Matthew Lynch published in HBCU's, Higher Education November 12, 2015

Some HBCUs struggling with NCAA academic requirement

A new NCAA requirement that governs if a college or university’s athletic teams will have the ability to compete in the postseason is hitting some HBCU’s pretty hard.

The Academic Progress Rate, or APR, is the rule that the NCAA uses to “hold institutions accountable for the academic progress of their student-athletes through a team-based metric that accounts for the eligibility and retention of each student-athlete for each academic term,” according to diverseeducation.com.

This new rule makes it so that all Division 1 schools would be judged by the same APR.

That’s a mouthful.

But APR is judged in four-year periods, so some of the HBCU’s facing expulsion from postseason play are being judged on academic performance starting in the 2013-14 school year.

According to diverseeducation.com, some of the schools that may be on the outs are Florida A&M University, Savannah State University, and Prairie View A&M University. There are 7 HBCU’s with teams facing penalties.

In an effort to comply, those HBCUs, and other schools, are seeking a deferment of at least one year so that they may show improvement in “their performance in the classroom.”

Also–the NCAA gave “limited-resource institutions” “more flexibility to meet the APR standards.”

Still, with HBCU’s already low funding and state legislatures slashing money that goes towards higher education, some of them were bound to struggle.

Hopefully the NCAA grants the APR extension that will allow these HBCU’s to comply with the order. Disrupting athletic programs could mean some serious financial and morale consequences on the HBCUs involved.

Read all of our posts about HBCUs by clicking here.

Matthew Lynch published in HBCU's, Higher Education November 6, 2015

How much trouble are HBCUs really in?

According to essence.com, the plight of HBCUs is quite serious. From finance issues to declining graduation rates, some of the latest stats regarding how well, or maybe bad, HBCUs are doing is quite alarming. How much trouble are HBCUs really in?

By way of of a study published in Newsweek, “fundraising is a major problem for HBCUs.”

The study gives a comparison of the two of the nation’s “richest” schools in terms of how they are sectioned. Howard University receives nearly $590 million from the government, which on the surface, seems like a lot of money.

But compared to the funding that Brown University receives, Howard is dwarfed. Brown is on the receiving end of over $3 billion in government funding each year.

Brown has a bustling alumni base that donates generously. Not saying that Howard doesn’t as they certainly have proud alumni. Yet the differences are hard to miss.

Moving further along in the study, a new book suggests that HBCUs are seriously on the way out. There are currently 104 HBCUs, but as the book predicts, that number will dwindle down to just 35 soon.

Then there is the declining graduation rate and enrollment numbers at HBCUs and the peril is nearly tangible.

Presidential candidate Hillary Clinton has a plan to underpin HBCUs by funding them with over $25 billion. That still may not be enough.

Some of our nation’s best minds have come out of HBCUs. Saving them should be at the top of our list of educational priorities and we should fight to find new ways to make these schools relevant.

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Matthew Lynch published in Diversity, Equity, HBCU's, Higher Education, Matthew Lynch November 4, 2015

Black Men and College Advantages: Fair or Unfair?

There’s no denying that the numbers are dismal when it comes to black young men who attend and graduate from colleges in the U.S. Statistically speaking, black men have the lowest test scores, the worst grades and the highest dropout rates – in K-12 education, and in college too. The school to prison pipeline is a real phenomenon, with state prisons systems determining their future populations with stunning accuracy based on fourth-grade reading assessment scores. The recognition of this educational crisis has led to some strong initiatives targeted at young black men with the intention of guiding them through the college years and to successful, productive lives that follow.

Any college initiatives targeted at a particular group of people are bound to see some push-back from those who are excluded. Despite the obvious need for college incentive programs for the young black men of the nation, there are plenty who complain about the special treatment these young men receive. Even highly-regarded institutions like Stanford University have alumni who have spoken out against affirmative action practices, pointing out that instead of eliminating racial discrimination, these initiatives have actually led to reverse-discrimination on college campuses.

