This article explores the lack of diversity at the 8 Ivy League institutions using a Critical Race Theory lens. It includes a comprehensive literature review of the scholarship related to diversity in academe, but especially within the areas of elite institutions and administration. The article also provides data pertaining to the senior leadership at the Ivy League institutions juxtaposed with data on senior level administrators throughout the nation, using the American Council on Education's On the Pathway to the Presidency report. Lastly, the article provides recommendations to presidents and institutions for bolstering high-level diversity among high level administrators. The authors stress the importance of addressing the historical and current policies and practices that either facilitate or negate the goals of diversity. They also encourage Ivy League institutions to create internal committees or task forces that focus on racial and ethnic disparities in senior administration.
To ensure the effectiveness of academic advising efforts on campus and to increase Black male collegians’ use of such services, administrators must better understand how Black males experience academic advising in college. This exploratory qualitative case study aims to understand the academic advising experiences of Black males at a large urban, predominantly White institution. Participants in this study (a) experienced a number of process-related challenges, including difficulties with scheduling advising appointments and accessing their academic advisor; (b) stressed the role of race and culture in academic advising; and (c) highlighted positive outcomes of formal and informal advising. Implications for research, practice, and policy are discussed.
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