For many LGBTQ+ students, the path to college is filled with challenges far beyond essays and acceptance letters. When family support is absent, or even unsafe, the financial aid process, especially the Free Application for Federal Student Aid (FAFSA), can become major roadblock. The system assumes every student has a financially supportive, cooperative family, reinforcing a narrow ideal of the nuclear household. For students navigating rejection, estrangement, or emotional harm, this assumption can lead to added stress, uncertainty, and isolation.

Still, students in these situations should not be discouraged from completing the FAFSA. While the process can be difficult, there are options available to help navigate it, especially for those experiencing exceptional circumstances. 

Navigating FAFSA Without Parent Cooperation

Across the country, many LGBTQ+ students are blocked from receiving federal aid–not because of academic shortcomings, but because their families refuse to support them through the FAFSA process. Without parental financial information, a student cannot complete the required sections of the application, and the form will not generate a Student Aid Index (SAI), a key figure used to calculate need-based aid.

When this happens, students are often ineligible for federal grants and institutional aid, even if they qualify for financial assistance. The result is an alarming gap in access: students may be academically ready for college but financially locked out. 

What Happens When Parents Refuse to Help 

Under federal guidelines, students are considered dependents unless they meet specific criteria, such as being over 24, married, a graduate student or a veteran. LGBTQ+ students who are under these thresholds and do not qualify automatically as an independent must still report parental information, even when reaching out to their parents is emotionally harmful or met with refusal. 

In rare but severe cases, such as when family contact would pose a threat to the student's safety, a process known as a dependency override may allow a student to be considered independent for FAFSA purposes. This option falls under what the federal government classifies as "unusual circumstances." But the process can be burdensome: it often requires students to submit personal documentation or letters from school counselors, social workers, or clergy. For LGBTQ+ students already coping with family trauma, being forced to revisit these experiences can be re-traumatizing. 

For students whose parents simply will not provide their information, but whose situation does not meet the federal threshold for "unusual circumstances", options are even more limited. These students are left with access only to a Direct Unsubsidized Loan, which caps out an amount far below the actual cost of attendance at most four-year institutions. Many are then forced to turn to private loans, which often carry higher interest rates and fewer borrower protections, leading to long-term debt burdens.

The Cost of Estrangement

This financial gap highlights a broader issue: the vulnerability of LGBTQ+ students when cut off by their families. Research from the Williams Institute and the Point Foundation shows that LGBTQ+ adults are significantly more likely to carry federal student debt–35.4% compared to 23.2% of non-LGBTQ+ adults. The disparity is even greater for transgender students, who often face the steepest declines in familial support after coming out.

These financial patterns are not incidental; rather, they reflect the systemic consequences of a financial aid process that privileges familial cooperation, which many LGBTQ+ students cannot rely on. 

Looking Ahead

If you're an LGBTQ+ student beginning the FAFSA process and worried about family conflict or lack of support, know that you're not alone– and that college is still possible. Understanding your circumstances early and reaching out for guidance can make a real difference. Financial aid officers, school counselors, and community-based advocates are available to help you navigate this process with care and confidentiality.

In addition, LGBTQ+-focused nonprofits and scholarship organizations can offer both funding and support tailored to your experience. And while some public institutions have scaled back on diversity and inclusion programming, many colleges continue to prioritize student belonging– through resource centers, peer networks, and committed professionals working to ensure every student has a path forward. 

Read More:

• Navigating College Life: Supporting LGBTQ+ Students in a New Era
• Supporting LGBTQ+ Students: Scholarships & Resources
• Opinion: Transgender Students Deserve Our Support and Protection

March commemorates Women’s History Month, which recognizes the strides women have made across society, including in higher education. Despite the sociopolitical and financial challenges that women still face worldwide, they continue to find spaces of joy and liberation while advocating for issues that impact historically marginalized communities. Equity for women, especially women of color, cis- and transgender women, women from low-income backgrounds, and immigrant women, comes with determination, stride, and passion.

To honor Women’s History Month, and to continue a longstanding National College Attainment Network (NCAN) tradition, I asked my colleagues who identify as female to tell me what it means to be a woman working in college access and attainment and how they find joy despite the world’s challenges.

Specifically, I asked these five guiding questions, but did not limit the responses my co-workers could submit:

1. What does being a woman working in college attainment and access mean to you?
2. What makes you passionate about the work that you do at NCAN?
3. Where do you find joy when you want to escape the challenges facing higher education today?
4. Where do you hope to see the country in its support for women in higher education in the next 10 years?
5. What advice do you have for other women who work in college attainment and access

Their responses have been edited for clarity.

