What are some ways to increase higher education access for underrepresented groups?

I would add that expectant parents should we targeted as well. It’s a very long outreach & awareness strategy but we should be talking with future parents about their soon to be born children’s education which will eventually lead to the idea of going to college as a normal part of their lives.

We need to do better at providing intentional communication with students and parents about the opportunity to attend 4-year colleges by starting at a 2-year school. Transfer makes accessibility to higher education to a broader population.

Too often, institutions or organizations want a program or strategy they can utilize to address this issue. Frankly, we need macro-system level changes to make higher education equitable in terms of access. Primordial prevention efforts; Does everyone have quality water? Just think of the damage caused by lead to brain development in cities (Flint, MI) - an entire cohort of people who will not reach their potential? Primary/preventive care to optimize development across the lifespan, with emphasis on early years given the impact on the trajectory of individuals' lives. I won't contribute with more band-aid performative "solutions." Educational attainment is a system-level problem. We need time, resources, and commitment to be sustained.

The following are my thoughts: Outreach Programs: Establish outreach programs that target underrepresented communities Mentorship Initiatives: Develop mentorship programs connecting underrepresented students with mentors that look like them. Financial Aid and Scholarships: Increase financial aid options and scholarship. Community Partnerships: Foster partnerships between colleges and local community organizations. Culturally Relevant Curriculum: Develop and incorporate culturally relevant curriculum to make education more inclusive. Diversity and Inclusion Programs: Establish diversity and inclusion programs on college campuses. College Prep Programs: Offer college preparatory programs in HS that focus on providing necessary skills.

Getting back to basics of customer service is a must. Accessible, multi-language, and comprehensive approach can help prospective learners and families complete tasks and processes that are foreign to them. Besides getting the check lists of things to do done, students and families can begin to connect with important people and services on campus and start their community of support and advocates.

There may be no greater issue for underrepresented groups than creating awareness that a pathway to a degree is possible. Building confidence and awareness eventually leads to the "how much does this cost" conversation. Financial support for students from underrepresented groups may be the reason they pursue higher education and the reason they stick with their program. Financial counseling, including the reasons for/against debt, how to understand the financial aid process, and support services that transcend finances into mental health and wellness, are critical items for student success.

Preparation and early career advice in my view and experience are key to encourage and enable students from underrepresented groups to access higher education. I have supported Careers leads in schools, as a Learning Enterprise Adviser, to create awareness of possible options available after graduating from school. Within that initiative, career guidance to the student needs to be relevant and personal to them- to get them into the appropriate career that they deserve. We need to remember the person and that we are potentially influencing the rest of their life. Empower them. Coupled with that, financial support, policy and advocacy absolutely play a crucial role to offer the infrastructure that provides access to higher education options.

The creation and implementation of scholarship and financial aid programs represent essential strategies for expanding access to higher education, especially for low-income students and underrepresented groups. These programs can be designed to address the economic barriers that many students face in seeking a quality education. Offering specific scholarships to underrepresented groups, such as ethnic minorities and students with disabilities, is a crucial practice for promoting equity in access.

To tie this to the previous prompt—often times, not to be all-encompassing, outreach and awareness programs, pre-college opportunities also require financial means/aid, by providing unburdened aid (non-loans) that can support in their pursuit of higher education is paramount to access and equitable engagement for historically excluded students. Moreover, financial support should not come with hidden cost, by this I mean because a historically excluded student received an endowed scholarship, it should not be a requirement to prostrate at the font of the donor as part of keeping their award. Financial support should have very limited to no restrictions, especially grant, scholarship, or gift aid.

The level of readiness for college significantly impacts access to higher education. Schools and communities can collaborate to offer enhanced preparatory programs, tutoring, and mentorship to underrepresented students. These initiatives can focus on strengthening academic skills, providing college-level coursework, and offering guidance on the college application process. Ensuring students are well-prepared academically is as crucial as financial support in increasing their access to higher education opportunities.

Increase the use of inclusive student-centered pedagogies by expanding, sustaining, assessing and normalizing equity-grounded professional development for all instructors including teaching assistants, tenure-track, adjunct, full-time, and part time faculty.

