Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs

Autor/inn/en	Green, Joseph M.; Bedeau, Koren A.
Titel	Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs
Quelle	In: Higher Education Studies, 10 (2020) 4, S.131-140 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Student Diversity; Inclusion; Undergraduate Students; Educational Policy; Graduation Rate; First Generation College Students; Minority Group Students; Low Income Students; Disproportionate Representation; Academic Achievement; Achievement Gap; Federal Programs; Access to Education + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America's five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01