Higher Education

Matthew Lynch published in Equity, Higher Education, Policy & Reform

What Will Obama’s Legacy be when it Comes to Diversity on College Campuses?

With less than two years left in office, President Barack Obama still has a lofty agenda when it comes to education in America. From supporting wider access to universal Pre-K all the way up to a proposal for two free years of community college for everyone, President Obama has taken an immersive approach to education that challenges the status quo. When it is all said and done, what will President Obama’s college diversity legacy look like?

More people of color in college leadership positions

Though he has not introduced any official legislation that demands more people of color in leadership spots, the President’s mere presence in the nation’s highest position has paved the way for others to step up in their own industries. I predict a steep rise in minority faculty members, deans and college presidents in the coming decade due indirectly to the example set by this President. His push for more minority graduates will also mean more minority college leaders being fed into university systems.

More minorities graduating from college

The rate of students entering colleges across the nation was already at a record-high when President Obama took office, but so was college debt. Between unchecked student loan interest rates and for-profit universities recruiting non-traditional and minority students without the right support programs in place for those students to graduate, the college landscape had become ineffective for many of the nation’s students. In his tenure, President Obama has worked hard to make the cost of college more affordable, through more federal Pell grants and more federally-backed student loans, as well as loan repayment programs that offer caps on income or loan forgiveness clauses. This has helped all students but an argument can be made that making college more affordable will prove a long-term improvement when it comes to minority graduates who were deterred by the high cost in the first place.

Specifically, President Obama has put minority-friendly programs in place like My Brother’s Keeper that address the specific problems that particular groups face when it comes to obtaining an education. He has also made K-12 schools more accountable for getting their students college-ready with federally-funded incentives like Race to the Top, which focuses on closing the achievement gap between white and minority students. In order to feed colleges more minority students who are ready for the tasks, the grades that come before the college years must be considered – and the President seems get that, and to have a good grasp of the bigger picture of what a college education means for minorities.

More high-skilled minorities in the workforce

With his proposal for tuition-free community college for the first two years for all students, President Obama is ensuring that this next generation of high school graduates will be able to elevate their educations beyond the K-12 years. This applies to all students, but here again is a point where minorities will benefit most. By essentially making the first two years of a college education an extension of the high school years, with some performance requirements attached, minorities will not face the financial roadblock that often accompanies entering college right after high school. Perhaps the area where minorities will see the biggest boost if this proposal becomes law is in the portion that will allow older students who never completed college right after high school to go back to school too. Non-traditional minority students will not have to go the for-profit college route to return to school or find a way to carve out tuition to community colleges from household budgets.

President Obama has always been outspoken about his goals of breaking down barriers in the way of minorities who want to obtain a college education, particularly young men of color. As he completes his term in office, I expect to see him confront these initiatives with even more aggression to cement his legacy as a President that worked hard to improve the diversity on American college campuses.

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

  • no reactions
0
Share
Matthew Lynch published in Education News, Higher Education

Higher education in Louisiana may be safe after all

Over the past couple of months, many reports have stated that higher education in Louisiana was in serious trouble. With Governor Bobby Jindal suggesting cuts to higher education as high as $600 million, Louisiana State University (LSU) went so far as to draw paperwork to file for academic bankruptcy just in case the state decided to go through with the decreases.

But a little good news emerged from the Louisiana Legislature this week as the House Appropriations Committee approved “a spending plan that favors higher education…”

The plan includes $615 million in new revenue that would save the state’s colleges and universities, including LSU, from having to layoff employees and cut programs and services due to the budget shortfall.

According to NOLA.com, the original plan had the House Appropriations Committee raising close to $1 billion. Because that plan didn’t go through, the House still had to make cuts. Fortunately for higher education, those reductions were redirected elsewhere.

Healthcare funding will “fall $180 million short” and the new University Medical Center in New Orleans is missing close to $90 million due to the lack of state revenue.

One one hand it’s great that the future of the state’s college students will not be compromised due to a budget shortfall but Louisiana’s most vulnerable may be in peril because of bad money decisions by the state’s leaders.

To keep current funding levels for higher education and healthcare, state lawmakers will need to raise revenue by over $1 billion. That’s either bad decision making or terrible leadership.

