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ERIC Number: ED226688
Record Type: Non-Journal
Publication Date: 1982
Pages: 65
Abstractor: N/A
Reference Count: N/A
Government Support for Minority Participation in Higher Education. AAHE-ERIC/Higher Education Research Report No. 9, 1982.
Green, Kenneth C.
Current levels of federal and state support to increase access to higher education and the barriers now being faced are considered, based on a Higher Education Research Institute report. The postwar transition from elite to mass to universal higher education has been accompanied by major changes in government support. State governments have supported the growth and expansion of public postsecondary systems, while federal policy has focused on removing the financial and nonfinancial barriers to college access and degree attainment. It is suggested that major federal categorical programs designed to assist minority students and minority institutions have generally had positive impacts and benefits, including improved access. However, the issue of choice is not fully resolved. Special programs for access and persistence do improve access and retention, but they fall short of their stated goal of improving academic performance, and institutional aid remains controversial. The challenges of the 1980s will be for state, federal, local, and institutional officials to cooperate in developing better programs that promote participation for minorities. Attention is also directed to Title III of the Higher Education Act of 1965 and the Reagan Administration's funding cuts for education. An extensive bibliography is included. (SW)
American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036 ($5.00 each, members; $6.50 each, nonmembers).
Publication Type: ERIC Publications; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: ERIC Clearinghouse on Higher Education, Washington, DC.; American Association for Higher Education, Washington, DC.