Model of Minority Student Retention
Admin/Board
Policy on Minority
Retention
Welcoming
Climate
Faculty
Involvement
Academic Support/
Student Services
Parent/Family
Involvement
Data Collection/
Tracking
Institutional Academic Integration Dimensions
Commitments
Academic System
Commitments
Grade Performance
Family
Background
Intellectual
Development
Goal
Commitment
Academic
Integration
Goal
Commitment
Dropout
Decisions
Individual
Attributes
Peer-Group
Interactions
Institutional
Commitment
Social
Integration
Institutional
Commitment
Faculty Interactions
Precollege
Schooling
Social System
Institutional Social Integration Dimensions
Admissions
Practices
Financial Aid
Packaging
Multicultural
Affairs Officer
Social/Cultural
Programming
The Diversity Challenge: Institutional Factors That Affect Minority
Student Retention at Ohio Independent Colleges
UMI Dissertation Services 1-800-521-0600
www.umi.com
Faculty/Staff
Development
Collaboration with
Colleges, Schools,
Churches
Data Collection/
Tracking
Kenneth L. Hoyt Ph.D.
1998: Research Completed with
35 Ohio Independent Colleges
Astin’s
Pipeline
to
the
Workforce
Board/Administrative Policy
The college/university has a policy on the importance of diversity that:
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is written as a formal policy and acted upon
is included in the college’s mission statement
is part of the college’s strategic plan
is part of the college’s admissions/enrollment plan
recognizes the importance of a diverse community
is discussed by the administration/staff
is discussed by the faculty
Welcoming Campus Climate
for Minorities
The college/university has a welcoming climate for minority students as
evidenced by:
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faculty/staff have received cross-cultural training for working in a
multicultural environment and embrace the importance of diversity
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faculty/staff sincerely accept minority students as persons and
learners and do not over compensate or stereotype
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minority students perceive that they are welcome on campus and can openly
communicate their needs
minority and non-minority faculty are involved with minority students in the
classroom and as part of the co-curriculum
campus climate survey done within last five years
the curriculum and physical surroundings reflect the importance of diversity to
the mission of the college/university
Faculty Involvement with Minority
Students
The college/university faculty regularly is involved with minority students in
the classroom and as a part of the co-curriculum. The faculty has:
 Revised its teaching methods to adjust to the learning and cultural needs of
minority students
 Regular involvement with minority students outside the classroom as a part of
campus activities
 Served (minority and non-minority faculty) as advisors to minority student groups
 Regular office times and/or informal times when minority students can meet with
faculty regarding the student’s learning needs
 Regularly participated in ethnic cultural/social events on campus
Academic Support/Student
Services
The college/university provided academic support and student services for
improved integration such as:
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academic support programs tailored to minority students’ academic integration
needs
student service programs tailored to minority students’ social integration needs
a formal peer and/or mentor suport program for minority students that
involves faculty, staff, parents, alumni, and/or community minority
persons in their learning environment
empowering minority students as learners and affirming them as human beings
Parent/Relative Involvement
The college/university has a formal program that involves parent/family in
the minority student’s college experience by providing:
 parent/relative minority association programming
 parent/relative involvement as mentors
 parent/relative involvement during times of academic integration
difficulty
 parent/relative involvement during times of social integration difficulty
 parent/relative involvement in financial aid planning
Data Collection/Progress Tracking
The college/university tracks the progress of each minority student by:
 having an enrollment management group working with faculty to follow
the progress of minority students and intervening where appropriate
 taking a proactive stance with students and parents to help the student
succeed
 providing appropriate learning skills to help support academic
integration
 providing appropriate social skills to help support the student’s social
integration
 conducting exit interviews with minorities who leave college to
determine the reason
Admissions Practices
The college/university actively seeks minority students and provides:
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minority faculty as role models
minority staff as role models
summer bridge programs and other forms of early intervention
minority recruiting staff
pre-orientation for minority students
peer/mentor support for minority students
employment opportunities on campus or in the community for minority students
Financial Aid Packaging
The college/university is sensitive to the financial needs of minority
students and attempts to:
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meet or exceed need of minority students
maximize scholarships/grants over loans for minority students
provide employment for minority students
provide financial counseling for minority students and families on the
cost of education and debt management
Multicultural Affairs/Diversity Officer
The college/university employs an officer whose role is to:
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provide minority student academic support
provide minority student services support
develop/facilitate multicultural programming and events
advise/facilitate minority student groups on campus
provide one-on-one counseling to minority students
serve as an ombudsperson/contact for minority students regarding campus
concerns and has the authority to make a difference
serve as a linkage for the college and minority students with the community,
area colleges, and churches
arrange/facilitate mentors and peer support for minority students
conduct faculty/staff development workshops on the importance of campus
diversity and skill development in working in a multicultural environment
participate in ethnic diversity planning for the institution
advise the campus on curriculum decisions in the area of multiculturalism
Social/Cultural Programming
The college/university provides programming of interest to minority
students such as:
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African American student union organization
ethnic social events with music, costumes, and special food
physical symbols of ethnic diversity on campus such as art works or
historical memorabilia
ethnic speaker events as a part of campus programming
celebration of ethnic/cultural holidays by the campus
ethnocentric theater programming
gospel choir events and other special music of interest to minority
students
Faculty/Staff Development for Work
in a Multicultural Environment
The college/university has institutionalized the importance of diversity and
provides:
 learning opportunities for faculty on the importance of campus
diversity and skill development for working in a multicultural
environment
 learning opportunities for staff on the importance of campus diversity
and skill development for working in a multicultural environment
Collaboration with Colleges/Schools,
Churches, and the Community
The college/university actively collaborates with the area minority
community to enhance the minority student’s college experience by:
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co-ordinating social/cultural/leadership programs with other area
colleges
facilitating student involvement with area churches to provide broader
access to minority mentors and the cultural environment
co-ordinating with area schools on joint speakers/programs during
ethnic culture holidays
involving minority students as mentors in K-12 schools or area service
projects
Data Collection/Progress Tracking
The college/university tracks the progress of each minority student by:
 having an enrollment management group working with faculty to follow the
progress of minority students and intervening where appropriate
 taking a proactive stance with students and parents to help the student succeed
 providing appropriate learning skills to help support academic integration
 providing appropriate social skills to help support the student’s social integration
 Conducting exit interviews with minorities who leave college to determine the
reason