Partially filling the shortfall this year will only push their budgetary issues further down the road, which will likely place funding for higher education on the chopping block again in the future.

If Louisiana wants a strong and robust workforce, I hope they’ll find ways to ensure the health of higher education without slashing healthcare funding to keep it.

  • no reactions
0
Share
Matthew Lynch published in Higher Education

Reflections of a black female scholar: I know what it feels like to be invisible

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

Cherise Smith, University of Texas at Austin

A new insurance commercial shows comedian Mindy Kaling embracing what it means to be invisible: As Kaling walks down the grocery aisle messily eating ice cream, she uses her “cloak” of invisibility to feel up the muscles of a handsome basketball player.

Kaling, who is of South Asian descent, successfully makes the point of how people look through her, until the punchline arrives: Nationwide Insurance sees her and will take care of her.

As a black female academic, I know only too well what it feels like to have people look right though you. Let me give one instance – from just a few weeks ago, when I felt unrecognized for who I am.

I approached the podium of the lecture hall at the university at which I am a tenured professor. It was the first day of class and the instructor of the previous course was still around, talking informally with her students. Looking around the podium, I noticed that the classroom was not equipped with a computer.

I asked my colleague, whom I did not know, if there was a computer hidden in the cabinet. She proceeded to instruct me: “faculty are provided computers, they bring their computers, and use a dongle to project on the screen.”

Her words told me she didn’t recognize me as faculty; she did not see me as professor.

So, I responded: “This faculty was provided a computer which she has brought. This faculty has not taught in a classroom that is not equipped with a computer before today.”

Without missing a beat, she said, “When the professor arrives, she’ll have the right set up. Are you the teaching assistant?” “I’m the professor,” I told her emphatically. She gave me a confused and befuddled look, before saying “Oh.”

Black academics are almost invisible

What’s the point of this anecdotal evidence, and does it have anything to do with race and gender? I bring this up to illustrate a larger problem which is a huge topic of conversation among black academics and other professionals across the country.

Actor David Oyelowo expressed a larger sentiment, when analyzing the “Selma” Oscar snub (in which only the film’s song won an award but its director and actors were not even nominated) recently, he said:

“We, as black people, have been celebrated more for when we are subservient; when we are not being leaders or kings or being in the center of our own narrative, driving it forward.”

Let me first put things in perspective: a recent American Association of University Professors (AAUP) study shows that around 25% of professors at doctoral degree granting universities are women.

However, according to the Journal of Blacks in Higher Education, at that same level of research institution, African Americans make up less than 5% of faculty and fewer than half of those professors are women.

The small number of African-American women academics makes us mostly invisible: if you can’t see us, you don’t have to engage with us or with our perspectives.

Such episodes have longer term consequences

While episodes of “misrecognition,” as the one that I experienced, may seem harmless, they are actually not so. Psychologists call them acts of “micro aggression.”

Micro aggression sends out messages that have serious long-term consequences
Fist image via www shutterstock.com

Micro aggression is the name given to behaviors that are a result of biases against marginalized groups. Such behaviors often leave people feeling uncomfortable or insulted.

One study states that “micro aggressions result in high degrees of stress for blacks because of denigrating messages: ‘You do not belong,’ ‘You are abnormal,’ ‘You are intellectually inferior,’ ‘You cannot be trusted,’ and ‘You are all the same.’”

The authors conclude that “feelings of powerlessness, invisibility, forced compliance and loss of integrity, as well as pressure to represent one’s group are some of the consequences.”

My colleague’s refusal to “see” me smacked of racial bias, conveyed through an act of micro aggression. My physical package as a middle-aged, professionally dressed black woman did not correspond with her idea of what a professor looks like.

She couldn’t see me as the leader of the class and couldn’t recognize me as a professional equal.

With a few short sentences, and, I assume, without malice, that colleague dismissed my experience, education, and training at the same time that she undermined my authority in front of 60 students.

Ignorance is not an excuse

Often such incidents get attributed to a youthful appearance. Upon hearing the story, my husband tried to point out how the “confusion” happened. Generally a pessimist, he is forever an optimist when it comes to matters of race – likely due to his own Anglo-Saxon background.

