The session will focus on the familiar and unknown relationships between class, race, and ethnicity in American higher education. Of special interest will be the impact of class in a students’ educational trajectory: college readiness, admissions, financial aid, persistence, transfer and ultimately graduation. The College Board’s national initiatives on low income students, community college students and Asian‑Pacific American students will be highlighted in the session. The following are questions to consider: What do we as educators need to know about these students to help them meet their educational goals? What characteristics must we be sensitive to in developing models and programs that serve these students? Join us for a lively discussion about the ways in which we can serve these students most effectively in our nation's colleges and universities.

Steve Handel, Ph.D., Director, National Office of Community College Initiatives, The College Board—New York, New York

Evelyn Hu-Dehart, Ph.D., Professor of History and Ethnic Studies, and Director-Center for the Study of Race and Ethnicity in America, Brown University—Providence, Rhode Island

James Montoya, Ph.D., Vice President for Higher Education Assessments and Services, and Regions, The College Board—New York, New York

Youlanda Copeland Morgan, Former Vice President and Dean, Admissions and Financial Aid, Harvey Mudd College—Claremont, California (invited)

Jonell Sanchez, Director, Academic Outreach and Program Development, The College Board—New York, New York (Moderator)

Other Invited Guests by the College Board and Invited Student Leaders

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity.

In recent years, there have been considerable debate and conflict over issues surrounding affirmative action, diversity and political correctness in higher education.  California and other states have passed laws prohibiting programs based on race, ethnicity, or gender, effectively curtailing, if not eliminating, affirmative action and diversity programs.  The U.S. Supreme Court has also issued rulings curbing affirmative action programs, except under specific conditions.  Does this mean we are moving toward a color-blind society in which race, ethnicity, and gender can no longer be considered in efforts to achieve equity for under-represented groups, or is color-blindness a form of institutional racism?  Moreover, are campus codes banning racist and sexist speech necessary and appropriate, or do they amount to sanctioning political correctness in violation of the First Amendment?  Our distinguished panel of experts will address these and other issues, and participants will have the opportunity to dialog and share perspectives to reach a fuller understanding of the issues. 

Roger Clegg, President and General Counsel, Center for Equal Opportunity—Falls Church, Virginia

Leslie Houts Picca, Ph.D., Assistant Professor, Department of Sociology, Anthropology and Social Work, University of Dayton—Dayton, Ohio

Peter Schmidt, Deputy Editor, Business & Politics, Chronicle of Higher Education—Washington, D.C.

Bob H. Suzuki, Ph.D., Former President, California State Polytechnic University-Pomona—Los Angeles, California

Significant issues and concerns continue to affect the nation’s college and university campuses as they become more diverse settings. This session will explore some of the considerations that affect the environments at institutions of higher education. A campus climate is one of the most hotly debated issues at higher education institutions, and the term itself is among the most frequently misunderstood since “climate” means different things to different people.

Information will be presented regarding the dimensions of a particular framework that has been developed to enhance campus climate, and explore its potential use at various institutions. Particular attention will be given to the status of high achieving Black students—those who enrolls at and graduate from some of the most prestigious institutions in the country. These students are often assumed to have minimal problems in college. Studies indicate that, at predominantly white institutions, these students are still likely to have interaction with peers and faculty that divert their energy from studying to coping with stereotypes and assumptions about their academic
ability.

These interactions often create a “toxic” experience for these high achieving students.

Sharon Fries-Britt, Ph.D., Associate Professor, School of Education, University of Maryland—College Park, Maryland

William Harvey, Ph.D., Vice President and Chief Officer for Diversity and Equity, University of Virginia—Charlottesville, Virginia

Jeff Milem, Ph.D., Professor, Center for the Study of Higher Education, College of Education, University of Arizona—Tucson, Arizona

This two-part interactive session will feature presentations by three of the four presidents of color from Division I universities detailing their paths to the presidency and the realities of leadership at that level; and presentations by trustees from these same universities sharing their perceptions of the challenges these presidents face. Highlights of the presidents’ presentations will include responses to the following: (1) when did you first know you wanted to become a university president? (2) How and why did you decide to pursue the presidency? (3) What career path led you from the dream to the reality of presidency? (4) What, if any, mentorship was available to you? (5) What experiences would best prepare aspirants to the presidency? (6) How often were you the ?bridesmaid??  What is the impact not being chosen? Prior to each presentation, data will be collected electronically from the audience relative to their perceptions of presidents and trustees and reported to all.

Roderick J. McDavis, Ph.D., President, Ohio University—Athens, Ohio

Sidney A. McPhee, Ph.D., President, Middle Tennessee State University—Murfreesboro, Tennessee

Sidney A. Ribeau, Ph.D., President, Bowling Green State University—Bowling Green, Ohio

Four Trustees (will be Invited)

Patricia A. Ackerman, Ph.D., Trustee Emerita, Ohio University; Trustee, Lake Erie College; President, Chalkdust Inc.—Bedford, Ohio (Facilitator)     

Portia L. Hunt, Ph.D., Professor, Counseling Psychology, Psychological Studies in Education, Temple University; and President, Eclipse Consultant Group—Philadelphia, Pennsylvania (Facilitator)

The numbers of Asian/Pacific Americans in leadership positions in our colleges and universities are minuscule compared to other racial/ethnic groups.  In fact, they are by far the most severely under-represented of all the groups in these positions.  For example, less than 1 percent of all the presidencies in our institutions of higher education are held by Asian/Pacific Americans despite comprising over seven percent of all faculty nationwide, the primary pool from which candidates for administrative positions are drawn.  This session will discuss the reasons for this disparity.  It will also describe a program, the Leadership Development Program in Higher Education, which has helped address this leadership void.  Participants will have the opportunity to dialog and share experiences to help them gain a better understanding of the dynamics of this disparity and how it may be remedied.  The session should benefit those who are in a position to mentor, support, or develop the leadership potential of Asian/Pacific American faculty, staff, and students.

Bob Suzuki, Ph.D., Former President, California State Polytechnic University-Pomona—Los Angeles, California

Audrey Yamagata-Noji, Ph.D., Vice President, Student Services, Mt. San Antonio College—Walnut, California