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ERIC Number: EJ1068802
Record Type: Journal
Publication Date: 2011-Oct
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1941-3432
Minorities in Higher Education: A Pipeline Problem?
Sethna, Beheruz N.
Research in Higher Education Journal, v13 Oct 2011
This paper uses national data from the American Council on Education (ACE) to study the progress of different ethnic groups through the academic pipeline--stages studied include the Bachelor's, Master's, doctoral, levels, and then progress to the Assistant, Associate, and (full) Professor stages, to full-time administrators and finally to the CEO stage. Critics of the Higher Education system might claim that the relatively low percentages of minorities in Higher Education represent a failure of our system to provide sufficient minority graduates. However, an opposing point of view states that these low percentages and numbers are simply a reflection of the "pipeline problem." In other words, since there are low numbers (or percentages) of minorities coming through the system--at each stage, if the "Input" is small, then, even the best processes of creating good products, are doomed to turn out, at best, low quantities of "Output." The results show that the answer to this question is not a monolithic "Yes" or "No," but that there is considerable variation for the various ethnic groups at different stages of the academic pipeline. Different ethnic groups need support and assistance to succeed at different stages of the academic pipeline. These imbalances can be corrected only with a substantial commitment of energy and resources from the entire higher education community. Such, then, is the recommendation--that all of these players and partners commit themselves to helping all groups--the majority and each minority population achieve success at all stages of the higher education pipeline.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A