A 21st-Century Imperative: Promoting Access And Diversity .

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POLICYA 21st-Century Imperative:A 21st-Century Imperative:Promoting Access and Diversity in Higher EducationPromoting Access and Diversity in Higher EducationA Policy Paper on Major Developments and Trends1October 2009Arthur L. ColemanScott R. PalmerJennifer RippnerRichard W. RileyOverviewMany 21st-century access and diversity issues face higher education leaders. Among them is thecentral question of how best to frame and pursue core institutional goals in light of the emerginglessons from research and experience, federal and state legal developments, demographic trends,and more. Ultimately, with the objective that institutional policies and initiatives yield educational,economic and civic benefits for all students and for the communities they serve, higher educationleaders must lead. That leadership implicates a number of commitments, including: settingexpectations clearly, meaningfully addressing key issues, and continually evaluating progress inlight of expectations, developments and trends.IntroductionIn the span of six years, issues associated with race, ethnicity and gender in education havereemerged on our national landscape — ranging from core constitutional pronouncements to thepublic’s perception in key states about the ways in which race, ethnicity and gender ought to beconsidered (or not) within public institutions. Four landmark U.S. Supreme Court decisions (afteryears of virtual silence on issues of race in education) and three major state ballot initiatives onlybegin to chronicle recent developments of relevance to higher education’s pursuit of its access- anddiversity-related education goals.The 21st-century challenge — and opportunity — facing higher education leaders centersdirectly on their need to develop effective policies that will advance their core education goals,and to do so in resource efficient ways. To succeed with respect to issues of access and diversity,this means that higher education leaders must do several things well. As an initial matter, theymust establish a clear vision around a set of institutional goals that embody principles associatedwith higher education’s unique and vital role in: (1) creating access and opportunity for all, and(2) developing robust, diverse learning environments for students progressing toward successin the global workplace and society. Correspondingly, they must effectively manage resourcestoward achievement of those goals with a more precise focus on the use of clear benchmarks ofaccountability and evaluation to advance desired educational (and related societal) outcomes.In short, the test of leadership will be one of vision and management — each focused on theachievement of mission-driven outcomes over time.2Many legal and educational developments and trends have a direct bearing on higher education’sability to shape the kind of evidence-based dialogue that must be a foundation for advancingeducationally sound higher education policies. These developments and trends should be wellunderstood and factored into institutional policy development and efforts to provide nationalleadership and direction on major access and diversity issues. This policy paper summarizes manyof the key developments and trends.1

PolicyAccess & Diversity CollaborativeMajor Developments and Trends1. The connection between diversity andpositive educational outcomes. In2003, when addressing two challengesto University of Michigan admissionpolicies, the U.S. Supreme Court resolvedthe overarching question that hadconfounded federal courts and highereducation officials for years: whether theeducational benefits of diversity (to bedistinguished from remedial interestsdesigned to address past discrimination)could ever justify the consideration ofrace and ethnicity in higher educationenrollment-related decisions. Six membersof the Supreme Court in Grutter v.Bollinger (including dissenting JusticeAnthony Kennedy) affirmed that missiondriven educational benefits associatedwith a diverse class of students c

A 21st-Century Imperative: Promoting Access and Diversity in Higher Education PICY 1 Overview Many 21st-century access and diversity issues face higher education leaders. Among them is the central question of how best to frame and pursue core institutional goals in light of the emerging

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