A Gallup Poll found that 67 percent of Americans are against any type of special treatment when it comes to admittance to college based on ethnicity or race, favoring instead a system that admits students based solely on merit. The belief that black, and other minority, college students who are given special considerations for admittance and financial aid are somehow stealing opportunities from other deserving students is certainly widespread and gaining traction.

Black Women Cry Foul

Perhaps the most surprising of those who are vocally against the increasing amount of financial, mentoring and other college transitional services for black men are black women. On the surface, this would appear to be a detrimental activity. Isn’t the fight for equality and opportunities for black men really a fight for all black people? If you ask the black women who are angered by the initiatives available for their counterparts, that answer is “no.” Where is the love for black women with college aspirations – many of whom fall into disadvantaged categories themselves?

Programs like San Jacinto College’s Men of Honor target black male college students with life programs that not only aid in college graduation, but in the development of life skills and networking opportunities. The TRUMPET program implemented at Northeastern Technical College has increased the retention rate for black students from around half to nearly 90 percent. Programs like these that focus on guiding black male college students through the process appear to be working, but is it at the detriment of female black college students?

Why DO black men seem to be hogging all the college initiative programs?

Less Need for Intervention

The truth may lie in the success of black women in college settings without an overwhelming amount of extra help. Black women are enrolling in college at a higher rate than any other group, and black men graduate from college at a rate that is two-thirds lower than their female peers. Black women appear to be a victim of their own successes, it seems, when it comes to being targeted for help to get through college. Of course there are college incentive programs for black women – from on-campus initiatives to United Negro College Fund options – but the overall spotlight seems to favor black men where college encouragement is concerned. And the women resent it.

So what is it about the young women of the black community that seems to inherently better prepare them for the college setting – without as much of an external push to succeed as the black men? What is so different between a sister and brother raised in the same household that leads the female to prioritize college, while the male needs someone else to prioritize it for him?

It can all be traced back to the contemporary setup of black families. You can call it stereotyping or overgeneralizing, but 68 percent of black women who gave birth in 2012 were unmarried and 48.5 percent of black children grow up in single custodial home, with the overwhelming majority of those parents being mothers. The divorce rate for black families is higher than for white or Hispanic families. More black children grow up without the influence of their fathers than any other demographic.
As a result, black women tend to grow up with strong female role models who emulate independence and a self-sufficient lifestyle. These single moms go out and get the job done every day, and as their daughters get older, they realize that there is a better life outside of these constraints – and that college is the path that will get them there. The young men, though seeing the same role models from their mothers, do not have a male version to look up to in many cases.

Which is why college motivation within and without the black community is so vital for these young men. At this point in the nation’s history, they are in the greatest need for the lifestyle change that higher education can provide, and not just for individual growth but for the benefit of the entire nation. Black women, presumably tired of carrying the load for their community, may not be able to see beyond what they perceive as unfair when it comes to their personal circumstances to the long-term goal of a stronger black community. So while the negative feelings of black women college students regarding the advantages afforded their male peers are founded, a look at the long-term benefits of these male-centric initiatives on college campuses may change their perspective.

Matthew Lynch published in HBCU's November 3, 2015

Report: HBCU students better prepared after graduation than peers

A new Gallup-USA Funds Minority College Graduates Report shows that “HBCU graduates are more likely to prosper after graduation than students who graduate from non-HBCUs.”

The news comes as HBCUs are under scrutiny for effectiveness and if black students are better served by attending Predominately White Institutions (PWI).

Some HBCUs are struggling to survive due to debt but this report shows that the product being produced at America’s predominately black colleges and universities is pretty good. For anyone who has been lauding the relevancy of HBCUs for some time now (like me), this is music to our ears.

The study found that over 50 percent of HBCU graduates who were surveyed viewed their prospects after graduation as positive while just under 30 percent of black graduates from PWIs viewed them as positive.

Again–all good news for soon-to-be graduates and for the health of HBCUs. Of course, there is always a ‘but’ when studies are released.

“The report found that four in 10 black HBCU graduates are more likely to thrive financially while fewer than three in 10 black graduates of other schools can say the same.”

That news is likely tied to the overall health of the economy and how graduates may find their place in an ever changing workforce. I’m also not sure what the definition of “thrive” is in this case. There is a difference, I think, in being comfortable or being affluent.