“Sweetie, you referred to yourself in the third person rather than in the first person,” he reasoned. “You confused her.” “Besides,” he continued, “you look young.” “Maybe you should take it as a compliment,” he suggested.

The course’s teaching assistant, having watched the entire episode, expressed somewhat similar sentiments. “That happens to me all the time,” she said and suggested her Latina background and youthful appearance, as an explanation.

That I was “misrecognized” might be a function of my outfit and my youthful appearance, she ventured.

I understand that none of us — neither Oyelowo, the Latina graduate student, nor I — is the victim of lynching or Jim Crow-era discrimination. Oyelowo starred in a well-received movie in a lead role.

My colleague was astute enough to see I was part of the university community, albeit as a graduate student rather than as tenured faculty. There was no harm done, and there was no foul play. Right?

Not exactly.

The consequences of such micro aggressions add up: they equal “death by a thousand cuts,” as one colleague calls them. They result in diminished mental and physical well-being, and they are shown to “increase the risk of stress, depression, the common cold, hypertension, cardiovascular disease, breast cancer, and mortality.”

What in academic language is called micro aggression, is, in fact, experienced as “aggression.” This aggressive tendency comes from a shared experience among dominant white culture, namely, a refusal to see the import and impact of racism, as described by Jessica Nelson, Glenn Adams and Phia S Salter, researchers at the University of Kansas and Texas A&M University.

“Although popular and scientific understandings tend to portray ignorance as a lack of knowledge,” the researchers say, “this work emphasizes that ignorance itself is a form of knowledge that makes it possible to ignore or remain unaware of things that might otherwise be obvious.”

As with the law, ignorance is no excuse. Not then. Not now. Not ever.

__________

The ConversationCherise Smith is Associate Professor of Art History at University of Texas at Austin.

This article was originally published on The Conversation.

Read the original article.

  • no reactions
0
Share
Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: The Difference Between Diversity and Equity

The nature of higher education is changing and the student population is changing at colleges and universities across the country. With luck, the promotion of equality in higher education will continue to engender equality in education – not only in terms of student access, actually, but in terms of employment. But how does diversity and equity work out in education – in the practice of teaching in higher education? Given the issues of equality and diversity within education, how, in today’s changing context, can we move on and teach these principles effectively?

To grapple with this issue, I spoke to Dr. Adriel A. Hilton, Director, College Student Personnel Program & Assistant Professor of College Student Personnel at Western Carolina University. Dr. Hilton served as past director for the Center for African American Research and Policy as well as Assistant Vice President for Inclusion Initiatives at Grand Valley State University. He also served as chief diversity officer and executive assistant to the President & Assistant Secretary to the Board of Trustees at Upper Iowa University.

Q: Concentrating on this issue of equality and diversity, first, let’s talk about how they are related. How do you see the relationship between equality and diversity in higher education?

A: I find it interesting that two words with contrasting meanings are used jointly as a way to improve higher education. Equality is synonymous with likeness, uniformity, fairness, and homology; while diversity, on the other hand, means unlikeness, variance, mixed, and heterogeneity. Yet, when the words are synced with higher education, they become mutually beneficial, having a powerful impact.

Much research has been done on the effects of diversity in higher education, concluding it has very positive effects on students. Exposure to diversity—whether it be cultural, race, gender, religion, sexual orientation or those with disabilities—provides students the opportunity to learn about and from each other, resulting in cognitive growth and citizenship.

The equality factor in higher education is to assure all students legally start off on a level playing field. Equity policies have evolved over the years—from the first affirmative action laws in the 60s to the One Florida Initiative of the late 90s to the Student Non-Discrimination Act of 2013. These laws were not intended to give preferential treatment, but are an effort to break down the barriers that discourage underrepresented populations from enrolling in college and suffering injustices in the workplace. These efforts are still widely debated, particularly quotas, but with colleges today focusing on promoting diversity, having some sort of equality policies in place on campus set expectations for students, faculty, and staff. They set standards of respect and call for all students to view each other as equals and for faculty and staff to treat each student, regardless of his or her differences, the same.

Q: Do you think higher education institutions are sufficiently aware of the difference and if not, why not?

