Leveling the Playing Field: Promoting Academic Success for Students of Color: New Directions for Student Services (J-B SS Single Issue Student Services) - Softcover

Softcover

ISBN 10: 0787998656 ISBN 13: 9780787998653

Publisher: Jossey-Bass, 1996

Synopsis

Much of the retention literature has focused on at-risk students of color, especially freshmen whose admission has been facilitated by attenuated entrance requirements. Of course, this population of students has needs that urgently beg to be addressed; however, regularly or traditionally admitted students of color face college attrition rates that approach or exceed those of their at-risk peers. Comparatively less attention has been paid to the academically able students of color who are avidly recruited, but for whom programs and services are noticeably lacking. This volume is intended to fill a conspicuous void: to provide ideas, narratives, and learnings that have relevance for the retention of all students of color but that can be particularly applied to the retention of regularly admitted students of color. The authors have tried to bring to the fore the work of individuals who are building state-of-the-art programs. Student affairs professionals need to learn from these practitioners' successes and insights how retention programs can become established and institutionally supported rather than remain peripheral efforts run on paltry budgets. This is the 74th issue of New Directions for Student Services.

About this title

About the Author

IRENE HARRIS JOHNSON is assistant professor of counseling and assistant dean of the graduate school at Northern Illinois University in DeKalb, Illinois. ALLEN J. OTTENS is associate professor of counseling at Northern Illinois University.

From the Back Cover

Much of the retention literature has focused on "at risk" students of color, especially freshmen whose admission has been facilitated by attenuated entrance requirements. Of course, this population of students has needs that urgently beg to be addressed; however, "regularly" or "traditionally" admitted students of color face college attrition rates that approach or exceed those of their "at risk" peers. Comparatively less attention has been paid to the academically able students of color who are avidly recruited, but for whom programs and services are noticeably lacking. This volume is intended to fill a conspicuous void: to provide ideas, narratives, and learnings that have relevance for the retention of all students of color but that can be particularly applied to the retention of regularly admitted students of color. The authors have tried to bring to the fore the work of individuals who are building state-of-the-art programs. Student affairs professionals need to learn from these practitioners' successes and insights how retention programs can become established and institutionally supported rather than remain peripheral efforts run on paltry budgets. This is the 74th issue of New Directions for Student Services. For more information on the series, please see the Journals and Periodicals page.

From the Inside Flap

Much of the retention literature has focused on "at risk" students of color, especially freshmen whose admission has been facilitated by attenuated entrance requirements. Of course, this population of students has needs that urgently beg to be addressed; however, "regularly" or "traditionally" admitted students of color face college attrition rates that approach or exceed those of their "at risk" peers. Comparatively less attention has been paid to the academically able students of color who are avidly recruited, but for whom programs and services are noticeably lacking. This volume is intAnded to fill a conspicuous void: to provide ideas, narratives, and learnings that have relevance for the retention of all students of color but that can be particularly applied to the retention of regularly admitted students of color. The authors have tried to bring to the fore the work of individuals who are building state-of-the-art programs. Student affairs professionals need to learn from these practitioners' successes and insights how retention programs can become established and institutionally supported rather than remain peripheral efforts run on paltry budgets. This is the 74th issue of New Directions for Student Services. For more information on the series, please see the Journals and Periodicals page.

Edition details

• Publisher: Jossey-Bass
• Publication date: 1996
• Language: English
• ISBN 10: 0787998656
• ISBN 13: 9780787998653
• Binding: Paperback
• Number of pages: 116
• Editor: Johnson Irene Harris