Barriers to Minority Access and Persistence in Arizona's Universities: Perceptions of Students, Faculty, Staff and Administrators.

Autor/in	Wood, John J.
Institution	Arizona Board of Regents, Phoenix.
Titel	Barriers to Minority Access and Persistence in Arizona's Universities: Perceptions of Students, Faculty, Staff and Administrators.
Quelle	(1988), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Persistence; Access to Education; College Administration; College Faculty; College Preparation; College Students; Competition; Educational Quality; Efficiency; Equal Education; Equal Opportunities (Jobs); Excellence in Education; High School Students; Higher Education; Minority Groups; Public Colleges; State Universities; Student Development; Student Financial Aid; Student Recruitment; Arizona + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; College administrators; Hochschulverwaltung; Fakultät; Collegestudent; Wettkampf; Quality of education; Bildungsqualität; Effectiveness; Effektivität; Wirkungsgrad; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Lernerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Staatliche Universität; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	One of the working papers in the final report of the Arizona Board of Regents' Task Force on Excellence, Efficiency and Competitiveness, this study considers issues of minority access and persistence in Arizona's universities. Themes abstracted from personal interviews with minority students, faculty, and staff and minority and nonminority administrators at the three universities are presented. The three themes are as follows: (1) preparation and student access (i.e., high schools are not preparing students for college, recruiters need to reach out to students, and commitment to students extends to post-graduation placement); (2) the cultural field (i.e., some people in the university lack sensitivity, the university wants minorities to participate in campus activities but students think activities are for whites, and minority is not a homogeneous category/minorities are not homogenous groups); and (3) university policy, organization, and programs (i.e., the universities are apathetic in hiring minorities, there are not enough persons to staff programs with high demand for services, and student development is a function of the entire university and not just student affairs). Though almost everyone interviewed is sincerely concerned about minority access to and persistence in Arizona's universities, there are still serious problems. The problems are not limited to the universities, and there is attrition in the entire system of public education in Arizona. Two tables are included. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC