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ERIC Number: ED333857
Record Type: RIE
Publication Date: 1990
Pages: 143
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-878380-04-4
ISSN: ISSN-0884-0040
Pursuing Diversity: Recruiting College Minority Students. ASHE-ERIC Report No. 7.
Astone, Barbara; Nunez-Wormack, Elsa
Projections show steady growth in the minority populations of the United States, but entry rates of minorities into postsecondary education are shrinking. Institutions of higher education are now being called upon to exercise leadership in addressing the problem of minority education before it reaches critical proportions. This report examines the recruitment of minority students into postsecondary education. The report discusses (1) what the institution's role is in pursuing diversity through recruitment; (2) how minority students are distinct from each other and from the majority; (3) how the recruitment of minority students is related to other institutional concerns; and (4) whose responsiblity it is to recruit minority students, when it should be done, where it should be done, and how. Also provided are: a historical background of minority recruitment practice; a discussion of what information colleges should be aware of concerning the demographics and diversity of minority populations; a review of a recruitment plan; and summaries, conclusions, and recommendations for further research. Contain 193 references and an index. (GLR)
ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183 (Single copy price $17.00 regular, $12.75 for members of AERA, AAHE, AIR, and ASHE).
Publication Type: ERIC Publications; Reports - General
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. School of Education and Human Development.
Identifiers: N/A