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Matthew Lynch published in Higher Education, Matthew Lynch

3 Ways to See More Diversity in College Presidents

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Here are some interesting facts about college presidents:

  • 61. Average age of college presidents in 2011.
    • 92. Percentage of college presidents aged in the mid-50s to mid-70s.
    • 14. Average number of years retiring college presidents first serve in the role.
    • 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
    • 109. Actual number of new college presidents from April 2011 to August 2012.
    • 6. Number of new college presidents this school year in the California State system alone.
    • 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
    • 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
    • 26. Percentage of women college presidents.

So how do you introduce diversity at the college president level? Here are a few steps.

  1. Take advantage of the new way to find college presidents. In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.
  2. Recognize the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.
  3. Include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

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Matthew Lynch published in Diversity, HBCU's, Higher Education

Three great college-helmed diversity programs

By Matthew Lynch

College and university campuses are places for progress. The nation’s youngest minds and most educated adults work together to not only better their individual lives, but to improve society. This comes in the form of medical breakthroughs, scientific discoveries, advancement of the arts and more. College and university settings are the birthplace of much of the nation’s innovation.

Academics are not the only area that benefit from the collaborative and ambitious natures of higher education populations, though. Advancements in social thought also take place on these campuses, creating the mold of behavior that the rest of the country should, and often, follows. Diversity programs on college campuses, both school- and student-sponsored, are about more than cashing in on a perennial buzzword. These initiatives make a difference, from impacting immediate communities to influencing public policy and laws.

In my own research, I read about a lot of different schools doing tremendous things in the areas of promoting diversity, on campus and beyond. Here’s a look at a few of the strongest programs I’ve come across recently:

California Community Colleges

As reported on this site, the California Community College system recently announced a partnership with Historically Black Colleges and Universities that will link two-year achievements at the California schools with furthering that education at nine of the nation’s HBCUs. Students who earn a transfer level associate’s degree and at least a 2.5 GPA will have priority status for admissions, housing and even financial aid at HBCUs. What I like so much about this program is that it is actually boosting diversity on HBCU campuses, particularly when it comes to California’s relatively large Latino/Latina college student populations. It is not just black students who will benefit from this program; other minorities, and even white students, will also have greater opportunities beyond their two-year degrees.

College of William and Mary

Sometimes the diversity programs outlined officially by elite colleges can come across at being a little bit dry, or lacking passion. Over the years as I’ve read about them, it has often struck me that these policies are more a result of duty and less driven by a desire for real change (to be fair, a lot of official college diversity policies come across this way, not just on expensive or elite campuses). This feeling is exactly why I was so impressed to read about a student-led initiative at the College of William and Mary called “Table Talk.” The four-part series of conversations aligns with the school’s sixth annual diversity celebration and features topics like “Assumptions and Stereotypes.” There is even diversity within the diversity topics, with religion, socioeconomic class, ability, gender identity and ethnicity all on the Table Talk agenda.

University of Buffalo, Law School

In 2012, the law school at the University of Buffalo launched a four-week summer program that targeted minority students who would be a good fit for law school, even if those students had never considered law as a profession. The program has continued every summer since then. Inspired by a request from the Minority Bar Association of Western New York the program was launched to help expose first-generation and minority college students to life as a lawyer, or in other law professions, and in the process recruit a more diverse graduating body of lawyers. The University of Buffalo is not the first to participate in the DiscoverLaw program, which has taken place on 18 campuses since launching in 2002, but it is an important one because of its east coast presence. Twenty-eight past participants answered a survey about the program at Buffalo and 17 said that they had applied to or planned to apply to law school. A country with more diverse legal minds is vital to progress for all citizens and this Buffalo program is on point with its aim to recruit more variety in law students in the pipeline.

As colleges and universities continue to evolve, so will society. Diversity programs on official and non-official levels matter when it comes to the country’s overall progress in areas like acceptance, tolerance and respect.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Diversity, EdTech & Innovation, Equity, HBCU's, Higher Education

Why do so few black males go into STEM areas?

**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.**

Ebony O McGee, Vanderbilt University 

Dressed in a black hoodie and sagging jeans, DeAndre (name changed) swaggers down the street, singing loudly the gritty lyrics of a gangsta rap.

This routine typifies DeAndre’s journey to and from school. Many of those watching DeAndre’s behavior during his school commute could assume him to be a thug and a gangster.

Such a narrative, a result of the racialized and gendered narratives that black male adolescents live with in urban areas, is part of DeAndre’s schooling as well as out-of-school experiences.

Black males are presumed to lack intelligence when it comes to academics, particularly mathematics.

For more than ten years, I have been researching the lives and experiences of black STEM (science, technology, engineering and mathematics) high school students all the way up the pipeline to black STEM faculty. I have looked at the achievements of black students in mathematics within their first eight or nine years of schooling.

Negative messages

I have found that black males who consistently outperform their peers in mathematics, are also victims of covert racial stereotypes and racial microaggressions.

The truth is DeAndre is a high school junior and a high-achiever in mathematics and science from an urban area. DeAndre is not hardened, but he is fragile.

His STEM identity is especially tenuous.

