How the Most Selective Colleges and Universities Compare in Black Student Enrollments

1998 ◽  
pp. 10
Keyword(s):  
Black Student ◽  
Colleges And Universities ◽  
Selective Colleges

Where Ivy Matters: The Educational Backgrounds of U.S. Cultural Elites

2020 ◽  
Vol 93 (2) ◽  
pp. 153-172 ◽  
Author(s):  
Steven Brint ◽  
Komi T. German ◽  
Kayleigh Anderson-Natale ◽  
Zeinab F. Shuker ◽  
Suki Wang
Keyword(s):  
Colleges And Universities ◽  
Political Elite ◽  
Educational Institutions ◽  
Political Leaders ◽  
Educational Backgrounds ◽  
Cultural Elite ◽  
Selective Colleges ◽  
Elite Formation ◽  
The U.S

Status transmission theory argues that leading educational institutions prepare individuals from privileged backgrounds for positions of prestige and power in their societies. We examine the educational backgrounds of more than 2,900 members of the U.S. cultural elite and compare these backgrounds to a sample of nearly 4,000 business and political leaders. We find that the leading U.S. educational institutions are substantially more important for preparing future members of the cultural elite than they are for preparing future members of the business or political elite. In addition, members of the cultural elite who are recognized for outstanding achievements by peers and experts are much more likely to have obtained degrees from the leading educational institutions than are those who achieve acclaim from popular audiences. By focusing on the extent to which industries and cultural domains depend on quickness and facility in the absorption and manipulation of complex and sophisticated symbolic media, our analysis leads to an important specification of the role of highly selective colleges and universities in elite formation.

‘WE DON’T ALL LOOK ALIKE’

2014 ◽  
Vol 11 (2) ◽  
pp. 353-385 ◽  
Author(s):  
W. Carson Byrd ◽  
Rachelle J. Brunn-Bevel ◽  
Parker R. Sexton
Keyword(s):  
Academic Performance ◽  
Black Students ◽  
Black Student ◽  
Group Performance ◽  
The United States ◽  
Colleges And Universities ◽  
Academic Preparation ◽  
Black Immigrants ◽  
Student Groups ◽  
Elite Colleges

AbstractThe examination of student group performance is a constant need as American higher education continues to expand and become more racially and ethnically diverse. Recent scholarship on the academic performance of Black students at elite colleges and universities has glossed over possible disparities among these students, particularly among different immigrant groups. The current study clarifies these differences in academic performance by examining four Black student groups at elite colleges and universities in the United States: native Blacks, Black immigrants from Africa, Black immigrants from the Caribbean and Latin America, and Black immigrants from other parts of the globe. The analyses point to many similarities and differences among the four Black student groups in their characteristics and influences on their academic performance in college such as gender, precollege friendships, high school academic preparation, college major, and closeness to Whites and Blacks. Additionally, this study found evidence of possible colorism among Black students at elite colleges.

Black Student-Faculty Mentorship Programs

2016 ◽  
pp. 43-61
Author(s):  
Shavonne Shorter
Keyword(s):  
Black Students ◽  
Minority Students ◽  
Black Student ◽  
Colleges And Universities ◽  
Black Faculty ◽  
Underrepresented Minority ◽  
Job Responsibilities ◽  
Underrepresented Minority Students ◽  
Mentorship Programs ◽  
Faculty Mentorship

This chapter discusses recommendations for how colleges and universities can institute formal mentorship programs between Black students who have the aptitude and/or interest to become professors and Black faculty. Recommendations about concerns that mentors should address have been crafted based on the expressed needs and desires of Black students from the work of Shorter (2014). The chapter will detail the types of activities the program should include such as learning more about expected job responsibilities. The chapter also discusses intended outcomes associated with the program, the ultimate being an increase in the numbers of Black students that become professors. The chapter concludes with recommendations to expand the program's scope to include all underrepresented minority students.

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