Survey Finds a Drop in Minority Presidents Leading Colleges

The Chronicle of Higher Education
March 12, 2012

By Jack Stripling

Meet the new boss.

Same as the old boss.

In a troublingly stagnant portrait, the latest national survey of college presidents finds a profession dominated by white men who have hardly changed in more than a quarter century. They're just older.

Today's typical college leader is a married white male with a doctorate in education. He is 61 years old, up from 60 years old in 2006, according to the American Council on Education's latest survey, "The American College President 2012."

Full Story: http://chronicle.com/article/Who-Are-College-Presidents-/131138/?sid=at&utm_source=at&utm_medium=en

OFCCP Posts Active Case Enforcement Presentation

The Department of Labor's Office of Federal Contract Compliance Programs has posted its May 17th presentation on the Active Case Enforcement program. The Active Case Enforcement (ACE) protocol was released as Directive 295 on December 16, 2010. In the presentation, OFCCP contrasts the ACE process with that if its predecessor, the Active Case Management program. ACE provides for full desk audits for all compliance evaluations, full compliance reviews for every 25 establishments and broadens the scope of reviews to include individual issues as well as indicators of systemic discrimination.

For the ACE presentation, click here: http://www.dol.gov/ofccp/Presentation/ACE_Webinar_Slides_Public_05_17_2011.pdf

New Data Indicate Educational Attainment Continues to Flat-Line

American Council on Education
Press Release
CONTACT:Erin Hennessy
(202) 939-9367
erin_hennessy@ace.nche.edu