Curriculum design and effective pedagogical strategies can make a difference. Using frameworks such as Universal Design for Learning can develop a supportive classroom environment that supports students and learning.

Pre-college academic preparation and educator professional development are essential in helping under represented groups gain awareness and subsequently access to higher education. If students are not familiar with the basics of a wide range of subjects, and instructors are at a loss regarding how to reach their students, no one can possibly move forward.

I disagree with the idea here that raising standards is the critical choice. Standards are reasonably high for the students who graduate from high school. I’d like to see more focus instead on cultivating original individual and small team ideas, entrepreneurial mindsets, and project-demonstrated experiences that can help build confidence in every kind of student and help them progress toward their optimal niche in further education. There’s already ample focus on academic experiences, and our ‘merit’ reward structure is already far too geared toward accelerated academic work. Most students don’t need AP or even dual-degree; they need to learn instead collaborative and creative skills that often develop outside the classroom.

Institutional diversity will not get you far if those who are hired do not engage in equity-minded leadership. Focus on both recruitment AND retention of diverse staff, faculty & students. This involves providing ongoing support, doing a regular audits & assessment of unintended barriers that inhibit student success, & proactively addressing campus climate issues. Are managers equipped to lead a team of colleagues with different lived experiences? How do you address the aftershocks of world events, & their impact on your campus community? Training cannot be a one-time thing. It's critical to create a culture of feedback & ongoing learning, infusing equity conversations, content, & practices throughout the institution.

Students on the autism spectrum and others who are neurodivergent are often overlooked when talking about diversity in higher education. Universities need to do more to recruit, support and retain these students to foster diversity of thought and inclusiveness. The CDC 2020 statistics show that 1 in 36 children/young adults are on the autism spectrum and they cut across all racial, ethnic and socioeconomic groups. They often need technology and executive function supports to optimize learning, but provided with those supports, they are often very bright and reliable contributors to university and corporate life. More faculty and administrators should be educated on this population and more funds should be provided for true diversity.

Institutional diversity can make a difference, but it really needs to be at all levels of the administration, faculty, and staff. Sometimes professionals from certain underrepresented groups can end up siloed in certain units or departments where they aren't as visible to students. One issue that impacts institutional diversity involves racial/ethnic and gender biases candidates face in how they are seen and evaluated?as candidates for positions within the institution.

The diversity and inclusiveness of educational institutions play a vital role in higher education access. Institutions that foster a diverse and inclusive environment are more appealing and supportive to underrepresented groups. This involves not just demographic diversity but also inclusiveness in curricula, faculty representation, and campus culture. Cultivating an atmosphere where all students feel valued and supported is key to encouraging their enrollment and success.

Absolutely crucial observation! Institutional diversity is integral to fostering inclusive higher education environments. Representation across student body, faculty, and leadership enhances the overall educational experience. Policies promoting equity in admission, retention, and employment outcomes are key. Creating a climate of respect, providing support, and engaging with diverse communities contribute to a richer, more inclusive educational landscape. Continuous monitoring and evaluation of diversity initiatives ensure sustained progress and impact. It's about creating environments that celebrate differences and provide equitable opportunities for all.

Respectfully, no. This sounds like a win/lose statement. I’d say instead that observing, learning, and employing the policies and practices that better support marginalized students will uplift all students.

Policies at both the educational and governmental levels can either create barriers or facilitate access for underrepresented groups. Advocacy for equitable education policies, funding allocations, and support services is essential. This includes lobbying for policies that address systemic inequalities and promote diversity and inclusivity within the higher education system. Such efforts are crucial in shaping a more accessible and equitable educational landscape.

Legacy admission practices should also be part of this conversation and eliminating that as a barrier to admission for first generation students.

(Reference Stop 2 above.) Begin with the end in mind for optimal policy and advocacy impact by predetermining benchmarks for success as well as tools of data collection and analysis. Schedule intervals of data synthesis and analysis. Frequently and regularly use a mixed-means dissemination to increase policy and advocacy impact (include institution PR, social media, program website, news, professional conferences, internal releases, websites, formal academic publishing, testifying to lawmakers, tribal school lunch and learns, etc.).