Overall, though, this news is great for HBCUs and the students who attend them. The report found that graduates from HBCUs are better emotionally, have stronger relationships, and are more goal oriented as well.

Read all of our posts about HBCUs by clicking here.

Matthew Lynch published in HBCU's, Higher Education, list, Matthew Lynch October 21, 2015

3 Initiatives Designed to Help Minorities Succeed in College

It seems that graduating from high school is no longer the end goal of P-12 learning – earning a college degree has replaced it. By 2018, 60 percent of jobs will require a college degree. On Monday, I wrote about the nationwide average high school graduation rate being 80 percent – which is admirable but also means that at least 1 in 5 kids won’t make it to college classes. When you factor in the high school graduates that bypass college completely, it seems that at some point America’s workforce will simply not be able to meet the demands of its employers. When it comes to minorities who graduate high school and are ready for the rigor of college coursework, numbers are bleak.

A new report from the College of Education at the University of Arizona found that less than 1 in 10 minority high school graduates in the state are adequately prepared for college. Non-minority students are not much better off though, with only 2 in 10 prepared for college after graduating from high school. A rise over the past 15 years in minority students in elementary and high school in state, as well as economic disparities between students of color and their white peers, are cited in the study as drivers behind the high school graduation-college readiness gap.

There are several methods that have been proposed to help minorities have better access to education. Here are just three of them.

College scorecards and higher affordability. In 2014, Obama proposed the implementation of a rating system that would provide the general public with greater details about the total cost, graduation rates and alumni earnings of individual colleges and universities.

The program has since been nixed thanks to opposition from lawmakers and university heads, but the idea was that students choosing schools with higher ratings would have more access to Pell Grants and affordable loan programs. The plan was twofold in nature – first, getting more useful information into the hands of consumers and second, providing better affordability for young people who seek out higher education.

The rising cost of a college degree has been a concern of the Obama administration throughout both terms in the White House. College graduates in 2010 left their schools with an average of $26,000 in debt, leading to higher student loan debt in America than credit card debt. In order to reach his goal of leading the world in percentage of college graduates by 2020, Obama has been vocal about lowering the cost of the college process and providing more targeted, useful programs that address the needs of the economy.

This new “college scorecard” proposal was meant to one more step in that direction. Like public K-12 schools, colleges would be held more accountable by the federal government and would be compared to each other through data that truly matters.

Numerous publications claim to have the perfect formula in place for ranking the “best colleges and universities” based on a variety of factors but none are officially sanctioned by the government. The President’s ranking plan would avoid the fluff of other rating systems and address the core of educational matters: cost, graduation success and chances for achievement in the career that follows. These are the real stats that all students, whether recent high school graduates or those returning to campus for the first time in a few decades, need to make informed decisions.

In terms of minority students, the college ranking plan would have been beneficial. Though minority college student numbers are rising, 61 percent of college students in 2010 were considered Caucasian in comparison to just 14 percent Black students, 13 percent Hispanic students and 6 percent Asian or Pacific Islander students. Based on these statistics alone, minority students are at a disadvantage when it comes to attending and graduating from college. Every student situation is different but the cost of college and accompanying loan interest rates certainly play into the unbalanced collective college population.

This idea will not be implemented, but it’s still easy to see how a rankings system that effectively provides more grant money and more affordable loan options to students will make the dream of a college education a reality to more minorities. As more first-generation minorities attend colleges, choosing schools with high graduation rates (many of which likely have strong guidance policies in place) and good job placement will mean more career successes.

Online class offerings. Each year online learning initiatives become less of a fringe movement and more of an incorporated, and accepted, form of education. More than 6.7 million people took at least one online class in the fall of 2011 and 32 percent of college students now take at least one online course during their matriculation. It is even becoming commonplace for high schools to require all students to take an online class before graduation as a way to prep them for the “real world” of secondary education.

The flexibility and convenience of online learning is well known but what is not as readily talked about is the way distance education promotes diversity of the college population. With less red tape than the traditional college format, online students are able to earn credits while still working full time, maintaining families and dealing with illnesses. Whether students take just one course remotely, or obtain an entire degree, they are able to take on the demands of college life more readily – leading to student population with more variety.