Washington, DC (Oct. 20, 2010)—Young Hispanics and African Americans have made no appreciable progress in postsecondary attainment as compared to their older peers, and attainment rates have dipped for the youngest group (aged 25-34), according to a new report released today by the American Council on Education (ACE).
These flat-lining attainment rates indicate that today’s young adults are no better educated than the baby boom generation, according to Minorities in Higher Education 2010 – Twenty-Fourth Status Report. The report, made possible by generous support from the GE Foundation, goes on to unpack important differences among racial/ethnic and gender groups that tend to be obscured by the aggregated attainment data.
Widely recognized as the most authoritative national source of information on advances made by students of color in higher education, the report summarizes trends in high school completion, college enrollment, college persistence, degrees conferred and higher education employment. The report uses data from the U.S. Department of Education’s National Center for Education Statistics and the U.S. Census Bureau.
Among the key findings:
Each generation of younger women in the United States is continuing to reach higher levels of postsecondary attainment, while the attainment levels of younger men are falling.
The strides made by women are mostly driven by Asian Americans and whites. Although other women of color have made generational gains while their male peers have stagnated or fallen, these minority women have not achieved the comparable gains in postsecondary educational attainment that Asian-American or white women have.
Younger whites (aged 25-34) also have made strides past their older peers. However, their gains are not only smaller than those of Asian Americans but also attributable only to women.
Among all racial/ethnic groups in the United States, Hispanics—the fastest growing population—continue to exhibit the lowest educational attainment levels. Young Hispanic men lag behind Hispanic women, and the gap is growing wider.
Special Essay on Hispanic Population
Because of the worrisome nature of the low educational attainment levels among Hispanics, the report includes a special essay on this population. The essay analyzes characteristics of the Hispanic population, with a focus on Hispanic immigrants, to identify for policy makers and educators the unique challenges of and opportunities for improving the educational attainment of this group.
Among the barriers to attaining further education for Hispanic immigrants identified in the report are:
The lack of a high school credential;
Interrupted schooling prior to immigration;
Immigrating at an older age;
Lack of English fluency;
Substantial economic needs for immigration;
Placement in low-wage, low-skilled jobs; and
Lack of legal status for some.
Understanding these disincentives and concentrating policy attention and resources on them are important steps in raising educational levels of Hispanics.
“Our nation stands at the intersection of bold new goals for educational attainment on one hand, and a pattern of low educational attainment for Hispanic students on the other,” said ACE President Molly Corbett Broad. “For the future of these students and of our nation, we must take this opportunity to act. The costs of leaving behind generations of the fastest growing population in this country are too great.”
"The essay paints a more nuanced portrait of the 47 million Hispanics living in the U.S.,” said Mikyung Ryu, assistant director of ACE’s Center for Policy Analysis and author of the report. “In particular, Hispanic immigrant adults have received little attention in higher education policy. Current debates around increased educational attainment or economic sustainability don't seem to recognize the opportunity this key subgroup may represent."
Additional Findings
High School Completion
As of 2008, Asian Americans and whites had the highest rates of high school completion, at 91 and 88 percent respectively, followed by African Americans at 78 percent and American Indians at 71 percent.
Although Hispanics made the largest gains and narrowed gaps between themselves and both whites and African Americans from 1988-2008, they continue to have the lowest rate of completion at 70 percent.
College Enrollment
Colleges and universities became more diverse during the past decade, with minority share of the student body rising from 25 to 30 percent and the white share shrinking from 68 to 59 percent. Minority enrollment during this period continued to become more concentrated in two-year colleges compared with four-year institutions (36 and 26 percent, respectively).
Enrollment rates for traditional college-aged whites increased from 31 percent in 1988 to 45 percent in 2008—the largest increase—while rates for young African Americans rose from 22 to 34 percent. Hispanics had the smallest improvement over this timeframe, from 17 to 28 percent.
From 1997-2007, the number of enrolled minority students of any age grew from 3.6 million to 5.4 million (52 percent) while the number of white students increased from 9.7 million to 10.8 million (12 percent). Among minorities, Hispanics had the largest gains, both in growth rates and in absolute numbers, followed by African Americans.
College Persistence
For the 2003 freshmen cohort, Asian Americans led all races/ethnicities with persistence rates of 89 percent for students who began at four-year institutions and 67 percent for those who started at two-year institutions.
African Americans had the lowest persistence rates of all groups, 73 percent for those who began at four-year institutions and 47 percent for those who started at two-year colleges.
Degrees Conferred
Total number of undergraduate degrees awarded increased 39 percent during the decade, with minorities leading the growth in associate degrees. However, despite enrollment gains by minorities during the decade, 66 percent of undergraduate degrees were awarded to white students in 2007.
In 2007, women earned approximately 62 percent of all associate degrees and 57 percent of all bachelor’s degrees. Among minorities, women earned 65 percent of associate degrees and 61 percent of bachelor’s degrees.
The number of master’s degrees earned by women of color doubled from 1997-2007, and the number of doctoral degrees they earned increased 63 percent. Women now earn more graduate degrees than men.
For combined STEM fields (science, technology, engineering and mathematics), men continued to outnumber women in bachelor’s degrees awarded in 2007, at 65 and 35 percent respectively. However, women outnumbered men in biological/biomedical sciences, as well as in most non-STEM fields.
Faculty, Administrators and Presidents
From 1997-2007, minority representation in faculty, administration and presidential posts increased steadily, from 13 to 17 percent in faculty positions and from 14 to 18 percent in administrative positions. Minority share of presidential appointments rose from 8 to 13 percent from 1986-2006.
As of 2006, women accounted for 23 percent of presidential posts overall, up from 10 percent in 1986.
“ACE continually raises the bar in its analysis of minorities in higher education,” said Bob Corcoran, president and chairman of the GE Foundation. “This year’s report further reinforces the urgency of responding to today’s challenges in the U.S. education system, an important focus area for the GE Foundation.”
For the sixth year, the Status Report includes a CD-ROM which features data tables and highlights from the report as well as charts suitable for use in presentations.
Founded in 1918, ACE (www.acenet.edu) is the major coordinating body for all the nation's higher education institutions, representing more than 1,600 college and university presidents, and more than 200 related associations, nationwide. It provides leadership on key higher education issues and influences public policy through advocacy.
The GE Foundation, the philanthropic organization of the General Electric Company, works to solve some of the world’s most difficult problems. In coordination with its partners, it supports U.S. and international education, developing health globally, the environment, public policy, human rights and disaster relief. In addition, the GE Foundation supports GE employee and retiree giving and involvement in GE communities around the world. In 2009, the entire GE family—including businesses, employees, retirees and GE Foundation—contributed more than an estimated $220 million to community and educational programs, including more than $100 million from GE Foundation. For more information, visit http://www.gefoundation.com.
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Women Leaders Honored at ACE Meeting

