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How Majority Institutions Recruit and Retain Minority Students. CEEHD Leadership Institute June 13, 2013 ,. The Issue. Capacity. Minoritized.

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how majority institutions recruit and retain minority students

How Majority Institutions Recruit and Retain Minority Students

CEEHD Leadership Institute

June 13, 2013


the issue
The Issue



Signifies the social construction of underrepresentation and subordination. Persons are not born into minority status nor are they minoritized in every social milieu(e.g., in their families and places of religious worship). Instead, they are rendered minorities in particular situations and institutional environments that maintain an overrepresentation of one racial group and its dominant cultural norms.

Dr. Shaun Harper

sighs too deep for words
Sighs Too Deep For Words

Reliance on standardized tests

Deficit thinking

Fear based decision making

Paucity of diversity in leadership

Belief that treating everyone the same is treating everyone fairly!

  • Limited spaces
  • Faculty shortage
  • Clinical site shortage
  • Not a lack of “qualified” applicants
  • Need to admit the best qualified
  • Student retention…who will persist and be successful on NCLEX
  • Students who benefit the profession
distributive justice
Distributive Justice

To each equally

To each according to need

To each according to merit

To each according to the person’s rights

To each according to individual effort

To each as you would be done by

To each according to the greatest good to the greatest number.

bottom line
“Bottom Line:

Art and Science

steep analysis
  • Social……………………..Demographics
  • Technology……………....Tools
  • Economic…………………Markets
  • Environment……………...Resources
  • Politics…………………….Issues

“If you touch a spider’s web anywhere, you set the whole thing trembling. As we move through and around this world, and as we act with kindness, or indifference, or even hostility toward the people we meet, we too, are setting the great spider web a-tremble. The life I touch will touch another life, and that, in turn another, until who knows where the trembling stops or in what far place and time my touch will be felt. You can’t find a better way to quantify or qualify someone’s legacy. Just think of the web you have set a-tremble”.Frederick Buechner

  • Student exposure to successful academicians and practitioners from similar backgrounds
  • Providing demographic data of faculty and students
  • Student testimony on websites
  • Challenging the use of GRE
  • Involvement of family in orientation
  • Graduation rates
  • Graduation on time information
  • Picture of what their graduates are doing
  • Percentage of transfer credits accepted
  • Ease to double major & popular combinations of majors
  • Financial strength of institution provided
  • Composition…relatively homogeneous, narrowly focused app, lack of appropriate pre-advisement for URM
  • What drives admissions ( one group reads essays only, other looks at grades only)
  • Failure to look at humanism in the process (count the # of “I”s in an essay)
diversity in the classroom
Diversity in the Classroom
  • A bad start
  • Insufficient financial support
  • Language & writing issues
  • Admissions barriers
  • The burden of representation
  • Unwelcoming environments
  • Exclusion from informal networks
diversity in the classroom1
Diversity in the Classroom
  • Paucity of role models
  • Poor faculty/student connections
  • Hazing mentality of faculty
  • Curriculum and classroom interaction often exclude issues of diversity or treat the subject as knowledge about a sub-culture or deviant non-norm behavior.



Diversity and Learning

Diversity and Learning



Dynamics of Diversity in Teaching

Marchesani, L., & Adams, M. (1992). Dynamics of diversity in the teaching-learning process: A faculty development model for analysis and action. In M. Adams (Ed.), Promoting diversity in the college classroom: Innovative responses for the curriculum, faculty, and institutions (Vol. 52, ). San Francisco: Jossey-Bass.

  • Affinity Groups
  • Rubrics
  • Multiple forms of assessment
  • Linguistic Modification
  • Individual development plans
  • Cross racial mentoring
  • Focusing on science’s relevance to problems within specific communities