DeAndre is not alone. There are thousands of young men like DeAndre in urban cities across the country, who are STEM high-achievers and have the potential to succeed as STEM professionals.

However, too often they receive negative messaging about their continued success in STEM. Such messages from teachers or counselors downplay or minimize their mathematics abilities. The low expectations from these talented boys serve to further discourage them from pursuing STEM fields.

Academic challenges

As a result, black participation in STEM fields has been left far behind.

In 2011, whites held 71% of STEM jobs, Asians held 15% and blacks only 6%. In 2009 white students obtained 65.5% of the STEM undergraduate degrees. However, STEM undergraduate degrees for blacks have remained flat for the last 9 years.

Blacks received just 6% of all STEM bachelor’s degrees and less than half of those went to black males. Overall blacks received 4% of master’s degrees, and 2% of PhDs in STEM, despite constituting 12% of the US population.

Black kids face many challenges related to schooling. Boy image via www.shutterstock.com

When it comes to academic success, young black students face many other challenges that are only made worse by the negative messaging.

There are societal messages that equate black maleness with criminality, with teachers often being afraid of their black male students.

Often enough, as my own research  shows, unequal access to treatment results in poorer health outcomes for black kids.

The early academic years for these students are riddled with long-term (two months or longer) illnesses that negatively impact their schooling and result in attending at least one summer school term.

Some of these students also change schools quite often.

DeAndre, for example, has a higher rate of school transfer; his current school is his third high school in three years. This lack of continuity for high achieving black male students can lead to additional pressures to prove their intellectual abilities in mathematics to an unwelcoming or skeptical school culture.

Fighting racial stereotypes can also wear them down.DeAndre is weary of racial stereotypes in general and stereotypes about black males in particular.

DeAndre’s coarse behavior during his school commute is actually performed to repel or deflect potential violence via aggressive posturing, as evident in his “swagger.” In reality, he hasn’t been in any “real” fight since second grade and is filled with trepidation every time he walks home from school.

Such few options

Young black students also work toward what is called “performing whiteness.” This in their words means: talking ultra proper English while enunciating every syllable, dressing preppy, not talking about their families, pretending to go on vacations, not telling too many jokes and proving to their white female teachers that they are not to be feared but to be loved and nurtured.

The result is that their intrinsic motivation for learning mathematics and steadfast internal drive get constantly eroded by a host of structural and environmental challenges.

In addition to all these above challenges, they are often at schools that do not offer enough academic opportunities to support their interests. DeAndre’s school does not offer AP classes that would position him more favorably for a STEM college major.

Another problem that black kids face is an absence of role models. The successful black role models that students like DeAndre are exposed to are mostly athletes and rappers. DeAndre does not want to be an athlete or a rapper.

Even so, the likelihood of DeAndre going on to pursue STEM remains frail.

Instead DeAndre has chosen to be a social worker. Through this justice-orientated work, DeAndre wants to address the social and racial inequities in his neighborhood. We don’t know if he will use STEM in the future or not.

If DeAndre has managed to come this far, it is thanks to the support he has received from family members. DeAndre has fond memories of playing dominoes with his grandfather and mathematically complicated card games with his aunts.

His first mathematics teacher was his father. Today, DeAndre is like a human calculator, spitting out complicated number algorithms.

Diversity vital to STEM

As we work to minimize the fragility factors affecting youth like DeAndre, we often overlook what protects DeAndre’s STEM and academic identity. The socialization in mathematics that does happen in many black households remains unappreciated by schools as it does by the predominantly white social structures.

My experience of investigating lives, such as those of DeAndre has convinced me of the need for rigorous research that contributes to a more accurate and nuanced portrayal of black males in STEM.

The vitality of United States will be derived in large part from fostering the STEM identities of young men like DeAndre who reside within our urban communities. Their participation is important for innovation – and for a more equitable society.

Our DeAndres should not see a conflict between pursuing a STEM college trajectories and an unyielding sense of responsibility for the improvement of their home communities.

Read all of our posts about EdTech and Innovation by clicking here. 

____________________________________

Ebony O McGee  is the assistant Professor of Education, Diversity and Urban Schooling at Vanderbilt University

This article was originally published on The Conversation.

Read the original article.

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Matthew Lynch published in Ask An Expert, Equity, HBCU's, Matthew Lynch, OpEducation

College Football Obsession: Sending the Wrong Academic Message?

This past weekend, it seemed that every social media newsfeed was full of people cheering on their alma maters or sending shout outs to their favorite college mascots. The football season on the professional level and every tier below it has become an iconic fall tradition of American culture. This glorification of a sport, particularly in the case of college athletes, put priorities in the wrong spot though.

Does our collective obsession with college football and other collegiate sports give K-12 kids the wrong idea about the purpose of higher education?

Let’s face it; athleticism is at least partially genetic. People love to mention the story of Michael Jordan being cut from his high school basketball team as an example of motivation for anyone who faces adversity. No disrespect to Mike, but his raw athletic ability had to be apparent during his high school years. The fact that he was cut from the varsity team was likely more a result of relying on that talent, and not putting in the effort to hone it. Once he realized what a lot of practice and persistence, paired with unmatched talent, could mean in his life he was able to excel at what he was already good at doing.

Call me cynical, but not every kid who is cut from a sports team has the ability to be like Mike by just putting his nose to the grindstone.

The same goes for college athletes, many of whom are put on a pedestal by peers, coaches and parents. Yes the feats of the human body are admirable but should a young adult with athletic ability be treated better by an institution of higher learning than one whose strengths are in engineering or the life sciences? The promise of fame and fortune (achieved after a college career if NCAA rules are followed) make a “career” as a college athlete look glamorous. But what is lost from an academic standpoint?

Colleges and universities do not elevate athletes in principle, of course. There is no bylaw that mandates the best athletes be given advantages or treated better than everyone else on campus. But money talks. The highest grossing college football program is at the University of Texas and it brings in an astonishing $90 million annually to the school. You can add the Ohio State University, the University of Florida and the University of Notre Dame to the short list of college football programs that consistently bring in revenue in the tens of millions to their schools.

The direct financial impact is not the only way football, and other popular athletic programs, aid in a school’s bottom line. A strong athletic program brings in more future students and rallies boosters under a common cause. To call college football a cash cow is an understatement; these programs are more like the blue whales of university revenue outside of actual tuition.

So students athletes like Aaron Hernandez are allowed to act suspiciously, getting into violent bar fights, as long as they are part of an epic college team headlined by Tim Tebow. Years later when Hernandez is accused of involvement in multiple murders, and no longer a college football player, people claim that there was always something “odd” about him. So why did he get a pass?

Of course most college athletes walk the line. They hone their athletic abilities while showing respect to academics and the reputation of their schools. They should be applauded for their accomplishments but not to the point that academics take on a role of secondary importance on campus. It’s not the fault of the athletes, most of whom are just young adults. It is the fault of the school officials and supporters that send the message from grade school that sports culture is greater than academics.
What do you say? Does the cultural obsession with college sports send younger students the wrong message about the purpose of higher education?

 

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Matthew Lynch published in HBCU's, Higher Education

HBCU Insights: How legislative and judicial decisions of the past and present shape HBCUs

A column by Larry J. Walker

Throughout the nation’s history African-Americans struggled to combat economic, education, political and social obstacles. For instance, grandfather clauses and literacy tests were designed to prevent African-Americans from participating in the electoral process. Despite the barriers African-Americans stood steadfast and slowly chipped away at policies designed to maintain a caste system. To counter years of oppression stakeholders utilized the judicial system to reverse Jim Crow policies. After years of incremental steps African-Americans continued to encounter roving groups that sought to maintain a system of oppression through physical intimidation. Fortunately the overt threats did not deter civil rights organizers from pushing for a legislative framework that addressed systemic flaws. Several HBCU alumni including Ella Baker, Thurgood Marshall, Martin Luther King, Jr. and countless others helped to reshape the political landscape. Today, the lessons learned from HBCU alumni of the past can help solidify the future for HBCUs.

Recently, Congressman Bobby Scott, Ranking Member, Education and Workforce Committee and Senators Tammy Baldwin and Corey Booker introduced the “America’s College Promise Act.” The bill is an extension of President Obama’s free community college proposal, which is modeled after Tennessee’s education plan. The bill provides $10 billion over a ten-year period that would benefit thousands of minority, first generation and underserved students. Congressman Scott’s and Senators Baldwin and Booker’s plan would benefit HBCUs by strengthening the post-secondary pipeline, encouraging more Black and Latino students to attend HBCUs, support the efforts of students who require academic enrichment and lower student debt.

Throughout his tenure President Obama highlighted the importance of increasing opportunities for students of color. The President recognizes that the nation’s success is linked to creating more opportunities for all Americans. Ignoring the gaps between affluent and underserved communities could undermine efforts to increase the number of Americans with postsecondary degrees or certificates. HBCUs are uniquely equipped to enroll students from various socioeconomic backgrounds and prepare them to compete in the global economy. However, they need additional funding to ensure students have access to academic and social supports to achieve the American dream. Passing “America’s College Promise Act” would provide HBCUs with vital resources to improve conditions for students from urban and rural communities with limited resources. Without a new funding stream thousands of students will not have the opportunity to pursue a postsecondary education.

Recently, social upheaval in Baltimore and Ferguson reignited calls from social justice advocates to improve conditions in under-resourced communities. This neo-Civil Rights movement is reminiscent of the fight in the 1960’s that pressured the U.S. government to pass the Great Society programs. Events including sits-ins led by North Carolina A&T students galvanized the African-American community and reshaped the nation. A half a century later HBCU advocates, alumni, faculty, staff and students could use the template developed by Civil Rights advocates to increase support for “America’s College Promise Act.” Advances in technology allow supporters to coordinate via social media to encourage legislators to pass initiatives that close the resource gap.

Utilizing relationships with alumni and student government associations, black greek letter organizations (BGLO’s) and sports related groups is important. Working closely with these organizations provide critical linkages that exist in states throughout the United States. HBCUs should work collectively to encourage politicians to back proposals aimed at funding traditionally underserved institutions. Based on recent history it is apparent that efforts to protect HBCUs can produce positive results.