Diverse Issues in Higher Education
by Diverse Staff , March 8, 2010

The American Council on Education honored Dr. Blenda Wilson, former president of California State University, Northridge, with the Donna Shavlik award Saturday, at the Women's Leadership Dinner during ACE’s 92nd Annual Meeting being held through Tuesday in Phoenix. Named for the former longtime director of ACE’s Office of Women in Higher Education, the Shavlik award honors a leader who has demonstrated a sustained and continuing commitment to enhancing women's leadership and career development.
ACE also honored Dr. Alison Bernstein, vice president for the Knowledge, Creative and Free Expression Program of the Ford Foundation, with its Lifetime Achievement Award.
Wilson was the first African-American woman senior administrator at Rutgers, The State University of New Jersey, the first woman and African-American senior associate dean at the Harvard University Graduate School of Education and, as chancellor of the University of Michigan-Dearborn from 1984-88, the first woman to head a four-year institution in Michigan.
The former executive director of the Colorado Commission on Education, Wilson became the first woman president of California State University, Northridge.

Full Story: http://diverseeducation.com/article/13605/women-leaders-honored-at-ace-meeting.html

ACE Submits Comments on Proposed Rules for the Americans with Disabilities Amendments Act of 2008

Dec. 2, 2009
The American Council on Education (ACE), along with the College and University Professional Association for Human Resources (CUPA-HR), submitted comments Nov. 23 to the Equal Employment Opportunity Commission (EEOC) on the proposed rules to implement the equal employment provisions of the Americans with Disabilities Amendments Act of 2008.
During the legislative process, ACE worked with the drafters of the ADA Amendments Act in an effort to ensure that in enhancing existing protections against discrimination, Congress also gave due consideration to the special challenges facing institutions of higher education. While the proposed rules do bring greater clarity to many of the provisions, certain aspects of the proposal go well beyond the balance struck in the legislation, which could result in serious—albeit unintended—negative consequences.
ACE and CUPA-HR are particularly concerned that in many instances, the proposed rules eliminate any meaningful distinction between an impairment and a disability and disregard the requirement that disability determinations be made on a case-by-case basis.
ACE strongly supports nondiscrimination on the basis of disability and believes that employment decisions should be based on an individual’s qualifications and ability to perform a job.

http://www.acenet.edu/AM/Template.cfm?Section=HENA&CONTENTID=34949&TEMPLATE=/CM/ContentDisplay.cfm

Asian-Americans Hope To Build Pipelines to College Presidencies

Diverse Issues in Higher Education
by Lydia Lum, October 5, 2009

Dr. Ding-Jo Currie has long been aware that she is one of only a handful of Asian American college presidents in the U.S. today. What she did not know until recently, however, is how few mid- and senior-level Asian administrators are groomed into becoming presidents.

That fact, along with myriad hiring trend data, social stereotypes, and first-person experiences were among the topics shared at a historic roundtable meeting convened by the American Council on Education in Washington, D.C., last week.

In 2006, Asians made up 0.9 percent of all college presidents nationally, according to ACE. Meanwhile, 5.8 percent of presidents that year were Black and 4.6 percent were Hispanic. Among more than 283,000 tenured faculty the previous year, 4.5 percent were Black and 3.1 percent were Hispanic. However, the fact that more than 6 percent were of Asian descent suggests that a viable pool of university presidents is available.

The latter statistic convinced ACE officials of the urgency in making a concerted effort to form a pipeline of Asian Americans into the presidency, says Dr. Diana Córdova, director of the Center for Advancement of Racial and Ethnic Equity. Historically, such efforts have been largely confined to individual college presidents or ethnic-focused entities such as Leadership Education for Asian Pacifics (LEAP).

Full Story: http://diverseeducation.com/article/13097/asian-americans-hope-to-build-pipelines-to-college-presidencies.html#

Group Tells Public-College Presidents They May Be Personally Liable for Speech Codes

