Prospective first-generation college students cite high educational aspirations as 10th graders, but take longer to enroll in college and are less likely than their peers to earn a degree.
Those findings are included in a new research brief from the US Department of Education’s Institute of Educational Sciences. The report uses 10 years of data collected from a nationally representative sample of students who were high school sophomores in 2002.
Just-released data from US Citizenship and Immigration Services provides more information about the young people currently enrolled in the federal Deferred Action for Childhood Arrivals (DACA) program.
President Trump announced this week that the Obama-era Deferred Action for Childhood Arrivals (DACA) program will end in six months.
Since 2012, DACA has provided deportation relief to undocumented youth who came to the country before the age of 16, as long as they met certain criteria.
NACAC was among several education organizations to speak out against Trump’s decision. In a statement released on Tuesday, the association said the move to eliminate DACA was a “regressive step that hurts many of America’s brightest, most vulnerable youth.”
David Hernández is an assistant professor of Latino/a studies at Mount Holyoke College. But before joining academia, he was a first-generation university student.
Having experienced university life from two perspectives, Hernández recently reflected on what would have helped make college more accessible to him the first time around.
He wrote a personal essay featured in The Chronicle of Higher Education that shares his experience as an 18-year-old and asks, “What could today’s universities and colleges do differently for a student like me?”
The New York Times recently reported that the US Department of Justice [DoJ] released an internal document indicating action with respect to “a new project on ‘investigations and possible litigation related to intentional race-based discrimination in college and university admissions.’”
The DoJ responded with indications that its effort was aimed at one case on behalf of Asian-American students — a position, according to the Times, that was greeted with some skepticism by others. While there is much more to learn about the Department’s planned action, we should take this opportunity to reflect on the fact that time-tested, common sense principles derived from settled federal law continue to inform the work of higher education institutions today, just as they did last week…and last year.
NACAC President Nancy T. Beane responded Wednesday to media reports suggesting the Trump administration is considering legal action against colleges and universities with race-conscious admission policies.
In a statement released to the press, Beane noted that the Supreme Court upheld in 2016 the right of colleges to consider a student’s race or ethnicity as one factor when making admission decisions.
“By disregarding the Fisherruling, the administration and Justice Department would frustrate efforts to improve educational opportunity, and would erode respect for diversity in higher education,” she said. “This initiative would be a serious challenge to the critical work of improving college access and success for all students.”
It’s human nature: Difficult conversations are often the easiest ones to avoid.
Yet when it comes to discussions surrounding diversity, bias, and cultural fluency, educators owe it to themselves and the students they serve to tune in.
Next month, attendees at NACAC’s national conference in Boston will have the opportunity to do just that. Two interactive Real Talk sessions—one addressing workplace issues, the other focused on the needs of students and families—will be facilitated by Lisa D. Walker, former director of Cross Cultural Student Development at the University of California-Berkeley.
“Good conversation and effective dialogue can inspire us to change individually and collectively,” Walker told Admitted. “In my experience, those changes often start small but can gain momentum over time.”