In 2013, a federal judge ruled that the state of Maryland did not effectively support HBCUs including Bowie State University, Coppin State University, University of Maryland-Eastern Shore and Morgan State University. The judge’s decision reverberated throughout the HBCU community. Since their inception HBCUs have not received the necessary funding or recognition for enrolling students from underserved communities. According to the ruling, Maryland’s predominantly White institutions (PWIs) offered duplicate programs that undermined efforts at HBCUs to recruit and retain students.

The 2013 decision was significant for two reasons: acknowledging HBCUs were treated unfairly and creating a template for other institutions to follow. For example, Cheyney University filed a lawsuit against the commonwealth of Pennsylvania asserting that the state did not abide by a 1999 agreement with the U.S. Department of Education, Office of Civil Rights. Cheyney is the oldest HBCU in the nation and faces several obstacles that supporters contend are directly related to the state’s refusal to meet specific guidelines outlined in the agreement. A coalition of civil rights lawyers, alumni and advocates “Heeding Cheyney’s Call” believe the state is culpable and seeks to remedy years of inequitable funding. The decision by alumni and supporters in Maryland and Pennsylvania to fight for changes could impact HBCUs in states throughout the nation.

HBCUs continue to encounter barriers that hamper efforts to improve programs, recruit faculty, lower attrition rates and renovate facilities. Consequently, institutions have used the judicial system to address years of unfair treatment. Despite the barriers HBCUs graduate 25% of Black science, technology, engineering and math (STEM) majors and create pathways for students from predominantly low and moderate-income households. With additional financial support HBCUs could increase the six-year graduation rate for Black students. Ensuring students from traditionally underserved communities have access to a quality education is important. The nation is at a crossroad. Currently, a disproportionate number of Black and Latino students live below the poverty line yet the country’s demographics continue to change. Supporting initiatives that address years of unequal funding between HBCUs and PWIs is the key to protecting the nation’s future.

Read all of our posts about HBCUs by clicking here.

____________

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.

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Matthew Lynch published in HBCU's, Higher Education

What makes a good teacher?

John Croucher

Do you have a good university lecturer? What makes them good? Is it because they make their classes relevant? Are their lectures interesting or challenging?

Or maybe they’re just fun to be around?

Good quality teaching can be hard to define and there is no single way of measuring it. But all students, throughout their education, experience the highs and lows of teaching ability.

In my own case, my love of some subjects was destroyed by incompetent, boring and, at times, uncaring teachers. But others helped me develop a passion for a subject that I never thought I would be interested in. My good teachers were the most creative and served as role models. They mentored their class on a journey of lifelong learning.

In my own experience as both a teacher and a student, I’ve found there are some key skills that good quality teachers have in common. You need to be creative, enthusiastic, be clear and keep the information relevant. Those tired lecturers, who never vary from the same worn lecture notes or PowerPoint slides year after year until they reach retirement, do a great disservice to themselves, the students and their profession.

But is good (or bad) teaching something you can measure?

My field is statistics and the students I teach are, in the main, doing an MBA and have an average age of about 30, along with generally being in middle to high management positions. They do not want simply to be entertained, but actually want to learn something of substance that can be applied in the “real world”. Otherwise they see a course as a waste of their time and money.

Students surveys can be an imperfect indicator. But these mature students can distinguish a “quality” teacher from a “popular” one, who might present an easy course that can be passed with little effort. In this sense these students’ judgements generally coincide with what academic colleagues think about the teacher as well.

I undertook a five year study of these surveys that included an overall rating of the teacher, along with questions regarding the teacher’s knowledge, the class dynamics, the teacher’s preparedness, organisational skills, enthusiasm for the subject and teaching, availability outside class time and a number of other factors.

Although these responses all correlated to varying degrees with the overall rating given to the teacher, there was one question that was consistently most highly associated across all subjects areas over all the years.

This was the one that asked whether the teacher was able to explain the course material clearly. There were a number of instances where a teacher was rated enthusiastic, knowledgeable and well-prepared, but still was considered a poor teacher overall.

The conclusion from this study was that if you cannot explain the concepts in a way that the audience can understand, it doesn’t matter what else you do. In this case, they will not enjoy the experience but leave frustrated.

Whenever I introduce a new topic, particularly if it is complex, into the lecture room, I am fully aware that although I have been familiar with it for many years, it is the first time that most of them will have heard it. And during my explanation I think to myself, “if I had been hearing this for the first time, would I have understood what I just said?”.

Sometimes the answer is no, and so I then go through it again in a slightly different way. I need to be satisfied that at least the majority of students have understood the principles and, of course, I always encourage questions at any time.

Whether a teacher has been effective or not naturally depends on just what the student has learned from the experience. A teacher might rate well immediately after a course is completed, but several years down the track when the student looks back they may find what they learned of little value or relevance.

This often means that they have retained next to nothing not long after the final exam, did not develop a passion to explore the field further or find any use for it in later life. To me that is a great shame.

Although students may not always remember what you teach them, they will always remember their outstanding lecturers and how good they made them feel about the subject. That is their greatest gift and the mark of a good teacher.

This piece is appearing as part of a series on Choosing a University. Read more pieces in the series here. This topic will also be discussed on #TalkAboutIt on ABC News 24, iview and abc.net.au

The Conversation

John Croucher, Professor of Statistics at Macquarie Graduate School of Management

This article was originally published on The Conversation. Read the original article.