The Chronicle of Higher Education
Thursday, January 15, 2009
By PETER SCHMIDT
A group that advocates free speech on campuses has sent the top officials of 266 public colleges certified letters warning them that they might be sued as individuals if their institutions do not lift certain speech restrictions.
The Foundation for Individual Rights in Education, based in Philadelphia, mailed the letters to college presidents and chancellors in mid-December in an effort to pressure their institutions to alter their speech policies voluntarily. The letters cite several court rulings that the group regards as prohibiting one or more speech policies in place at the colleges, and they argue that the administrators, having been apprised of such developments, will have difficulty claiming legal immunity from liability for their actions.
"When the law is so clearly established with regard to unconstitutional speech codes, claims of immunity from liability on the part of individual administrators will likely fail," the letters say.
The letters cite a 1982 Supreme Court ruling, in the case Harlow v. Fitzgerald, which held that government officials have immunity from personal liability for their actions only "insofar as their conduct does not violate clearly established statutory or constitutional rights of which a reasonable person would have known."
In an interview on Wednesday, William Creeley, who signed the letters as the organization's director of legal and public advocacy, said their primary objective "is kind of a practical one, from our standpoint—to put schools on notice in a legally cognizable way."
"This is something we can point to to say, 'You should have known. You were warned,'" he said.
In a later e-mail message, Mr. Creeley said, "We believe that once administrators are made aware of the fact that they may risk personal liability by maintaining unconstitutional speech codes, changes will occur more quickly on public campuses."
Although the group, known as FIRE, does not itself litigate cases, it has assembled a network of like-minded lawyers whom it taps to mount lawsuits against campus speech policies that it views as objectionable. A campaign it calls the Speech Code Litigation Project has already scored court victories in cases involving San Francisco State University, Temple University, and Texas Tech University.
Ada Meloy, general counsel for the American Council on Education—an umbrella organization representing colleges and higher-education associations—said her group's members have been in touch with her about the FIRE mailing. "It certainly sounds like FIRE is putting a lot of incendiary language in a form letter," she said. "I don't think FIRE is a disinterested observer."
Citing a recent FIRE report, the letters say that 77 percent of the 260 public colleges that the group recently surveyed have at least one policy that clearly and substantially restricts freedom of speech.

Full Story: http://chronicle.com/daily/2009/01/9630n.htm?utm_source=at&utm_medium=en (Subscription)

Population Shift Sends Universities Scrambling

The Washington Post
Applicant Pool Forecast To Shrink and Diversify
By Valerie Strauss
Washington Post Staff Writer
Monday, March 10, 2008; A01

Colleges and universities are anxiously taking steps to address a projected drop in the number of high school graduates in much of the nation starting next year and a dramatic change in the racial and ethnic makeup of the student population, a phenomenon expected to transform the country's higher education landscape, educators and analysts said.
After years of being overwhelmed with applicants, higher education institutions will over the next decade recruit from a pool of public high school graduates that will experience:
- A projected national decline of roughly 10 percent or more in non-Hispanic white students, the population that traditionally is most likely to attend four-year colleges.
- A double-digit rise in the proportion of minority students -- especially Hispanics -- who traditionally are less likely to attend college and to obtain loans to fund education.
Despite those obstacles, minority enrollment at undergraduate schools is expected to rise steadily, from 30 percent in 2004 to about 37 percent in 2015, some analysts project.
"The majority will become the minority," said Stephen Joel Trachtenberg, president emeritus and professor of public service at George Washington University. "There will be more Hispanics, more African Americans, more Chinese, Indians, Pakistanis, Koreans. I anticipate that the most common last name in the freshman class will be Kim."
The demographic changes will be profound for individual students: Some will probably see their chances of getting into selective schools improve, and others will see opportunities to enroll at the most selective schools decline. And for colleges, the demographic changes will mean new ways of recruiting and educating students.
"One challenge will be looking at the interface between high schools and college and the issue of college readiness, and the other will be the whole issue of the cost of college," said David Ward, president of the nonprofit American Council on Education. [To read the entire article, go to: http://www.washingtonpost.com/wp-dyn/content/article/2008/03/09/AR2008030902065.html?wpisrc=newsletter ]

New Monograph Offers Guidance and Insight Into the Role of Chief Diversity Officers and Their Emergence in Academe

American Council on Education
CONTACT:Kellee Edmonds(202) 939-9365
mailto:939-9365kellee_edmonds@ace.nche.edu

Washington, DC (Jan. 28, 2008)—The authors of a new primer on the emergence and role of chief diversity officers (CDOs) at the nation's colleges and universities conclude that “without dedicated diversity leadership that focuses on driving the wheel of change as a matter of first priority, campuses will continue to flounder in their diversity efforts.”

Damon A. Williams, assistant vice provost for multicultural and international affairs at the University of Connecticut, and Katrina C. Wade-Golden, senior research scientist at the University of Michigan's Office of Academic Multicultural Initiatives, reach that conclusion in a monograph published by the American Council on Education (ACE).
The Chief Diversity Officer: A Primer for College and University Presidents is the third in a series of occasional papers by ACE's Center for Advancement of Racial and Ethnic Equity (CAREE). The publication was produced with support from ING.
Williams and Wade-Golden tackle some of the following questions: What is a chief diversity officer? How are their capabilities designed? How can they play a key role in developing and delivering the diversity goals and objectives of the institutions they serve?
“With this monograph we really wanted to infuse discipline and clarity into the process of developing chief diversity officer capabilities in higher education,” said Williams. “Too often, presidents are forced to reinvent the wheel because they don't have a solid grasp of the who, what, and how of the CDO. With this monograph, and our impending book, we have hopefully made a contribution that higher education leaders can innovate from as they develop dynamic diversity capabilities at their respective institutions.”
“The prolific emergence of this capability within higher education is in accord with key societal trends to move the diversity and inclusion discussion from the periphery to the center,” added Wade-Golden. “It also underscores the critical importance for leadership to capitalize on this significant moment in time by giving deep consideration to the type of individual to fulfill the role within a specific institutional context, and equipping that officer with the requisite level of resources to accomplish their work with excellence.”
The paper takes a close look at the growth of chief diversity officers on U.S. campuses in recent years, explains three models of organizational diversity in higher education, offers strategic guidance for college and university presidents considering launching the CDO capability on their campus, and makes recommendations designed to help campus leaders create an environment for chief diversity officers to thrive.

Among the authors' key recommendations:
The CDO should report to the president or chief academic officer of the institution.
Senior leadership should charge the CDO to work as an integrator, collaborating with key departments across the institution.
Senior leadership must provide CDOs with both symbolic and material resources to encourage the change process on campus.
“It is clear that chief diversity officers are playing an increasingly vital role on the senior leadership team of college and university campuses,” said Diana I. Córdova, director of CAREE. “But presidents and chancellors tell us they continue to look for ways to leverage their skills to achieve maximum benefit with students and faculty—we hope this monograph can provide campus leaders with some guidance and new ideas.”
“At ING, diverse representation among our customer base is a business imperative. Diversity among our customers is directly correlated to diverse representation among our employees and distribution partners,” said Ethel Pippin, ING vice president. “Consistent with the recommendations of this monograph, ING has recently elevated the chief diversity officer role and has expanded the focus on increasing diverse representation within each core business unit in the U.S.”
The publication concludes with perspectives from two university presidents: Rebecca S. Chopp, president of Colgate University, and Mark A. Emmert, president of the University of Washington, who offer their own insight into this important topic.
As part of ACE's 90th Annual Meeting next month in San Diego, Williams and Wade-Golden will participate in a session on chief diversity officers co-sponsored by the National Association of Diversity Officers in Higher Education. They are also the authors of the forthcoming book The Chief Diversity Officer: Strategy, Structure, and Change Management.

Copies of The Chief Diversity Officer: A Primer for College and University Presidents (Item # 311683) are available for $25 plus shipping and handling via the ACE bookstore at http://tk.publicaster.com/DC/ctr.aspx?6C6164=31313538363938&736272=1733&747970=6874&66=30. Orders may also be placed through ACE Fulfillment Service, Department 191, Washington, DC, 20055 or by calling (301) 632-6757.
Editor's Note: A PDF of the report is available to reporters upon request. Please contact Kellee Edmonds at e-mail address above.
Founded in 1918, ACE is the major coordinating body for all the nation's higher education institutions, representing more than 1,600 college and university presidents, and more than 200 related associations, nationwide. It seeks to provide leadership and a unifying voice on key higher education issues and influence public policy through advocacy, research, and program initiatives.
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Molly Broad Will Lead ACE

