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Advisors need to understand the implications that are involved regarding race and admissions. Advisors work with diverse groups of students and need to understand the legal implications of their admissions process. In recent years, minority students have had to deal with policies/requirements that resulted in a negative impact on their application process. As a result, racially underrepresented students are not able to take advantage of their educational opportunities in higher education. As a minority student, we need to find better policies that do not take away educational opportunities for racially underrepresented students.

Audience: Academic Advisors and Admissions

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Slide 2: Interview with Mr. Daniel Martinez (Advisor for Graduate Students at Angelo State University)

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Slide 2: Interview with Mr. Daniel Martinez (Advisor for Graduate Students at Angelo State University)

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Race and admissions has a huge impact on how advisors work with their students starting with the recruiting process. Advisors recruit students based off their qualifications and not race (personal communication, November 2021). Believing that race should not play a big role in the admissions process due to advisors working with different ethnic groups. However, understanding race allows advisors to find the appropriate approach while collaborating with minority students.

With the recent rulings of court cases regarding race and admissions, advisors need to be prepared for new challenges. These new challenges can deal with international students or immigration issues. The admission process for international students can be impacted by COVID-19, and advisors need to find ways to stay connected and improve the application process for them. With immigration issues, advisors need to know the legal implications of these students and use their abilities to be successful in higher education. With more training regarding culture, advisors can find the appropriate resources to help these students be successful.

Best Practices:

•Training involving advisors understanding specific cultural backgrounds

•More education regarding the legal issues on the admission process

•Improving recruiting process by focusing on qualifications instead of race
https://www.angelo.edu/live/profiles/1320-daniel-martinez

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Master’s Programs: Master of Arts in Administrative Leadership Master of Arts in Curriculum and Instruction (Teacher Studies, Advanced Instruct...

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Slide 3: Professional Association - NACADA

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Slide 3: Professional Association - NACADA

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•Cohen B.E. (2012). No longer separate, not yet equal: Race and class in elite college admission and campus life. NACADA. https://nacada.ksu.edu/Resources/Journal/Current-Past-Book-Reviews/No-longer-separate-not-yet-equal-Race-and-class-in-elite-college-admission-and-campus-life.aspx

In the U.S., minority students have been making great strides in attending elite higher education institutions. However, institutions are lacking the proper resources for minority students to improve progress and complete their degree program. With the proper resources and preparations, advisors can help minority students be successful in higher education.

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host posted on November 05, 2012 11:45

Book by Thomas J. Espenshade & Alexandria Walton Radford
Review by Barbara E. Cohen
Academic Advisor & Adjunct Instructor
Ivy Tech Community College-Central Indiana

Great strides have been made in opening educational opportunities at elite colleges for students of color and other minority groups since the U.S. Supreme Court declared "separate but equal" policies unconstitutional. But significant questions remain about the value of affirmative action in college admissions.

In the 21st century, are colleges color- and class-blind yet? To what extent have students once deemed "separate" by race or socioeconomic class been able to take advantage of the opportunities open to them at America's elite colleges and universities? Has the introduction of a multicultural student population improved college life for all students at elite institutions?

Thomas J. Espenshade and Alexandria Walton Radford give away their conclusion in the title of their new publication, No Longer Separate, Not Yet Equal: "Diversity" students admitted to elite colleges through affirmative action programs have not achieved parity with their privileged, white peers, and unbiased, multicultural thinking has been slow to take root in campus life.

This study explores the extent to which affirmative action programs have succeeded in removing racial and cultural bias in admissions and campus life at elite colleges, concluding that not enough progress has been made - yet. More importantly, the authors take the next logical step, stimulating a discussion about new and better ways to remove barriers to equality.

For academic advisors, the questions posed by the authors come down to this: What can we do to ensure that students from all walks of life are prepared to take full advantage of admission to elite colleges? What can we learn from existing programs at elite colleges, which the authors see as the "vanguard of innovative change in higher education" (p. 10), that will lead to better results for multicultural students at all public and private colleges and universities in North America?

