The Progress of Black Student Enrollments at the Nation's Highest-Ranked Colleges and Universities

AbstractThe examination of student group performance is a constant need as American higher education continues to expand and become more racially and ethnically diverse. Recent scholarship on the academic performance of Black students at elite colleges and universities has glossed over possible disparities among these students, particularly among different immigrant groups. The current study clarifies these differences in academic performance by examining four Black student groups at elite colleges and universities in the United States: native Blacks, Black immigrants from Africa, Black immigrants from the Caribbean and Latin America, and Black immigrants from other parts of the globe. The analyses point to many similarities and differences among the four Black student groups in their characteristics and influences on their academic performance in college such as gender, precollege friendships, high school academic preparation, college major, and closeness to Whites and Blacks. Additionally, this study found evidence of possible colorism among Black students at elite colleges.

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Black Student-Faculty Mentorship Programs

Developing Workforce Diversity Programs, Curriculum, and Degrees in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0209-8.ch003 ◽

2016 ◽

pp. 43-61

Author(s):

Shavonne Shorter

Keyword(s):

Black Students ◽

Minority Students ◽

Black Student ◽

Colleges And Universities ◽

Black Faculty ◽

Underrepresented Minority ◽

Job Responsibilities ◽

Underrepresented Minority Students ◽

Mentorship Programs ◽

Faculty Mentorship

This chapter discusses recommendations for how colleges and universities can institute formal mentorship programs between Black students who have the aptitude and/or interest to become professors and Black faculty. Recommendations about concerns that mentors should address have been crafted based on the expressed needs and desires of Black students from the work of Shorter (2014). The chapter will detail the types of activities the program should include such as learning more about expected job responsibilities. The chapter also discusses intended outcomes associated with the program, the ultimate being an increase in the numbers of Black students that become professors. The chapter concludes with recommendations to expand the program's scope to include all underrepresented minority students.

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