Inside Higher Education
January 16, 2008

Molly Corbett Broad was on Tuesday named as the next president of the American Council on Education, which acts as the chief voice for higher education as a whole in federal policy debates.
Broad has held a series of senior positions in state university systems, most recently as president of the University of North Carolina System. She previously was executive vice chancellor of the California State University System and also was chief executive officer of Arizona’s university system. Since leaving the North Carolina presidency in 2006, Broad has remained active in higher education policy. Among other things, she was involved in the creation of the Voluntary System of Accountability, an effort by state university groups to have institutions report in comparable ways on student outcomes.
At North Carolina, she pushed a variety of measures to attract more funds for the university system. Some of her moves were controversial, as when she suggested that tuition — historically low in North Carolina — could increase (along with need-based aid). More popular on campuses, she won voter approval for $3.1 billion in bond authority for facilities — an infusion of funds that university leaders said was overdue to update aging facilities and to handle enrollment growth.
Broad will be the first woman to lead ACE. Of the numerous higher education associations in Washington, six are considered “presidential” associations, representing broad sectors of higher education, and those six are all headed by men — a fact that has been much remarked upon as women have not only dominated student enrollments but have taken on more and more college presidencies. [To read the entire article, go to: http://www.insidehighered.com/news/2008/01/16/broad]

New Paper Outlines Lessons Learned from Recent Supreme Court Decision on Affirmative Action in K-12 Schools

Sept. 11, 2007

The American Council on Education (ACE) has released a paper evaluating the implications for higher education of the recent Supreme Court decision regarding race- and ethnicity-conscious admissions policies in K-12 public schools.

In two closely-watched cases, the Supreme Court ruled on June 28 that public school districts may not use race and ethnicity as the predominant consideration in school assignment programs designed to promote diversity. In a 5-4 decision that combined the two cases Parents Involved in Community Schools v. Seattle School District No. 1 and Meredith v. Jefferson County Board of Education, the Court set a difficult standard for “narrow tailoring” of such policies in the future but did not completely rule out diversity as a compelling state interest in K-12 public education.
The new ACE paper points out that the most important implication of the K-12 cases is that the Supreme Court’s 2003 ruling in Grutter v. Bollinger “remains controlling law” for colleges and universities.

The decision in Grutter v. Bollinger upheld the affirmative action admissions policy of the University of Michigan Law School. In the court’s ruling, Justice Sandra Day O’Connor's majority opinion held that the United States Constitution “does not prohibit the law school's narrowly tailored use of race in admissions decisions to further a compelling interest in obtaining the educational benefits that flow from a diverse student body.”
"Since Seattle and Louisville were the first consideration of principles taken from the 2003 University of Michigan cases, we have given the Court's decision a careful reading to analyze its impact on how colleges and universities use race as an aspect of diversity," said Ada Meloy, ACE's general counsel. "We remain cautiously optimistic that Grutter survives the change in Supreme Court membership."

Distinguishing the K-12 decision from its seemingly contrary decision in Grutter v. Bollinger, the Court noted that unlike the admissions plan it upheld in Grutter, “the plans here ‘do not provide for a meaningful individualized review of applicants’ but instead rely on racial classifications in a ‘nonindividualized, mechanical’ way.”

However, the ACE paper outlines, there are lessons to be learned for colleges and universities in these latest decisions, including:
Diversity is still a legitimate factor to consider in making admissions decisions. Colleges and universities will need to ensure that, if they are seeking to admit a diverse student body, they have both a clear mission with a definition of diversity and a process for reviewing applications to implement that mission.
Individualized and holistic review of applications. Colleges and universities need to make admissions decisions based on whether the totality of an application indicates that the applicant contributes to the school’s diversity goals, its overall mission, and its educational objectives.
Considerations of race must yield results. Although the Court does not explicitly state a college or university must achieve results if it is going to consider race, the implication of the Court’s reasoning is that results matter (and those results probably have to be more than minimal).
Caution regarding “critical mass.” The skepticism toward the use of numerical goals or broad ranges expressed by the Court in the cases suggests that institutions should use the concept of “critical mass” carefully and base it upon the educational benefits the institution seeks to obtain from enrolling a diverse student body.
Race-neutral alternatives must be considered. A college or university that wishes to create a diverse student body must seriously consider non-race-conscious means first. If those means do not accomplish the institution’s goal, the institution may then consider race to a limited degree.
Sense of institution’s mission. A college or university must have a strong sense of its mission and educational objectives and the role, if any, diversity plays in achieving both.

To download the full paper, see the ACE website. Also read ACE’s “friend of the court” brief filed in October 2006 in support of the Seattle and Louisville school districts.
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