The book divides neatly into two parts. The first is a thorough study of existing admissions and college life measures at eight elite colleges, based on the 1997 National Study of College Experience. The authors found, by and large, that there's no advantage to a student attending an elite institution if the student doesn't succeed (i.e., complete a degree) there. Barriers to admission may have fallen and students at selective schools may "interact more frequently with their classmates from other racial and ethnic backgrounds" (p. 225), but race and class still divide students when it comes to graduation rates and class rank at graduation.

In the final chapters, the authors make a persuasive case for new perspectives and programs to achieve the goals of affirmative action. Many readers will turn quickly to chapter 9, "Do We Still Need Affirmative Action?" and chapter 10, "Where Do We Go from Here?" to explore the authors' suggestions.

Ultimately, the authors conclude that better preparation is the best way to narrow the gap between elite, white students and students of color or socioeconomically disadvantaged students. In other words, to achieve a level playing field, students need better preparation and counseling, not additional special programs. To this end, the authors propose the establishment of an American Competitiveness and Leadership Project ("a Manhattan Project for the behavioral and social sciences - a project with the same scale, urgency, and sense of importance as the original Manhattan Project," p. 403) to identify the causes of racial and class gaps in academic achievement - and to propose new measure to close these gaps nationally

Whether or not you agree with Espenshade and Radford, there are valuable lessons here for creating a multicultural, heterogeneous environment on elite college campuses - and by extension, at all public and private colleges and universities in the United States - and for helping students realize their potential beyond graduation.

The key lesson for advisors: When African-American, Asian, Hispanic and/or multiracial students choose colleges where they will excel based on their ability without regard to the prestige of the institution, students can succeed academically - and aid in eliminating existing negative stereotypes. But when under-prepared minority students are induced to enroll at elite colleges without sufficient preparation, the academic benefits or social advantages that might be obtained from an elite education often remain frustratingly unattainable for many of them.

Even if you don't find the specific plan proposed here compelling, this book is a call for new measures of equality that will be hotly debated.

No longer separate, not yet equal: Race and class in elite college admission and campus life . (2009). Book by Thomas J. Espenshade & Alexandria Walton Radford. Review by Barbara E. Cohen. Princeton, NL: Princeton University Press. 548 pp. $35.00. ISBN # 978-0-691-14160-2

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No longer separate, not yet equal: Race and class in elite college admission and campus life

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Barbara E. Cohen. Review of the book No longer separate, not yet equal. A publication of The Princeton University Press.

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•Hulse N. E. (2019). Preferences in college admissions. Society, 56(4), 353. https://doi-org.easydb.angelo.edu/10.1007/s12115-019-00380-7

•Throughout recent years, the college admissions process for elite universities have created some controversy due to legacy students, athletes, and race.

• When the admission process focuses on race, such as affirmative action, it takes away educational opportunities from other students.

•Alternative policies can be used to improve enrollment for racially underrepresented students and get rid of the controversy behind college admissions.

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•Glasener K.M. & Martell C.A. (2019). Framing diversity: Examining the place of race in institutional policy and practice post-affirmative action. Journal of Diversity in Higher Education, 12(1), 3–16.

•Due to the ruling of the Fisher v. University of Texas (2013,2016), higher education institutions have been looking to get rid of affirmative action.

•Affirmative action has been used to improve the application process for minority students but has impacted several other groups of students.

•With alternatives and the appropriate framework, institutions plan to improve diversity on campus and create an inclusive environment.

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Slide 6: Constitutional Law - Equal Protection Clause

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Slide 6: Constitutional Law - Equal Protection Clause

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•Reference: U.S. Const. amend. XIV § 1.

•The 14th Amendment implies that no one can be deprived of their basic rights of life, liberty, and property without due process (U.S. Const. amend. XIV).

•With the equal protection clause, individuals are treated equally regardless of their differences.

•This federal law, allowed minority individuals to get the same rights as Whites, such as attending school and enrolling into higher education.