A: I would like to think that anyone employed in higher education appreciates equality and diversity and acts accordingly, but I am not that naive—hence the need for equality regulations and policies. Personal experience has proved that people in higher education are human first, with learned prejudices that have been passed down through the generations and of which are hard to let go. It is only through knowledge of and exposure to people of different races, culture, religion, gender, sexual orientation, and those with disabilities, that insight is gained about another person’s lived experiences. Without this knowledge, any degree of empathy, respect, or joy about any person who is unlike us is impossible to understand. When no conscious effort is made to learn about diversity and equality, progress is impeded.

Q: Explain why you feel it is imperative that courses in diversity and equality are included in college curricula.

A: The obvious answer is knowledge about diversity equips our graduates with the tools needed to effectively cope in today’s diverse workplace and global society. We now live in an age where technology has allowed us to easily connect with all types of people from around the world. Sensitivity toward a person’s culture, race, gender, sexual orientation, religion, and disability is an absolute must.

Community service is another motivation for colleges to offer diversity and equality courses. Who better to pass on the importance of a college education to underrepresented teens than someone who has been through the process? When college students serve as role models through partnership programs with local public schools, it can be very fulfilling and even lead to a lifelong passion for community service.

However, the main reason diversity and equality should be taught at the college level is that it helps to develop empathetic, socially conscious individuals. I think former Florida Governor Jeb Bush is a good example of a college-educated, empathetic, and socially conscious, wealthy white male.

According to the NCSL (National Council of State Legislatures) website, when Governor Bush issued the One Florida Initiative in 1999, his intent was to reform college preparation in Florida public schools (P-12) for all students, regardless of race or ethnicity, and to do away with race-based college admissions. He stated in a press release, “With my One Florida Initiative, we can increase opportunity and diversity in the state universities and state contracting without using policies that discriminate or pit one racial group against another.”

According to the Foundation for Excellence in Education (Bush is founder and board chairman of FEE) website “…during his two terms, Bush championed major reform of education in Florida, raised academic standards, required accountability in public schools …created the most ambitious school choice program in the nation …progress is measurable …more high school seniors are earning a diploma …fewer students are dropping out …third through 10th grade students are outscoring 60-70 percent of their peers in all other states in both reading and math.”

Bush recognized a problem, developed a solution, and put it into action. In my opinion, without a strong conviction toward diversity and equity, Bush would not have seen the potential in all students, no matter their class, race, gender, religion, or disability, nor would he have been empathetic or cared enough to want to help the under-served population so they too had a chance to be successful.

Q: What advice would you give to fellow academics and administrators looking to teach diversity and equality and promote it?

A: Be objective. Teach from diverse perspectives – the first-generation Black male, the low-income Hispanic teen, women, disabled Veterans. Tell people’s stories, past and present. Bring in experts to speak. But most importantly, have your students be a part of the discussion by honestly sharing their own experiences, asking hard questions, and having healthy debates so that they become personally vested in the learning process. Finally, initiate community service programs that partner with local schools to get students involved. It is through service that they will be able to see first-hand what a positive impact they can have on the lives of others. Remember, as instructors, our job is to plant the seed. It is the student’s responsibility to take that seed (knowledge) and, hopefully, choose to nurture it and make it grow.

We would like to thank Dr. Hilton for taking time out of his busy schedule to meet with us.

 

 

 

 

  • no reactions
0
Share
Matthew Lynch published in Higher Education, Matthew Lynch

Are Historically Black Colleges and Universities Worth Saving?

If you haven’t been paying much attention to the debate concerning the relevance and effectiveness of historically black colleges and universities (HBCUs), now is the time to sit up and take notice. If you don’t, there is a chance it could soon be too late. Over the last two decades, we have seen the number of HBCUs in the United States sharply decline and this greatly concerns me. Those who believe in the benefits of HBCUs need to stand up and let their voices be heard, before these important institutions are gone forever.

HBCUs are coming under fire for everything from not improving their failing infrastructures to producing lower graduation rates, and more. But we need to take a moment to look at why people should pull together, rally around them, and help them make it through turbulent economic times. HBCUs have helped to educate some of the most prominent African American figures in this country’s history, including Jesse Jackson, Samuel L. Jackson, Martin Luther King Jr., Spike Lee, and Thurgood Marshall, among many others.