The Babson Survey Research Group recently revealed that while online college student enrollment is on the rise, traditional colleges and universities saw their first drop in enrollment in the ten years the survey has been conducted. This drop is small – less than a tenth of one percent – but its significance is big. A trend toward the educational equality of online curriculum is being realized by students, institutions and employers across the board. The benefits of a college education through quality online initiatives are now becoming more accessible to students that simply cannot commit to the constraints of a traditional campus setting.

Free community college. During his sixth State of the Union address, President Barack Obama spelled out a proposal that would offer two years of community college for free to any student that wanted to take advantage of it. Once enrolled, these students would need to maintain a 2.5 grade-point average, stay enrolled at least half time and be on track to graduate on time to keep receiving the tuition-free access.

This program would, essentially, make the first two years of a college education a basic American right – aligning it with universal access to a K-12 (and even pre-K in some states) education. Of course there would be some requirements for having access to that right and it would not be mandatory, but the basic premise would be the same: free higher education for any American student.

Arguably this plan helps everyone in the long run. More Americans with access to a college education means a stronger economy and less college debt means more money in the pockets of college graduates that they can then pump back into that economy. Proponents of the plan say that it will particularly help minorities when it comes to college attendance because it removes the cost barrier that tends to discourage these groups from enrolling.

What do you think are some other initiatives that will help make more individuals from minority groups ready for college?

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in HBCU's October 8, 2015

Will a degree from an HBCU cover student loan debt?

According to a new report, the starting salary for a new college graduate from an HBCU may not be enough to cover student loan debt.

By way of an article on Chron.com, the class of 2015 is projected to have about $35,000 in student loan debt upon graduation. That’s $7,000 more than what the class of 2013 will owe.

Of course in order to pay back the loan, students have to have jobs that will afford them that opportunity.

So to look at how debt and income will factor into the financial success that students may have post graduation, Edsmart.org found that some students who attend HBCU’s may struggle economically. It is a recipe for disaster when students can’t afford college when they start, OR afford to pay it back when they graduate.

The report shows that the average starting salary for new graduates out of Bethune-Cookman University comes in at just $38,700. That’s just $3,000 more than the average debt that students may carry, but the in-state tuition and fees for BCU is a reasonable $14,410.

It gets even better if students attend Florida A&M University. Tuition for in-state students is just $5,785, $17,725 for out-of-state, and students project to make a little over $42,300 after graduation.

Other schools where students can expect to earn more include Xavier University, Howard University, Hampton University, and Tennessee State University.

While the salaries vary, and so will the debt per student, knowing that your earning potential fresh out of college may hover around $50,000 per year may take the sting away form having to pay the government back for your education.

Read all of our posts about HBCUs by clicking here.

Matthew Lynch published in Diversity, Equity, HBCU's, Higher Education, Matthew Lynch, September 24, 2015

Beyond Athletics: Three Other Ways to Recruit Minority College Students

We’ve all heard the fairytale stories before: a minority kid from a tough neighborhood gets a shot at a college career because he or she is recruited for a particular sport. Not only do these athletes get to show off their physical talent, but they get a college degree and a more promising future in the process. Listen, I’m all for athletes landing athletic scholarships if it means that more minority college students earn a college degree. But I also know that stories like these, while intentionally heartwarming and media friendly, do not represent the vast majority of minorities with college aspirations. Athletes get a lot of the attention, but if colleges and universities are truly committed to diverse populations of students then they need to put the steps in place to make it easier for all minorities to earn a college degree.

A few of the areas where I think universities could improve on minority programs and recruitment include:

Arts recruiting.

Just as scouts go out and recruit the best basketball or football players for teams, the same should happen with minority students who show promise in the arts. Theater, musical performance, sculpting, painting, film studies and even creative writing – minority students who have talent in these areas should be given attention and invited to college programs. Why arts programs over more practical careers in STEM or healthcare? Minority students with arts passions often feel forced to abandon them in favor of immediate jobs or things that are simply not their passions. Arts careers are considered “silly” for white peers, but almost irresponsible for minority students. This should change and colleges should take the lead on it.