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Slide 7: Judicial Law - Hawkins v. Board of Control of Florida

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Slide 7: Judicial Law - Hawkins v. Board of Control of Florida

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• Reference: Hawkins v. Board of Control of Florida, 350 U.S. 413 (1956)

•Hawkins was applying for his graduate degree in law because he met the requirements for Florida.

•His application process was delayed due to his race.

•After taking the case to court, this state law ruled in favor of Hawkins, and implemented that race should not be a factor if the applying candidate meets the requirements.

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Slide 8: Administrative Law - Family Education Rights and Privacy Act (FERPA) 

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Slide 8: Administrative Law - Family Education Rights and Privacy Act (FERPA) 

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•Reference: Family Education Rights and Privacy Act, 34 CFR Part 99

•Students in higher education have the right to keep their educational records private.

• With this federal law/policy, students can keep their racial identity unanswered or private.

•Information regarding students can only be released with consent from the student or parent/guardian.

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Slide 9: Statutory Law - Civil Rights Act of 1964

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Slide 9: Statutory Law - Civil Rights Act of 1964

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•Reference: Civil Rights Act of 1964, Title VI,§ 42 U.S.C. § 2000d

•The Civil Rights Act was created to protect the rights of people of color and eliminate discrimination in public areas such as schools.

•This federal law allowed minority students to get equal educational opportunities that White students were receiving.

•It also provided funding for educational programs to improve academic success for minority students.

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Slide 10: Local Administrative Policy - Angelo State University 

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Slide 10: Local Administrative Policy - Angelo State University 

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•Reference: ASU. (2021). Notice of non-discrimination. https://www.angelo.edu/current-students/title-ix/notice-of-non-discrimination.php

•ASU is dedicated in establishing a fostering and supportive environment for their students (ASU, 2021).

•With a diverse student population, this policy implements that students are protected from any discrimination and are given the quality education students deserve.

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Slide 11: Ethical Principles - Council for the Advancement of Standards (CAS)

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Slide 11: Ethical Principles - Council for the Advancement of Standards (CAS)

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•Principle IV – Justice: Actively promote human dignity and endorse equality (CAS, 2015).

•When advisors recruit students, they are eliminating barriers and continuing to grow a diverse campus environment.

•Advisors honor differences and show respect while working with their students.
Reference: Council for the Advancement of Standards in Higher Education (2015). CAS statement of shared ethical principles. In J. B. Wells (Ed.), CAS professional standards for higher education (9th Ed.). https://www.cas.edu/ethics

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CAS Ethics | Council for the Advancement of Standards in Higher Education

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The Council for the Advancement of Standards in Higher Education (CAS) has served as a voice for quality assurance and promulgation of standards in higher education for thirty-five years. CAS was established to promote inter-association efforts to address quality assurance, student learning, and professional integrity.

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•As a minority student, I did not have to suffer losing educational opportunities because of discrimination. Laws that were placed before I was born, such as the Equal Protection Clause and the Civil Rights Act, helped me pursue my educational goals and go for my masters. Allowing schools to become more diverse and creating an inclusive environment, has allowed us to develop for the better.

•I have been extremely blessed to attend the institution I wanted, and the relationships that I have formed in higher education.

•The history regarding the laws and policies are important to understand the progress that we have made but still strive for.

•I am extremely thankful for the opportunities that I have been able to receive because of these policies and laws.

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Slide 13: Recommendations for Admissions and Advisors

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Slide 13: Recommendations for Admissions and Advisors

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•Do not prioritize race during the admissions process (Should not be a deciding factor).

•Work on better alternatives to improve enrollment for minority students (Get rid of affirmative action).

•Implement policies that do not take away educational opportunities for any race (get rid of race percentages/seats for majors).

•Have more legal trainings to understand policies on campus.

•Developmental trainings working with specific cultures or backgrounds.

•Prepare students for the challenges of higher education with mentors.

•Establish multicultural centers to improve a sense of belonging.