HBCUs provide cultural benefits, as well as providing an affordable education. This cultural foundation has been important to the African American community for over a century. Our HBCUs were there, supporting the community and educating our people, long before other colleges would even let them through the door. So are we saying that, just because mainstream American colleges will now let black students in, we should abandon the institutions that supported us and helped us get to where we are today?

HBCUs are a part of African American tradition, going back generations. They were not only there during the struggle; they helped our people get through it! We owe them our support and respect. They were there for us, and it is time, right now, for us to be there for them.

The biggest reason that HBCUs are fading is because they are often lack sufficient funding, which makes it difficult for them to survive. Without adequate funding, they will end up deteriorating and are apt to become a thing of the past. The low completion rate at HBCUs has also been a contributing factor to their demise. But I believe that it is the other way around: the lack of funding has contributed to the lower graduation rates. HBCUs have to deal with the fact that many of their academically eligible students drop out of college each year because their financial needs cannot be met with Pell Grants and other aid. A large portion of HBCUs have small endowments, so there isn’t a huge rainy day fund to tap into when financial challenges arise.

In my home state of Mississippi, I grew up attending athletic and cultural functions at Tougaloo College, Alcorn State University, Mississippi Valley State University and Jackson State University. These universities are sources of great pride and a part of the African American intellectual tradition. Now is the time when people who support HBUCs, including advocates, organizations, faculty, students and alumni, need to rally together to help save this historical piece of African American history. If these groups come together and make their voices heard, we will be able to save these institutions. But make no mistake, if there is no rally, if there is no coming together to let the powers-that-be know that we want them saved, then I predict that they will be gone in 50 or so years. And they will not return. Nobody is going to turn back the hands of time and open another historically black college or university, because it wouldn’t be historic. Right now, they are historic, and they need our support and rescue!

Many people are currently asking whether HBCUs are worth saving in the first place. I ask, how can these historical institutions, which represent African American culture, tradition and struggle for educational equality, not be considered worth saving? If they are not worth saving, then it makes it very difficult to find any other piece of African American heritage that is worth saving. These educational institutions are symbols of our people that must not be ignored.

I urge those who care about these institutions to speak out, show your support, and demand that adequate funding be provided to them, so that they can make it through these turbulent economic times. It’s not just about saving a college or university. This is a metaphor for saving ourselves! With proper funding, these schools will thrive, carrying on our culture and traditions as they were meant to do.

In the words of the great Eldridge Cleaver, “You’re either part of the solution or part of the problem.” Which will you be?

Read all of our posts about HBCUs by clicking here.

  • no reactions
0
Share
Matthew Lynch published in Higher Education

The Benefits of Higher Education You Might Not Expect

A college education opens many doors for students, but what benefits might you not expect? By obtaining a college degree, students can improve their career prospects, earn more money, and have a greater impact on the world. Here are six unexpected benefits of higher education:

  1. Higher earnings: According to the 2016 National Study of Higher Education Graduates (NSHE), four-year college graduates earn an average of $60,000 more than those with only a high school diploma. This is thanks to the increased demand for educated workers in the economy.
  2. Greater career options: A college degree gives you access to a wider range of careers, which can lead to more opportunities and greater career satisfaction. For example, graduates with a degree in business can find positions in management, marketing, and finance.
  3. Greater impact: College graduates have a greater impact on the world around them than those who only have a high school diploma. They are more likely to have successful careers and a greater impact on their community. For example, a doctor with a degree from a prestigious university is more likely to be successful than a doctor with only a high school diploma.
  4. Greater satisfaction: College graduates are more satisfied with their careers than those with only a high school diploma. This is likely because they have more options and are more likely to be successful in their careers.
  5. Greater life satisfaction: College graduates are more likely to be satisfied with their lives than those with only a high school diploma. This is likely because they are more likely to have successful careers and are more satisfied with their lives overall.
  6. Greater chance for personal growth: College graduates are more likely to experience personal growth than those with only a high school diploma. This is likely because they are more likely to have successful careers and are allowed to learn new things.
  • no reactions
0
Share
Matthew Lynch published in Higher Education

Transfering from a PWI to an HBCU? These Tips Are For You

For some students, attending a predominantly white institution (PWI) may not be the ideal experience they were hoping for. In many cases, transferring to a historically black college or university (HBCU) can be the perfect solution. However, making the transition can be daunting. Here are some tips to help smooth out the process.

