Faculty Diversity—A Crucial Link to the Successful Recruitment and Retention of Minority Students

1993 ◽  
Vol 64 (3) ◽  
pp. 74-80 ◽  
Author(s):  
Marvin W. Scott
Keyword(s):  
Minority Students ◽  
Faculty Diversity ◽  
Recruitment And Retention ◽  
Successful Recruitment

Recruitment and Retention of Minority Students in Bachelor of Social Work Programs

1998 ◽  
Vol 3 (2) ◽  
pp. 31-49 ◽  
Author(s):  
Marie Raber ◽  
Susan Tebb ◽  
Marla Berg-Weger
Keyword(s):  
Social Work ◽  
Minority Students ◽  
Diverse Students ◽  
Student Body ◽  
Culturally Diverse Students ◽  
Recruitment And Retention ◽  
First Semester ◽  
Successful Recruitment ◽  
Work Programs ◽  
Social Work Programs

This paper examines two issues relevant to baccalaureate social work programs: 1) successful recruitment of diverse racial and ethnic groups of students and 2) the problem of attrition as a major obstacle in graduating racially and ethnically diverse students. While minority recruitment may be actively pursued, many efforts are not effective, regardless of the sophistication or level of funding. Those that are successful provide substantial counseling, financial assistance, curriculum flexibility, and alternate scheduling opportunities. What can BSW programs do to increase the likelihood that students will enter and remain in school and graduate? Many minority students leave school after the first semester for a variety of reasons including lack of financial resources, poor school-support services, or feelings of isolation. For those who remain, attrition is still much higher than in the traditional student population. The authors conclude that to be successful in recruiting and retaining a diverse student body, programs need a support structure for faculty and staff, specialized student and academic policies, and the commitment of the entire social work department and university to the recruitment and retention of culturally diverse students.

Enhancing Gifted Education for Underrepresented Students

2017 ◽  
Vol 40 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Meghan Ecker-Lyster ◽  
Christopher Niileksela
Keyword(s):  
Best Practices ◽  
Multicultural Education ◽  
Minority Students ◽  
Educational System ◽  
Gifted Education ◽  
Underrepresented Students ◽  
Education Programs ◽  
Recruitment And Retention ◽  
Gifted Education Programs ◽  
Programming Practices

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.

scholarly journals If We Get You, How Can We Keep You? Problems with Recruiting and Retaining Rural Administrators

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Jo Nell Wood ◽  
Kim Finch ◽  
Rachel M. Mirecki
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Rural Areas ◽  
School Administrators ◽  
Retention Strategies ◽  
Recruitment And Retention ◽  
Positive School Culture ◽  
Successful Recruitment ◽  
Use Of Technology ◽  
Key Factor

The focus on instructional leadership has reached a crescendo with the waivers for No Child Left Behind (2002). The leadership of the principal is known to be a key factor in supporting student achievement; however, recruitment and retention of administrators in rural areas of the Midwest is very difficult. This survey research study explored the recruitment and retention strategies, as well as factors influencing the loss or retention of quality administrators reported by Midwest superintendents. The themes that emerged as successful recruitment strategies included ‘growing your own’ as the number one method of recruiting and retaining rural school administrators, salaries/benefits depending on location, emphasizing positive working conditions and climate/culture, and providing quality professional development. Retention strategies that worked well for rural schools were an emphasis on a positive school culture and climate, investment in professional development, and use of technology for mentoring along with increased benefits.  

scholarly journals Boosting Minority Teacher Recruitment and Retention for a Diverse Future STEM Workforce

2021 ◽  
Vol 18 (04) ◽  
Author(s):  
Patricia Razafindrambinina ◽  
Aditi Dubey ◽  
Paul Ellis ◽  
Rachel Lamb ◽  
Shantam Ravan
Keyword(s):  
Minority Students ◽  
Role Models ◽  
Teacher Recruitment ◽  
The United States ◽  
State Legislature ◽  
Minority Teachers ◽  
Education Attainment ◽  
Recruitment And Retention ◽  
Stem Workforce ◽  
K 12

The United States STEM workforce has yet to reflect the demographics of the larger population. This discrepancy begins at the base of the STEM pipeline with a significant lack of minority STEM K-12 teachers to serve as mentors and role models to minority students. Research has shown that minority students’ exposure to same-race teachers increased academic output and education attainment up to 32%. Unfortunately, minority teachers face a revolving-door effect: the cycle of increased recruitment countered by a high turnover amongst minority teachers compared to their white counterparts. Minority teachers who leave the profession consistently cite negative teaching environments, discrimination, and lack of support as the main drivers of their decision to quit teaching. The Maryland state legislature recently passed the Blueprint for Maryland’s Future Act, which attempts to address teacher recruitment and retention more comprehensively. Here, we go beyond the Blueprint’s baseline tools to recommend targeted strategies to recruit and retain minority STEM K-12 teachers in Maryland. Through the creation of a robust peer mentorship pipeline between new and experienced teachers, prioritization of school staff diversity and inclusion training, and the promotion of teacher autonomy, we will increase minority student education attainment and encourage the growth of a diverse STEM workforce in Maryland.

Increasing the Recruitment and Retention of Historically Underrepresented Minority Students in Higher Education

1998 ◽  
Vol 7 (3) ◽  
pp. 39-48 ◽  
Author(s):  
Terry Irvine Saenz ◽  
Toya A. Wyatt ◽  
John C. Reinard
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Minority Students ◽  
State University ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Recruitment And Retention ◽  
Dynamic Relationship ◽  
Communicative Disorders ◽  
University Training

There is a need for more bilingual and/or minority speech-language pathologists to serve an increasingly diverse population. To recruit and retain minority students, faculty in university training programs should increase their awareness of minority students’ needs and expectations. This paper reviews the literature pertaining to the factors relating to minority students’ success in higher education and reports the results of a survey designed to assess students’ perceptions of factors related to academic success. It also delineates how faculty of the Department of Communicative Disorders at California State University, Fullerton, used these results to improve the recruitment and retention of minority students. Because there is a dynamic relationship between faculty, students, and institutional requirements, other communicative disorders departments are encouraged to use this survey to better understand and respond to their students’ needs.

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