Posts Tagged: underserved students
Achieving equitable access to college for communities of color and recognizing and protecting institutional autonomy and freedom to construct a diverse campus that generates educational benefits for its students have been critical goals for ACE throughout its history.
New fellowship opportunities for undergraduate and graduate students conducting research relevant to Native American communities and organizations is the latest result of Northwestern University’s (IL) efforts to address and rectify the historical mistreatment of Native Americans.
A recent report from the Georgetown University Center on Education and the Workforce asserts that admissions practices and growing funding gaps are splitting the public higher education system into two unequal tracks separated by race.
A decade after the Great Recession, the Economic Innovation Group assesses the economic recovery of U.S. communities defined by zip codes, counties, cities, and congressional districts and ranks them from prosperous to distressed.
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.
A University of North Carolina, Chapel Hill professor redesigned her class to help close achievement gaps between minority students and white students as well as first-generation students and continuing-generation students. Her method, inclusive teaching, was recently featured by The Chronicle of Higher Education and is taking off among her Chapel Hill colleagues and beyond.
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.
What would it take to achieve high levels of postsecondary student learning across all cultural groups and different levels of academic preparation? Margery Ginsberg proposes a “motivational framework” to redress persistent disparities in learning and completion among historically underserved learners.
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 in the latest post in the series, “Campus Climate and STEM Success.”
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.
EAB recently released a report that reveals the growing importance of the success part-time students who are attending community colleges.