1. Do your research

While HBCUs have a lot in common, each one has its own culture and identity. Research the different HBCUs and select the ones that align with your interests, career goals, and personality. Consider factors such as campus size, location, academic programs, extracurricular activities, and the overall vibe of the student body. Reach out to current students, alumni, and the admissions office to learn more and get a sense of whether the school is the right fit for you.

2. Take advantage of support services

HBCUs are known for their supportive communities and personalized attention. Take advantage of the academic and social support services that the institution offers, such as tutoring, mentoring, counseling, and career services. These resources can be especially helpful during the transition period when you’re adjusting to a new environment and academic expectations.

3. Get involved

One of the biggest benefits of attending an HBCU is the opportunity to be part of a tight-knit community. Join clubs, organizations, and extracurricular activities that align with your interests and passions. Participate in campus events and traditions, such as homecoming, step shows, and music festivals. Meeting and connecting with like-minded individuals will make your experience more meaningful and enjoyable.

4. Keep an open mind

The culture and environment of an HBCU are likely to be different from what you’re used to at a PWI. There may be differences in social dynamics, academic expectations, and even food options. Approach the experience with an open mind and be willing to embrace new perspectives and ways of doing things. Don’t be afraid to ask questions and seek guidance from classmates, professors, and advisors.

5. Stay focused on your goals

Transferring to an HBCU can be a great way to refocus your academic and career goals. Take advantage of the academic resources and mentoring services to help you stay on track and work towards your objectives. Keep in mind that transferring is not an easy process, but it can be a fulfilling one if you remain focused and dedicated to your goals.

In summary, transferring from a PWI to an HBCU can be a positive move if you do your research, take advantage of support services, get involved, keep an open mind and stay focused on your goals. With these tips, you can make the most of your transfer experience and find a home within an HBCU community.     

  • no reactions
0
Share
Matthew Lynch published in Higher Education

Gambling Threat Seen Rising on US Campuses

Gambling may be a fun and exciting form of entertainment for some, but it can also become a dangerous addiction that leads to significant financial and social consequences. Unfortunately, the threat of gambling addiction is on the rise on US campuses, with many students engaging in risky behavior that can harm their future prospects.

A recent study by the National Council on Problem Gambling found that up to 6% of college students in the US struggle with gambling addiction. This alarming trend is linked to the widespread availability of online gambling platforms, which make it easy for students to gamble from the comfort of their dorm rooms or off-campus apartments.

One of the biggest challenges facing universities is the difficulty of detecting and addressing gambling addiction among students. Unlike drug or alcohol abuse, gambling addiction is often hidden and difficult to detect, which means that many students may be silently struggling with this problem without anyone noticing.

Moreover, the social stigma surrounding gambling addiction can make it difficult for students to seek help or support. Many students may feel ashamed or embarrassed for their gambling behavior, which can lead to further isolation and a worsening of their addiction.

To combat this rising threat on US campuses, universities must take a proactive approach to educating students about the dangers of gambling and identifying at-risk individuals. This may involve partnering with community organizations and mental health professionals to provide counseling and support services to students struggling with addiction.

Another strategy is to work with online gambling providers to limit access to their platforms for underage individuals and promote responsible gambling habits. Additionally, universities can develop policies and programs that promote a healthy and balanced lifestyle that discourages excessive gambling behavior.

Ultimately, addressing the rising threat of gambling addiction on US campuses requires a multifaceted approach that involves the entire community. By working together, universities, students, and community partners can build safer and healthier environments that promote responsible behavior and help prevent gambling addiction.  

  • no reactions
0
Share
Matthew Lynch published in Higher Education

What are Race Conscious Admissions

Race-conscious admissions policies are a type of affirmative action method used by educational institutions to promote diversity on their campuses. These policies consider a student’s race or ethnicity as one of many factors in the admissions process. This method aims to correct historical and systemic inequalities in education and employment opportunities for marginalized communities.

