Minorities and the Egalitarian‐Meritocratic Values Conflict in American Higher Education: New Answers for an Old Problem

Direct Effects of High-Impact Practices on the Success of Business Majors in Large, Mostly Nonresidential Public Universities

“…This uncertainty contributes to some students’ inclination to delay graduation and prolong their time at the university (Jackson, Starobin, & Laanan, 2013). These initiatives take the form of stronger promotion of career counseling, soft skills development programs, and targeted messaging to URM students (Ritter, Small, Mortimer, & Doll, 2018; Shom, 2006). Leadership development workshops improve students’ confidence levels and comfort with the interview process and transition to their first career positions (Sedlacek, 2004).…”

Selective Admissions in Community College Nursing Programs: Ethical Considerations

“…As students with a wider range of cultural, racial, and socioeconomic characteristics have applied for college, the SAT has not correlated as well with freshman grades for these groups. In fact, this test does not correlate positively with retention or graduation for any year and thus is not an adequate predictor of college success and persistence, especially for disadvantaged groups (Astin, 1990;Greenleaf, 1990;Shom & Spooner, 1991).…”

“…In fact, in the majority of nursing programs, only cognitive predictors of academic success are employed (Capoor, 1983;Glick, McClelland, & Yang, 1986;Kroll, 1990;Schmalz, Rahr, & Allen, 1990;Yang, Glick, & McClelland, 1987). Shom and Spooner (1991) examined nontraditional assessment instruments in an effort to predict minority students' academic success and progression beyond the first year of college. The investigators identified seven noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), that they claim are related to minority student college success over a period as long as five years.…”

Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

“…Another recommendation is for colleges and universities to establish environments conducive to learning for students of color (Carter, 2006;Castillo et al, 2006;Davis et al, 2004;Harper, 2006;Shom 2006;Sleeter & Thao, 2007). Suggestions for improving the learning environment for urban minorities include employing more faculty of color (Harper, 2006), increasing the cultural competency of faculty and administrators (Davis et al, 2004;Shom, 2006), and providing a network of support for all students (Carter, 2006;Harper, 2006;Nicpon, Huser, Blanks, Sollenberger, Befort, & Kurpius, 2006;Shom, 2006). Tinto's (1990Tinto's ( , 2000Tinto's ( , 2005 and Engstrom and Tinto's (2008) work on college student retention further affirms that a culture of high expectations, faculty support, campus involvement, and learning communities may increase the likelihood of college retention and success for all students.…”