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

HBCU Insights: How college ratings reversal could benefit HBCUs

A column by Dr. Larry J. Walker

In 2013 President Obama outlined a plan to introduce a college ratings system to provide prospective students and their parents with the tools to make informed decisions. The proposed system was consistent with the President’s view that students from under-served communities encountered obstacles that hindered their effort to attend college. Based on comments from the President, colleges throughout the country would be judged based on criteria including loan debt, graduation rates and after college income. Supporters believed the ratings system would hold post-secondary institutions accountable by creating transparency. However, some policymakers, college administrators and stakeholders raised concerns including: (1) the government exceeding their right to evaluate schools and (2) the impact the system would have on institutions that serve predominantly students from under-served communities including historically Black colleges and universities (HBCUs). Concerns from the HBCU community regarding the proposed system would continue throughout the development process.

Members of the HBCU community were apprehensive because of complications relating to 2011 changes to the PLUS loan program, which impacted school attrition rates. Several HBCUs experienced a drop in enrollment because of new loan guidelines that disqualified low income and middle class families. Subsequently, some HBCUs implemented cost cutting measures including eliminating staff and curtailing programs. Traditionally HBCUs enroll low income and first generation college students. Consequently, regulatory or statutory changes can have a long-term impact on their ability to increase graduation rates.

Throughout the development process HBCU administrators and supporters lamented that the ratings system would have an equally devastating impact as the PLUS loan change. According to a study by the National Center for Education Statistics HBCUs were disproportionately impacted by the loan requirements in comparison to other post-secondary institutions. HBCUs were fearful that implementing a college ratings system would unfairly penalize universities dedicated to educating students from under-served communities.

The administration asserted that the new system would ensure all students had access to important information relating to cost, retention rates and student debt. Throughout his tenure President Obama has sought to level the playing field for first generation, minority and low-income students. For instance, the President outlined a free community college proposal that would likely increase college completion rates. However, despite the President’s record of supporting pathways to success for under-served students’ members of Congress opposed the college ratings system.

Senator Lamar Alexander, Chairman of the Health, Education, Labor and Pensions Committee along with Congressman John Kline, Chairman of the House Education and Workforce Committee indicated they did not support a ratings system. Both members believed the plan was intrusive and would unnecessarily burden post-secondary institutions. In fact, Senator Alexander included language in a bill that would have blocked the Obama administration from implementing the system.

The controversy surrounding the system caused the U.S. Department of Education to announce that they will abandon the use of certain metrics. Post-secondary institutions will not be compared to other colleges based on graduation rates, student debt along with other measurables. As a result, HBCUs won’t have to worry about fighting comparisons to large post-secondary institutions with significant endowments. Holding HBCUs to the same standard as predominantly White institutions (PWIs) that educate students from middle class and affluent backgrounds would be difficult. Throughout their history HBCUs have encountered several obstacles including inequitable funding, which hinders their ability to fund scholarships and offer certain programs.

HBCUs continue to educate students from under-served communities. Their mission to enroll Black students with limited resources is consistent with President Obama’s call to open opportunities for all students. Without HBCUs students with limited social capital would not have the opportunity to attend college. HBCUs continue to play a critical role in preparing Black students to compete in the global marketplace. Thus, expanding opportunities for students from under-served backgrounds should include implementing policies that ensure HBCUs remain viable.

 

Read all of our posts about HBCUs by clicking here.

____________

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.

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Mentoring Minority Faculty

Minority faculty find themselves at a huge disadvantage at institutions controlled by people of European descent. To discuss some of the ways in which institutions can ensure that minority faculty members are properly mentored and guided, I recently sat down with Olympia Duhart, Co-President of the Society of American Law Teachers (SALT), which has been hugely instrumental in promoting programs to address this important issue.

Q: Minority faculty have a particularly hard time in traditional universities – what has been your experience in terms of the specific reasons for this?

A: Difficulties experienced by traditionally underrepresented faculty members can often be traced to the lack of both institutional and informal support systems in place. Both schools and faculty members should be intentional and explicit about offering support for minority faculty. Often, colleagues with good intentions have no perspective or context for the additional difficulties faced by faculty of color. Someone has to start the conversation.

Q: What are some of the specific challenges for minority faculty and some of the symptoms of their struggle? There was an article recently in Diverse (in 2012) that suggested minority faculty experience higher levels of job related stress. Have you observed these kinds of trends in your experience? If so, what strategies have worked to combat these types of problems?

A: Given the multiple responsibilities imposed on faculty members and the increasing workload many of us are juggling today, it is not surprising that faculty members are often struggling with job-related stress. Adding an extra layer of otherness to those duties – and the especially low numbers of faculty of color in the law school arena – makes things even more challenging. Even faculty members who do not deal with institutional bias are coping on a regular basis with microaggressions in the form of bias in student evaluations, slights by colleagues and an expectation that we have to be more qualified than our non-minority counterparts. In my own experience, I have also struggled with “imposter syndrome” – fueled in large part by the novelty of being a woman of color from a low socio-economic background without so-called fancy credentials. Thanks in large part to mentoring and support I’ve received from colleagues – of all backgrounds – I’ve reframed my story. I take great pride in bringing a unique perspective to the table, and I am even more proud to do my part to inspire students who share my background.