The concept of race-conscious admissions was first introduced in the United States in the early 1970s in response to a series of civil rights protests and legal cases that challenged racial discrimination in higher education. In the landmark Supreme Court case, Regents of the University of California v. Bakke, the court ruled that race-conscious affirmative action policies were permissible but that quotas for specific racial groups were not.

Today, race-conscious admissions policies vary from institution to institution. Some institutions may use more aggressive affirmative action policies that give preference to underrepresented minority groups, while others may only consider race and ethnicity as one factor among many when making admissions decisions.

Critics of race-conscious admissions argue that these policies are unfair and discriminatory against non-minority applicants. They argue that these policies deprive some students of admission to educational institutions solely because of their race or ethnicity rather than considering their academic merit and qualifications.

Supporters of race-conscious admissions believe that diversity is essential to educational institutions and that affirmative action policies provide equal opportunities for underrepresented minority groups to succeed. They argue that these policies level the playing field for students who have been unfairly disadvantaged by systemic racism and discrimination.

In recent years, race-conscious admissions policies have come under increasing scrutiny and faced legal challenges. In 2018, the Trump administration rescinded Obama-era guidance that encouraged race-conscious admissions policies, claiming that these policies discriminated against non-minority applicants. However, many educational institutions have continued to use race-conscious admissions policies despite legal challenges and political opposition.

In conclusion, race-conscious admissions policies are a polarizing issue in higher education. While some view these policies as a necessary way to promote diversity and address systemic inequalities, others argue that they are discriminatory and unfair. The ongoing debate surrounding race-conscious admissions policies highlights the continued importance of promoting diversity, equity, and inclusion in education and society as a whole.     

  • no reactions
0
Share
Matthew Lynch published in Higher Education

How to Impact Food Insecurity on College Campuses

Food insecurity is a growing problem on many college campuses across the world. College students are often faced with the challenge of balancing tuition fees, textbooks, and other living expenses, leaving little to no room for purchasing healthy food. This issue is usually unnoticed and unaddressed but it can have significant effects on students’ academic performance, physical and mental health. In this article, we’ll discuss some ways to impact food insecurity on college campuses.

1. Create Campus Food Pantries

One of the most effective methods to tackle food insecurity is by establishing campus food pantries. These pantries can be operated by volunteers, student organizations, or the college administration and can provide free grocery items such as canned food, fresh fruits and vegetables, poultry, fish, and more. Additionally, these pantries can also educate and disseminate information to students about healthy eating habits, recipes, and other resources.

2. Establish Campus Gardens

Another way to address food insecurity is by establishing campus gardens. These gardens can serve as a source of fresh fruits and vegetables for students, staff, and the community as a whole. They can provide students with hands-on gardening experiences and foster a sense of community and volunteerism by encouraging students to participate in the planting, harvesting and distribution of produce.

3. Work with Local Organizations

Collaborating with local organizations – both public and private – to address food insecurity is also a viable option. This may include partnering with food banks, grocery stores, farms, and other organizations to establish programs that can provide discounted or free food for college students. Additionally, these organizations can also work with colleges to support food initiatives through food drives, fundraising, and other donations.

4. Offer Student Discounts

Many campus dining facilities can offer student discounts or meal plans that are specifically aimed at addressing food insecurity. These meal plans may offer discounted meals, semester-long discounts, or even vouchers for students who are struggling to make ends meet. This can provide students with a sense of relief and help them save money that can be used for other essentials.

5. Raise Awareness

Raising awareness about food insecurity is key in addressing this issue. Encouraging dialogues about food insecurity on campus through workshops, seminars, and events can help students better understand the causes and effects of food insecurity. This may help to generate support for food programs, create a sense of community around hunger, and help students to mobilize initiatives to address food insecurity.

In conclusion, there are various ways to impact food insecurity on college campuses. By creating campus food pantries, establishing campus gardens, collaborating with local organizations, offering student discounts, and raising awareness, colleges can help alleviate this issue and provide students with the necessary nutrition they need to thrive. It is the responsibility of colleges to not only take notice of this problem but to act on it and work towards creating a sustainable solution.   

  • no reactions
0
Share