The political environment and advocacy significantly influence higher education access for underrepresented groups. Laws, regulations, and incentives, along with stakeholder influences like government and media, impact minorities, low-income, first-generation students, and those with disabilities. These groups face financial, academic, and cultural barriers. Effective policies and advocacy can raise awareness, support their issues, and propose tailored solutions. Ensuring their rights and opportunities in higher education is crucial. Engaged policy-making and advocacy can lead to a more equitable and inclusive educational landscape, fostering social mobility, personal development, and civic engagement.

Advanced technologies, such as online learning platforms, can break down geographical and financial barriers, making education more accessible. Innovations in educational technology not only enhance the delivery of education but also offer flexible learning options that cater to a diverse range of needs and lifestyles. Embracing these technological advancements is key to democratizing education and reaching a broader spectrum of students.

Technology and innovation are key to making higher education more accessible to underrepresented groups. Digital tools and platforms enhance accessibility, affordability, and flexibility in education. They offer flexible learning options for racial minorities, low-income, first-generation students, and those with disabilities. Technology personalizes educational content and develops critical skills for today's job market. It also fosters learning communities and support networks, enhancing academic experiences and building social and professional networks. Thus, higher education becomes more inclusive and tailored to diverse needs, promoting social mobility and personal development.

Technology is the great bridge between have's and have-not's particularly with an expansion of high-speed internet available to rural populations. It can provide an increased level of access for mentorship and support. A simple videoconferencing subscription can offset its cost many times over.

Technology and innovation factors in the way we influence higher education access for underrepresented groups. This encompasses tools, platforms, methods, and models that enhance access, affordability, flexibility, and effectiveness. Technology can broaden access by diversifying education modes, personalizing learning experiences, and connecting student networks, empowering underrepresented groups in education, work, and life. Using a CRM transforms higher education for underrepresented students—personalized outreach, financial aid, admissions, support, community, and alumni engagement. Utilizing analytics within the CRM allows one to assess the effectiveness of their strategies continually.

I like the concept of the hidden curriculum in education: unwritten lessons, values, norms and perspectives beyond the formal curriculum that more privileged families are able to teach their kids but which first-gens have to catch up with. Rachel Gable's book of the same name explores the hidden curriculum's role. It shows how students from different backgrounds interact with these implicit lessons through a ton of interviews. Recommendation!

I'm working with high schools in our county in Illinois to get their students interested in apprenticeships as another career pathways instead of a four-year degree program. We have targeted high schools that have a high percentage of underrepresented students with Apprenticeship Awareness program through a grant for a private foundation. Our community college is supporting this initiative through the career services office.

Above all, underrepresented students must be heard and supported holistically to ensure they not only have access to higher education but also are successful as they navigate their academic journeys. A few things that come to mind include making sure you teach them the hidden curriculum. Do not assume that they know the culture of academia or the job sector they're pursuing. Take the time to learn more about who they are and where they come from. Provide support and spaces where they can develop their own support systems. Active listening and taking personalized action to support them goes a long way.

Increase higher education access for underrepresented groups with cultural programs, mentorship, affinity groups, community projects, inclusive events, leadership roles, mental health support, intersectional approaches, alumni involvement, and collaborative research. Fostering belonging, pride in education, and collaboration across the entire campus is key for a transformative educational experience.

Higher education institutions have to acknowledge and act on their historical engagement or lack thereof with Black, Hispanic, Latina/o, Indigenous, Asian, Asian-American, Pacific Islander Undocumented, Jewish and other historically excluded communities before they can accelerate or atone for access or its absence on their campuses. The actions to increase access must come across campus, by this I mean, in the hiring and retention of faculty, staff, visiting scholars, and others, heightened attentiveness to the impact of campus policies on historically excluded students, including policies that discourage transfers from community colleges for example, expand when and where admissions recruits students, these access points are crucial.