Enhancing Recruitment Success for Two-Year College Students of Color

Abstract

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 Voices of Minority Students in an Agricultural Communications and Journalism Program: A Case Study

“…Land grant institutions are now experiencing the future predicted by NASULGC. According to U.S. Census Bureau data from 2000, approximately 30% of the U.S. population is a racial or ethnic minority group (Talbert & Edwin, 2007) and 28.7% of traditional college-aged students are African American or Hispanic (Opp, 2001).…”

“…Agricultural education researchers have documented barriers to minority students entering the field; these barriers have been operationally defined within education research as attitudinal barriers and structural barriers (Opp, 2001).…”

Factors that predict student performance in dual credit courses in Kentucky community and technical colleges.

“…Kirst (2001b) called for the extension of dual credit to a larger segment of the high school population to include underrepresented students and students other than the academic elite. Research has shown that dual credit programs can have a very positive effect on the postsecondary performance of underachievers, minority, and at-risk students (Opp, 2001;Brigham, 1989;Hugo, 2001;Lieberman, 1986;. Johnstone and Maloney (1998) found that increased access and successful student performance in dual credit courses positively influenced the transition between high school and postsecondary education and thereby the improving the overall productivity and efficiency of student learning.…”

“…Opp (2001) investigated institutional characteristics that assisted in the recruitment of Black students to two-year colleges. The data were drawn from a national survey of chief student affairs officers on recruitment barriers and strategies for students of color.…”

“…Dual credit can add rigor and relevance to the curriculum experience in the last two years of high school while encouraging cooperation and integration of secondary and postsecondary education improving student transition and success in postsecondary education (Windham, 1998;Delicath, 1999;Hanson, 2001;. Dual credit programs can also play a role in providing access to college for minority students that are typically underrepresented in U.S. higher education (Opp, 2001;Brigham, 1989;Hugo, 2001;Hoffman, 2003).…”