ERIC Number: ED211639
Record Type: RIE
Publication Date: 1981-Aug
Reference Count: 0
Equal Educational Opportunity Scoreboard: The Status of Black Americans in Higher Education, 1970-1979. Fourth ISEP Status Report, Part I.
Morris, Lorenzo; And Others
This fourth report of the Institute for the Study of Educational Policy examines the status of black Americans in higher education from 1970 to 1979, with special consideration to a discussion of a basis of parity which takes into account the rapid growth of the black population and to enrollment patterns in traditionally black institutions of higher education. Total undergraduate enrollments by race, sex and ethnicity, and total black enrollment by type and control of institution are examined. Also analyzed are graduate and professional school enrollments by race and ethnicity; percent differences and percent growth in full-time, first professional school enrollment by race and ethnicity for 1974, 1976 and 1978; and enrollments in law and medical schools by race, ethnicity and national origin. Data on degrees conferred are treated similarly. Tables describing the age structure of student populations by race, and tables describing the educational attainment of the population by age group and race are appended. Findings were reported to indicate a negative correlation between level of selectivity and lack of progress for blacks as evidenced by the disproportionately low enrollment of blacks in two year colleges as compared with four year colleges, and the greater losses and smaller gains of black enrollments in professional schools and doctoral programs in comparison to other levels of education. (JCD)
Descriptors: Affirmative Action, Age Differences, Black Achievement, Black Institutions, Black Students, College Students, Enrollment Trends, Equal Education, Ethnic Groups, Graduate Students, Higher Education, Racial Differences, Selective Admission, Sex Differences, Statistical Data, Two Year Colleges
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Howard Univ., Washington, DC. Inst. for the Study of Educational Policy.
Note: Some tables may be marginally legible due to small size type.