Addressing Inequities in Higher Education. Policy Guide

Autor/inn/en	Erwin, Ben; Thomsen, Jennifer
Institution	Education Commission of the States
Titel	Addressing Inequities in Higher Education. Policy Guide
Quelle	(2021), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Equal Education; Higher Education; Minority Group Students; Student Diversity; Racial Bias; Ethnicity; Barriers; College Readiness; Advanced Placement Programs; Student Financial Aid; Developmental Studies Programs; African American Students; Hispanic American Students; American Indian Students; Academic Degrees; Educational Attainment; College Environment; Disproportionate Representation; Dropouts; At Risk Students; Access to Education; Academic Advising; Educational Counseling; College Attendance; Enrollment; Selective Admission; Affirmative Action; Proprietary Schools; Student Placement; Minority Serving Institutions; Academic Persistence; Debt (Financial); Student Loan Programs + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial discrimination; Rassismus; Ethnizität; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Hochschulumwelt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; Access; Bildung; Zugang; Bildungszugang; Akademischer Rat; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Einschulung; Bildungsselektion; Schülerpraktikum
Abstract	Although diversity in higher education has continued to increase over the past 20 years, colleges and universities continue to enroll Black, Latinx and American Indian students in bachelor's programs at low rates; additionally, more selective institutions and high-demand fields of study are less likely to enroll these students, and they often are not afforded the supports and services that can help them finish college or obtain a degree. These disparities have a significant impact on the long-term employment outcomes for students, and they maintain a racial and ethnic wealth gap -- both problematic scenarios for state policymakers looking to build a prepared workforce and resilient economy. This Policy Guide explores various types of barriers that these students face in: (1) College readiness. This includes inadequate access to advanced coursework, counseling and financial aid resources that prepare students for college or university; (2) Transitions to college. Black, Latinx and American Indian students are more likely to be directed into developmental education coursework, which does not count toward a degree; and (3) Degree attainment. Financial need and experiences with racism on campus, among other factors, disproportionately impact these students and potentially drive them to dropout. This trend not only leaves students without a credential, but often with high levels of debt. While this guide is not an exhaustive examination of the systemic barriers that exist, it elevates issues along the higher education pipeline that are actionable for policymakers. This is a companion resource to "State Policy Options to Promote K-12 Integration" [see ED613900], which explores three types of K-12 segregation -- across districts, between schools in a district and within schools -- and provides policy considerations and examples of state initiatives that address each. (As Provided).
Anmerkungen	Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01