Q: Shifting emphasis slightly, what are some of the strategies used at the Society of American Law Teachers to mentor minority faculty?

A: One of SALT’s core values is diversity. It informs our work within and beyond the classroom. It also drives us to create programming that will increase minority representation on both sides of the podium. We strive to promote education equality in all arenas. This translates to our formal mentoring program, “Breaking In” programs designed to increase the numbers of minority law teachers, tips for new teachers at our teaching conference, programing for diversity in law school leadership and BA to JD Pipeline Programs held throughout the country to increase access to law school for students of color. After all, a diverse law school student population is the foundation for more diversity among law faculty. But one of our most successful strategies has been the network we sustain through our members. Each SALT member is committed to offering support to underrepresented faculty members. Sometimes the support means advocating on their behalf to protect tenure and security of position. Other times that support means sharing a syllabus. And sometimes it means taking the time to listen and offer some advice.

Q: Which of these strategies has been the most successful?
A: The national network of law professors available through the engagement with SALT has been invaluable for many people. For me, it truly opened up a world of mentors, advisors and friends who have made this profession rewarding. It’s also given me a chance to play my part in honoring the special social responsibilities that come with the practice of law. Furthermore, I was also very lucky to have so many people in place at my home institution (Nova Southeastern University) who embraced me. One of the most important lessons I’ve learned is to take advantage of the mentoring opportunities available to you. And it is very important to think about the mentor you select. For me, it has always been important to connect with people who engage with the world around them.

Q: What do you feel are the most effective strategies for mentoring minority faculty in general? Would you say what works at Nova Southeastern University is representative and consistent with what works at most other types of institutions?

A: It’s not a mystery. We need more representation. Isolation can have a negative impact on anyone’s ability to thrive. The “critical mass” we talk about among the student body is also important among faculty. A diverse faculty is essential for a robust classroom and effective legal advocacy. Most importantly, it is a crucial component of training students to succeed in a diverse society. At Nova Southeastern University’s Shepard Broad Law Center, we are very fortunate to have a Director of Faculty Development who provides a structured support system for all faculty members through scholarship critique, one-on-one advice and a no-risk environment for teaching development. In my role as Director of the Lawyering Skills and Value Program, I have also worked deliberately to showcase diversity in our skills program. For instance, for the first-year oral arguments we made a dedicated effort to reach out to voluntary bar associations to judge the competition. It was important to expose the students to practicing attorneys from the Muslim Bar, the Gay and Lesbian Lawyers Network, the Cuban American Bar Association and the Caribbean Bar Association, among others, to dispel their assumptions about what a lawyer looks like. This type of support serves the students, but it is also empowering to minority faculty. In addition, faculty members benefit tremendously from informal support. People have helped me by talking me through a tough time, dropping an email and treating me with me respect. They have invited me over for dinner, collaborated with me in the classroom and challenged me when I needed it. I also do my best to mentor others by reaching out to junior faculty, offering to moot a presentation, read a paper or work through a teaching idea. We get to carry each other.

Q: What advice would you give to administrators and those in charge of mentoring minority faculty?

A: First, start a conversation. It is important to keep the discussions open about the hurdles that still exist. Until we can talk honestly about the barriers still in place because of racism, sexism, homophobia, and other types of bigotry, we can’t even begin to start thinking critically about correcting those disparities. But more importantly, follow up the talk with action. Place minority faculty members in leadership roles. Confront the biases that still infect the classroom. Support efforts to educate faculty about the importance of cultural competency. Connect diversity in the classroom to the broader issue of social justice. Create a culture in your institution that encourages diverse viewpoints.

Q: What are some of the strategies for recruiting minority faculty and helping them integrate into the existing faculty and administrative organization of an institution?

A: It always surprises me when people say they can’t find any minority faculty members or administrators. I see excellent candidates for teaching and leadership positions all the time. However, one constant obstacle I’ve observed is the need for “experience.” That, of course, is key. But elevating traditional experience into a super-factor is often a tool for eliminating stellar candidates to teach or lead. Exclusions based on factors that appear to be race or gender-neutral often operate to the exclusion of underrepresented minority groups. Until the academy becomes more diverse, the over emphasis on traditional experience will often eliminate large segments of the population. Institutions should challenge themselves to think more expansively about the type of faculty and administrators they want to support. And what kind of experience they want to value.

Q: What resources have you found to be most useful to support the mentoring of minority faculty?

A: Just talking about diversity is never enough. The best resources move beyond messaging into movement. At the university level, there are a few avenues to consider. Is there an organized, concerted effort to promote inclusion? Is there a financial commitment to diversity initiatives? Is diversity a recognized and promoted value for the university? Is there training for minority faculty? Is there education of the larger faculty, students and community about the value of diversity? Is there a culture that encourages mentoring? Is there a sense of community and collaboration in the university setting? On the broader level – such as through organizations such as SALT – those avenues change. Through volunteer efforts by dedicated law teachers who are willing to give up their valuable time to mentor others, we have made great strides in supporting minority faculty. We are proud of the progress we have made, but there is still so much work to do. The most useful tools to advance the mentoring of minority faculty bolster diversity through specific acts, creative ideas and hard work.

This concludes our interview. Thank you to Professor Olympia Duhart, J.D., for participating in this interview.

 

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Matthew Lynch published in Higher Education, Matthew Lynch, OpEducation

Diverse Conversations: Online Universities and Underserved Student Populations

College attendance has become a necessity for entry into the contemporary workforce. This shift is a direct result of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by 2020. With this edict has come an influx of students that may not have attended college as early as a decade ago. That being said, online colleges are taking the president’s challenge to heart and paving the way for underserved students to earn degrees and a better living. To find out more about this trend, I sat down with Cynthia G. Baum, Ph.D., president of Walden University. Cynthia has more than 20 years of leadership experience in postsecondary education, during which she has served as a campus president and regional vice president for a number of institutions.

Q: How does online learning lead to success for first-generation and minority students?

A: Online education increases access to higher education, an attribute that is particularly relevant for first-generation and minority students. It provides an alternative for students who want to begin or continue their studies at any stage in their life, have family responsibilities to consider, or want or need to continue working while earning a degree. For many first-generation and minority students, an online learning environment helps make higher education possible.

As a first-generation college graduate myself, I know what my parents sacrificed to make sure that I could pursue the education I wanted. My parents were bright, hard-working people who had some college education but neither of them was able to complete their degree. There wasn’t a Walden University for them, where they could go to school and have a full-time job in order to support our family. Online institutions like Walden provide opportunities for students from all walks of life to get an education, advance their careers, and make an impact in their professions and communities.

Q: What are some of the benefits of online education for underrepresented populations?

A: The online learning environment allows students to network with classmates and faculty from across the country and around the world. In particular, for first-generation and minority students who may not have had the opportunity or experience to network with others beyond their local community, this presents an amazing opportunity to benefit from the practical experience and shared knowledge of their peers. Students learn to work with one another as part of a virtual team while gaining the skills and knowledge needed to succeed in the workforce. In many cases, students are given the opportunity to immediately put what they have learned into practice.

Another benefit is the asynchronous online environment. There is a saying in the online classroom—there is no back row. Due to the nature of online learning, greater emphasis is placed on participation. Students must participate in discussions through online postings in their classrooms. Because of the asynchronous environment, students don’t feel rushed and have time to think through and reflect on their responses. It also provides the opportunity to share ideas in a safe environment, which can be a confidence booster for minority and first-generation students.

Q: What types of support services do online institutions need to offer in order to help first-generation and minority students succeed?

A: As they enter their programs, students can benefit from a new student orientation that helps them understand how to engage in the online classroom, identifies university resources available to them, and helps them think through important life areas such as time management and how to solicit the support of their family and friends. Self-assessments in writing and math can also help direct students to the support they may need in those areas. Having access to a well-resourced virtual library, research support, and a career services center provides students with tools and resources they need to be successful, build their networks, and move into a thriving career.

At Walden, we find it valuable to have support teams available 24/7 through email, phone, and chat to guide students with technical issues and to answer questions in areas such as registration and financial aid. We also provide other resources—such as virtual communities where students can connect with other students with similar career interests, cultural and ethnic backgrounds, hobbies, etc.—to help create a sense of camaraderie and belonging to the institution. This can be extremely valuable for first-generation or minority students who benefit from connections with classmates who share similar experiences and challenges.

Q: How can online institutions help guide first-generation students or others who may be at risk for not graduating?

A: We know from research that the first year of any student’s program is critical to their long-term higher education success. Assigning an academic advisor to the student from day one provides them with guidance and the necessary tools and resources to support their long-term success. Programs of study that are sequenced help to “scaffold” learning—where later courses build upon the skills of earlier ones—and take the guesswork out of what courses to take next. With the flexibility of online programs, students can fit school into THEIR life, not the other way around.

Just like brick and mortar institutions, online institutions can also provide writing tutors, math tutors, academic advisors, and career services professionals to support students at every stage of their learning experience. Effective mentors and support staff not only help students adjust to the online classroom but also support them to be confident, active participants in higher education. And virtual communities help to provide peer support. These types of support may not be available in the day-to-day environments of many minority or first-generation students and could be the critical difference in their higher education success.

Q: What role should online institutions like Walden continue to play in providing quality higher education?

A: It is clear that the online environment offers flexibility and convenience that is critical to the ability of working professionals to pursue their dreams of higher education. But at Walden, we not only offer convenience, we develop our programs starting with the end in mind; that is, the knowledge and skills that are important not only in the discipline being studied but also to employers in the field. We seek employer input and involve both subject-matter and curriculum design experts in determining the curriculum and design of every course. By using standardized assessment techniques, we have a wealth of data on what our students are learning in order to make continuous quality improvements in how and what we teach.

By providing students with access to both higher education and a quality learning environment, online institutions can provide students the opportunity to pursue their dreams, reach their potential, and use what they learn to make a difference in their professions, communities, and society at large.

That concludes my interview with President Cynthia Baum. I would like to thank her for consenting to this interview and for her contributions to the field of higher education.

