of Public Administration (NAPA) has conducted research to assess the cultural competence of cadets, faculty, and staff at the United States Coast Guard Academy (USCGA). This research was mandated by the Coast Guard Academy Improvement Act, part of the National Defense Authorization Act.

Report Finds Lack of Representation for Women and Women of Color in the U.S. University Presidency

Title: The Women’s Power Gap at Elite Universities: Scaling the Ivory Tower Authors: Andrea Silbert, Magdalena Punty, Elizabeth Brodbine Ghoniem Source: Eos Foundation-The Women’s Power Gap Initiative and American Association of University Women A recently published report offers insights about women, particularly women of color, in the U.S. university presidency. The authors of this report… Read more »

Essay Examines Expansion of Test-optional Admissions Policies

A new essay from the Urban Institute analyzes the expansion of test-optional college admissions policies during the COVID-19 pandemic.

Admissions Lotteries Can Contribute to Inequity and Challenges for Students of Color, Low-Income Students, and Men

A new report analyzes how lotteries with minimum thresholds for grade-point averages (GPAs) and standardized test scores do not lead to increased access and more equitable outcomes, especially for students of color, low-income students, and men.

A Matter of Racial Justice: New Report Explores How Black Borrowers Experience Student Loans and Debt

The Education Trust, in partnership with Jalil B. Mustaffa, Ph.D., recently released a new brief that centers the lived experiences and perspectives of nearly 1,300 Black borrowers.

Declines in Faculty Diversity During the Great Recession: Lessons for Faculty Hiring During COVID-19 and Other Crises

A recently published article offers insights on how times of crisis impact faculty diversity related to gender, but in particular race and ethnicity.

Exploring the Paradox: New Report Analyzes Equity Gaps in Credit Completion for Adult Learners

The Council for Adult and Experiential Learning (CAEL) recently released a new brief that investigated the gaps in equity surrounding prior learning assessment/credit for prior learning (PLA/CPL) for Black and lower-income adult students’ credential completion.