The results of two surveys of 1,387 two-year college administrators reveal that attitudinaf and structural barriers need to be removed before improvements can be made in the percentage of minority full-time faculty at community colleges.A recent study reveals that two-year colleges report enrolling a disproportionately large number of minority students, while minority representation among full-time faculty members remains low. In this study, institutional data on the numbers of minority full-time, two-year college faculty are provided, and the types of strategies presently being used by two-year institutions to recruit and retain minority faculty members are discussed in detail. Strategies found to be particularly successful in facilitating the recruitment and retention of minority faculty include hiring minorities to serve as chief academic administrators, hiring minority faculty for ethnic studies departments, having minorities serve on the board of trustees, recruiting minorities from private industry to teach part time, and canceling positions without minority applicants.
The increasing proportion of students of color enrolled in secondary institutions makes the issue of their recruitment into postsecondary institutions an increasingly important concern in higher education. Data from a national survey of chief student affairs of cers (CSA Os) on recruitment barriers and strategies for students of color were merged with 1995 National Center for Education Statistics Integrated Postsecondary Education Data System Fall Enrollment Survey data. A regression analysis was conducted to identify signi cant predictors of the percentage of students of color at 562 two-year colleges. The percentage of students of color was used as a proxy measure of an institution' s success in recruiting students of color. Demographic and institutional characteristics that emerged as predictors included (a) having a CSA O of color and (b) being an urban institution. Recruitment strategies that entered as predictors included (a) having recruitment materials in students' native languages, (b) working with minority high schools in the design of curricula, (c) having individuals of color as members of the board of trustees, and (d) participating in dual-enrollment programs with minority high schools. The percentages of faculty members and administrators of color and the amount of contact that CSA Os havewith students of color emerged as the strongest predictors. The study found that two-year colleges reap the bene t of faculty-student and faculty-teacher interactions in the form of greater institutional success in increasing their percentages of students of color. Policy makers, administrators, and faculty members can use the results of this study to promote equity by designing and implementing more successful recruitment policies and practices for two-year college students of color.The increasing proportion of students of color enrolled in secondary institutions makes the issue of their recruitment into postsec ondary institutions of increasing concern for those involved in higher education. Given the proximity, cost, and open-access policy of two-year colleges, many students of color have chosen to enroll in these institutions.
The growing proportion of students of color enrolled in postsecondary education makes the ongoing issue of their retention and program completion an increasingly important concern in higher education. Survey data from a national study of chief student affairs ofücers (CSAOs) on retention barriers and strategies were merged with 1995 Integrated Postsecondary Education Data System Completions Survey Data. A regression analysis was conducted to identify the signiücant predictors of program completion rates for students of color at 573 two-year colleges. An institution's program completion rate for students of color was used as a proxy measure for its success in retaining students of color. Demographic and institutional characteristics that entered as predictors included having a CSAO of color and being a two-year college in a large city. Retention strategies that entered as predictors included having individuals of color serve on the board of trustees and having minority peer tutoring programs. The percentages of faculty and administrators of color, and the amount of contact that CSAOs have with students of color, entered as the strongest predictors. Two-year colleges reap the beneüt of faculty-student and peer interactions in the form of greater institutional success inincreasing their program completion rates for students of color. Two-year college policy makers, administrators, and faculty can use the results of this study to promote equity and maximize talent development by designing and implementing retention policies and practices that enhance program completion rates for students of color.
The results of two surveys of 1,387 two-year college administrators reveal that attitudinaf and structural barriers need to be removed before improvements can be made in the percentage of minority full-time faculty at community colleges. Effective Strategies for Enhancing Minority Faculty Recruitment and RetentionRonald D. Opp, Albert B. Smith A recent study reveals that two-year colleges report enrolling a disproportionately large number of minority students, while minority representation among full-time faculty members remains low. In this study, institutional data on the numbers of minority full-time, two-year college faculty are provided, and the types of strategies presently being used by two-year institutions to recruit and retain minority faculty members are discussed in detail. Strategies found to be particularly successful in facilitating the recruitment and retention of minority faculty include hiring minorities to serve as chief academic administrators, hiring minority faculty for ethnic studies departments, having minorities serve on the board of trustees, recruiting minorities from private industry to teach part time, and canceling positions without minority applicants.
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