 

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Matthew Lynch published in Diversity, HBCU's, Higher Education

Is there a conspiracy to destroy HBCUs?

By Matthew Lynch

There’s no denying that Historically Black Colleges and Universities have had a tremendous impact on the education levels of the black community. Since their founding, these campuses have served underdog students – first-generation, minority and other at-risk college attendees. The question of HBCU relevance is constantly floated in education circles but lately I’ve been pondering an even more poignant query: Is there a conspiracy to destroy Historically Black Colleges and Universities?

Of course the word “conspiracy” makes it sound like a top-secret, well-orchestrated attempt to eliminate these colleges from the higher education landscape. I don’t believe that is the case exactly, but there are certainly some factors that seem to hurt HBCUs more greatly than PWIs.

Policies that hurt HBCUs

For those who believe there is a conspiracy afoot, there are all sorts of reasons they believe so. Here are a couple of the most common:

Changes in the PLUS Loan Program. In October of 2011, the U.S. Department of Education adjusted its lending policies for these popular, and in many cases necessary, loans to align more closely with what a traditional bank would require in the way of income and credit worthiness. All colleges took a hit with these changes, but HBCUs lost an estimated $50 million in the first full year these changes took place. For many HBCUs, the college population is made up of first-generation students with parents who often have not set aside the funding for a college education, but want to contribute financially. When PLUS loan eligibility changed, it felt like a blow directed at HBCUs.

Online schools targeting minorities. Perhaps the largest factor crippling HBCUs today is the prevalence of online college programs. From schools like the University of Phoenix which is completely online to individual programs offered by traditional campus schools, students who need college-work-family flexibility are finding it outside HBCU campuses. All demographics have flocked to online schooling, but minorities have been especially targeted. HBCUs have traditionally been viewed as places for underdogs, but online schooling programs have overtaken that description with the combination of convenience and a wide array of programs.

Policies to merge HBCUs. Governors like Louisiana’s Bobby Jindal and Mississippi’s former governor Haley Barbour have announced plans to merge HBCUs with each other or other predominantly white institutions in moves that are intended to slash state operating costs. Treating any two HBCUs as institutions that are alike enough to merge without incident is flawed though. Planning to merge a HBCU with a predominantly white schools is even more off-base. These individual schools have their own histories, their own student cultures. Perhaps it makes financial sense to merge HBCUs with others similar in size or scope, but it undermines the collective institutions, undercutting their autonomy and what they can offer to potential students.

Ways HBCUs hurt themselves

Of course HBCUs cannot completely play the role of victim here. I’m a Dean at a HBCU and completely believe in the message – but even I can see that there are things we do collectively that are hurting our student populations and chances for longevity. We need to change that, together, and that starts with recognizing where we have made mistakes.

Slow adaptability. We’ve spent too much time wringing our hands and not enough time looking for solutions. Why were predominantly white institutions better prepared when the PLUS loan changes took place? Could we not have come up with our own solutions too? When it comes to online schooling – most HBCUs are just finally implementing full-degree online programs and embracing the idea that our students don’t need to be on a physical campus to benefit. Yes, the campuses of HBCUs are their biggest advantages, steeped in history and a palpable air of shared struggle. This doesn’t mean we should force our students to set foot on our campuses, or not come at all. The inability to move quickly and keep up with the higher education times has hurt HBCUs but hopefully not permanently.

Lack of diversity. HBCUs are getting better at recruiting all students to their campuses and programs, but this is another area where we’ve done too little, too late. HBCUs are no longer the only option for students of color and haven’t been for decades. So why have we spent so little time rebranding ourselves as institutions that welcome all students and help those students succeed? The number of Latino, white and Asian students on HBCU campuses is rising slowly, but relying on our historically largest segment of students (after it became clear they did not need us as much as we needed them) has hurt us.

Lack of stability in administration. Over the past decade, too many HBCU presidents have seemingly disappeared in the middle of the night without explanation. South Carolina State University, for example, has seen 11 different presidents since 1992 but why? Often the answer lies in the fact that a board of trustees clings to the past, or spends too much time micromanaging and not enough looking at the future and big picture of the HBCU landscape. Such instability at the top cannot inspire confidence for faculty or students. To really plant roots for the future, there needs to be consistent leadership that aligns with the long-term goals of the HBCU.

Not appreciating students. This may sound petty but alumni who do not feel that their universities really gave them a world-class education, or at the very least an adequate one, are less likely to give back financially. An essay written by a recent HBCU graduate who declined to name her school specifically expressed shock at the under-sophisticated classrooms and technology resources at her HBCU. While she points out the social atmosphere was top-notch and ultimately the reason she stayed until graduation, she says she would rather see her former school be shuttered than donate money to it. This is only one story, of course, but it rings true with other graduates I’ve met and read who believe they received a sub-par educational experience at a HBCU (sometimes on very basic levels) and who have no desire to donate money back. This is no way to maintain long-term student pride or bring in future students.

The combination of outside factors and internal issues has created a perfect storm when it comes to declining enrollment and revenue at HBCUs. I still believe these institutions have an important place in the U.S. college landscape but will have to fight just a little bit harder to stay relevant.

Read all of our posts about HBCUs by clicking here.

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