ERIC Number: ED277436
Record Type: RIE
Publication Date: 1986-Mar
Reference Count: 0
Helping Minorities Achieve Degrees: The Urban Connection. A Report to the Ford Foundation.
Richardson, Richard C., Jr.; Bender, Louis W.
Drawing from a study of the progress of minority students to the baccalaureate degree, this report raises questions on how institutions and states can intervene to speed the process of reducing inequities that are clearly the product of past differences in minority access to education and jobs, and identifies practices of particular promise. Chapter 1 presents the issues, framework, and methods of the study; identifies the participating institutions; and gives an overview of the report. Chapter 2 provides contextual information about the environments for postsecondary education in each of the states represented in the study, while chapter 3 introduces the concept of conflicting cultures as an approach to understanding the barriers urban students experience in their pursuit of a degree. In chapter 4, students attending urban colleges are introduced through their own words, and through comments of those who work closely with them. Chapters 5 and 6 examine urban community college and university programs and services in terms of their impact on students interested in completing a four-year degree. The transfer process and some successful efforts aimed at articulation are the focus of chapter 7. Chapter 8 offers student perceptions of the transfer process. Finally chapter 9 discusses the implications of the study in the form of a series of recommendations. (EJV)
Descriptors: Access to Education, Affirmative Action, Articulation (Education), Bachelors Degrees, Community Colleges, Counseling Services, Equal Education, Minority Groups, Postsecondary Education, Student Attitudes, Student School Relationship, Transfer Programs, Two Year College Students, Two Year Colleges, Urban Education, Urban Universities
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Arizona State Univ., Tempe. Coll. of Education.