Mentorship programs.

There are some minority students who come from a home where one or both parents are college graduates but those odds are lower than their white peers. All first-generation college students face different challenges and expectations than those for whom college acceptance, success and graduation has always been expected. During the recruiting process, colleges should tout their mentorships programs and make sure minority and first-generation students are aware of the support they will receive when they decide to attend. As much as possible, these mentorship programs should work on matching students based on race, gender and career industry – though aligning all of that is admittedly difficult. Using the same mentor for several students is an option. Particularly in the case of minority students, mentors are generally overjoyed to be able to help a young person succeed. Colleges just need to be asking for that help and then expressing that it exists to their potential minority students.

Creative financial aid.

College is expensive and for students who have to pay for it on their own while supporting themselves, it can be overwhelming. There are no shortage of loans that students can take out to help finance their college careers, but saddling them with debt before they even set foot in the work world can be a recipe for disaster. Colleges that truly want a diverse population of students who succeed after graduation should look into adding more minority scholarships. The “pay it forward” college payment system that is implemented in certain states like Oregon should be considered for wider adoption, especially when it comes to attracting minority and first-generation students to college campuses. College does not need to be completely free in order for more minorities to attend and graduate. It does need to be affordable, though, and that takes some thinking out the normal financial aid box.

Athletes who earn college degrees are certainly inspirational but they are only a small portion of the minorities who want the type of education a college or university can provide. If we really want equality on our college campuses then it will take more than touting the success of our minority football, basketball and track stars. We need to find ways to translate that same success across interests and disciplines, and to give those students the support they need to truly succeed. Part of that process is to make college more affordable for all students. Another piece of that puzzle is targeting areas that are often overshadowed by athletics, like the arts. By understanding the true picture of what potential minority college students are like, colleges and universities can get more of them on campus or enrolling online.

How do you think more minority college students can be recruited?

Matthew Lynch published in HBCU's, Higher Education September 16, 2015

HBCU Insights: A social justice toolkit for university administrators

A column by Dr. Larry Walker

Throughout their history historically Black colleges and universities (HBCUs) have been incubators for social change. Alumni, faculty and students including John Lewis and Rosa Parks left an indomitable footprint, which continues to inspire political leaders and activists. During the Civil Rights Movement students from North Carolina A & T, Shaw University and other HBCUs took stances on important issues to fight economic, political and social disparities. While students at HBCUs rallied to change conditions in the United States students at predominantly White institutions (PWIs) also fought against racial and gender discrimination during turbulent times. Unfortunately, incidents including the deaths of students from South Carolina State University, Jackson State and Kent State University represent a cautionary tale for college administrators.

Each tragic event highlights the delicate balance between individual rights, social activism and government intervention. The Neo-Civil Rights Movement spurned by issues including #BlackLivesMatter, immigrant, transgender and women’s rights are reshaping the political landscape. HBCU administrators have to be prepared to address a variety of issues without alienating subgroups. Maintaining a collegial environment that respects the rights of faculty and students to organize and protest is paramount. Members of the university community may support a platform, which is inconsistent with the institution’s policies. Determining how to handle socially delicate topics during politically challenging times is difficult yet some HBCUs have succeeded.

Over the last few months HBCUs including Coppin State University, Harris-Stowe University and Morgan State University stood steadfast despite the events following the deaths of Michael Brown and Freddie Gray. For example, Harris-Stowe facilitated a dialogue among faculty and students, Coppin State helped to clean up West Baltimore and Morgan State University recently convened a task force “Gray Days, Better Tomorrow” to address systemic issues in Baltimore. In each case administrators heeded the call to help transform communities with limited political capital.

