Making the Case for Real Diversity: Redefining Underrepresented Minority Students in Public Universities

B. Runi Mukherji, Lorenz S. Neuwirth and Laura Limonic

SAGE Open, 2017, vol. 7, issue 2, 2158244017707796

Abstract: Immigration to the United States has been a major catalyst for population growth and is the significant factor in the changing racial/ethnic composition of our population. The specific changes in the racial/ethnic mix in United States in recent times are due in large part to a surge in immigration from diverse sending countries. However, much of the terminology that continues to be used in the context of higher education to describe diversity in the student populations are anachronistic and serves actually to occlude true diversity. We argue that variables such as country of birth of the student, the country of origin of the parent, and parental educational achievement, all have significant impact on the academic progress and success of undergraduate underrepresented minority students. These are variables that should be used to disaggregate the traditional racial and ethnic categories, to really serve the needs of the increasingly diverse student body. These are not data typically collected by institutions of higher education, but without which appropriate needs assessments and targeted interventions cannot occur.

Keywords: diversity and multiculturalism; education; social sciences; underrepresented minority (URM) students; first-generation college (FGC) students; U.S. immigrants; undergraduate college education; foreign-born U.S. populations; 4-year public colleges; 2-year public colleges; teaching; education; first-generation immigrant (FGI) students (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:7:y:2017:i:2:p:2158244017707796

DOI: 10.1177/2158244017707796

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