Although some HBCUs have taken steps to eliminate economic and social inequities administrators have to continue to work closely with faculty members, students and alumni committed to important causes. Adopting proactive policies that are community centered can mediate philosophical differences between student and administrative leaders. To prevent short and long term problems post-secondary institutions should consider the following:

Cultivating relations with student leaders- Ensuring administrators, faculty and students have an open line of communication is critical. School administrators have to take time to seek out campus leaders before an on or off campus event negatively impacts the campus community. Students recognize when school leaders are ignoring their concerns. Hosting campus wide meetings that allow individuals to discuss pertinent issues creates a sense of trust.
Utilizing social media- Recently students at Howard University took steps via social media to address systemic issues including financial aid, school infrastructure and customer service. #TakeBackHU was a trending topic on Twitter and led Howard University President Frederick to address concerns from students. Dr. Frederick assured members of the Howard community that he was committed to addressing issues, which began before his appointment. The efforts by campus leaders to fight for change highlight the power of social media. Topics on Facebook, Periscope, etc. can generate discussion that shapes local, national and international concerns. HBCU administrators including Dr. Walter Kimbrough, (the Hip Hop) President of Dillard University has an active presence on Twitter and communicates with alumni, faculty and students. Dr. Kimbrough embraces social media during a time when more administrators recognize its importance. It is critical that HBCU presidents follow Dr. Kimbrough’s example and continue to communicate with the campus community to avert issues that could disrupt learning.
Maintaining an active presence on campus- HBCU presidents have to take time to interact with alumni, faculty, staff and students. Developing strong relationships can build social capital, which administrators can use at critical junctures. Meeting with members of the campus community during homecoming, graduation and other events is not enough. Students, faculty and national leaders respect administrators including Dr. William Harvey, President of Hampton University, because of his ability to build coalitions. Throughout his tenure Dr. Harvey has worked collaboratively with faculty to increase funding for research, lower student attrition rates and work with the local community. Administrators should use Dr. Harvey as a template to ensure they develop relationships that can survive turbulent times.
Recognize emerging trends- Administrators including former Xavier President Dr. Norman Francis recognized that there was a need for more African-American doctors. Currently, Xavier leads the nation in producing African-Americans students that are admitted and graduate from Medical School. The statistic is noteworthy because Xavier does not have a large endowment or educate students from predominantly affluent families. School leaders have to anticipate how national and international issues will impact the campus community. Students may support efforts including #BlackLivesMatter which seek to address police misconduct. Taking a proactive approach could prevent problems between students and administrators from engulfing the campus community.

HBCU administrators have to work with the local community, faculty and student leaders to create a healthy environment that supports efforts to address economic, political and social issues. Ensuring university leaders are active on social media would allow students to interact with officials in real time. The events at Howard University highlight the importance of communicating with students to address legitimate concerns. Cultivating relationships with students can prevent important social issues from negatively affecting the campus community.

Read all of our posts about HBCUs by clicking here.

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Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.

Matthew Lynch published in Bullying, Diversity, Equity, HBCU's, Higher Education August 26, 2015

Do LGBTQ students feel safe on college campuses?

According to AmericanProgress.org, over 70 percent of LGBTQ students “reported experiencing sexual harassment, compared with 61 percent of non-LGBT students.”

To compound the issue, many college campuses are still in the slow process of growing to become more inclusive regarding the needs of students who identify as LGBTQ.

The report featured on AmericanProgress.org also suggests that some college campuses “may not include certain sexual acts in their definitions of rape” because “the perpetrator is of the same gender as the survivor.”

What an awful feeling knowing that the college that one attends is insensitive to the needs of its students, specifically those within the LGBTQ community.

It’s vital that students have a sense of safety while on campus. It’s supposed to be a place of freedom, a space for creativity, and an educational asylum. When those protections are removed or never placed at all, students are left vulnerable.

LGBTQ students looking for colleges to attend that make safety paramount should look to AffordableCollegesOnline.org‘s new guide, “LGBTQ Resource for College Students.”

The guide features an array of resources for students to utilize, but also offers a way for students to find supportive campuses that are “more welcoming and supportive.”

There are two diversity experts featured in the guide and both are interviewed on the subject of student safety, recommendations for LGBTQ students, and much more.

In essence, it is a total resource of comfort for LGBTQ students to utilize when looking for the school that closely fits their wants and needs.

For more information on the LGBTQ Resource for College Students,” please visit www.AffordableCollegesOnline.org.