Kim Cook, Chief Executive Officer

I am tremendously privileged to be a woman working in college attainment since it gives me the opportunity to pay it forward to a next generation of students. I’m passionate about making sure all students know the opportunities available to them, especially as a former Pell Grant recipient myself. I am honored to work at NCAN and with our partners in the field, with extraordinary women who share the passion, and lived experience, for our mission to close equity gaps in postsecondary attainment. These current times are trying, as was the pandemic and as was a rocky FAFSA (Free Application for Federal Student Aid) rollout. I remind us all to tap into our resilience that women often demonstrate and model that for our students. At the same time, I encourage us all to care for ourselves so we are able to continue that.

Joy King, Chief Talent, Strategy, and Operations Officer

Being a woman working in college attainment and access means occupying space with purpose. As a Black woman in this field, I carry the stories, resilience, and brilliance of those who came before me — and I use that energy to create pathways for those coming after. It’s about challenging the systems that weren’t built for us and helping students, especially those historically excluded, not just access college but thrive there. I don’t take that responsibility lightly — and I don’t shrink from it either.

The work that I do at NCAN lives at the intersection of strategy, equity, and impact — which is exactly where I belong. I get to help shape the future of college access in ways that are bold, forward-thinking, and unapologetically centered on student success. And let’s be real: when you're surrounded by people just as committed to tearing down barriers as you are, it fuels you. The mission isn’t just a job — it’s personal.

Joy is in the intentional pause — a good cocktail, a bold lipstick, a deep belly laugh with my people. It's in quiet mornings, creative projects, and moments where I can dream freely, without limits. I’ve learned that protecting my joy is a radical act — especially in a field where burnout can be the norm. So I hold tight to it and let it recharge me for the work ahead.

I want to see a country where women — especially women of color — are not just represented but are resourced, respected, and recognized as leaders shaping the future of higher ed. That means equitable pay, inclusive policies, and real pathways to power. Let’s stop asking women to “prove” themselves and start investing in the brilliance they bring from day one.

My piece of advice to other women who work in college access: Lead boldly. Take up space. Stay rooted in your why. This work is not easy — it will stretch you, challenge you, and sometimes break your heart. But your voice, your vision, and your leadership are exactly what this field needs. Find your people, protect your peace, and never underestimate your power. You're not here by accident — you're here to shift things.

Elizabeth Morgan, Chief External Relations Officer

For me, college attainment is about liberation—having the freedom to choose a career, care for loved ones, and live a dignified and meaningful life according to one’s beliefs, interests, and values. I wish that for everyone.

The students our members serve, and others like them, are my inspiration. They are smart, resourceful, caring, and we should give them every opportunity to prepare themselves to excel as workers, leaders, citizens, and family members. Our country and world will be a great place if we make that full investment.

In the last few decades, women have excelled in higher education, outpacing men on average. There is still progress needed to ensure that all women of color have the same college completion opportunities as white women, including the opportunity to earn a degree without substantial loan debt. And as well as we have done obtaining bachelor’s degrees, women still earn less than men and are significantly underrepresented in corporate and government leadership and other important career fields. Access to higher education has made a huge difference in the lives of many women, but without policies providing universal access to health care, paid family leave, and child care, we can’t fully capitalize on the degrees we earn.

Most months of the year, you’ll find me in my garden weeding or pruning. There is something about gardening that brings joy and makes me forget everything but the dirt in front of me.

My advice for other women who work in college attainment: A sense of belonging and being included can be a barrier for many younger professionals, including those of color, in the college attainment field and probably in many fields. Don’t underestimate the power of building relationships with colleagues to make yourself, and them, feel seen and valued as part of an important mission. Investing time in relationships is as much “the work” as any other part of a job description.

Colette Hadley, Senior Director, Consulting Services

I am passionate about the work done by the NCAN team because it benefits thousands of students and organizations across the country, all striving to increase postsecondary access and success in their communities. The NCAN core values of service, collaboration, trustworthiness, inclusion & belonging, and courage all speak to me and exemplify the ideals that I like to uphold. I believe that everyone should have equitable opportunities to pursue their educational path and that individuals deserve high-quality resources and support. Women have historically played a key leadership role in opening the doors to higher education to students from low-income backgrounds, non-traditional aged students, and to first-generation students, because women have experienced inequality and have had to fight for decades to gain equal rights in our country. Through these experiences, women understand that to achieve greater economic and social mobility, it is vital to attain postsecondary degrees and credentials.

Tong Lee, Senior Manager, Retention and Database Management

I’m proud that I get to work in this space, sharing many of the same experiences and challenges common to first-generation students and communities that have historically been underrepresented in higher education institutions. Coming from a family history filled with war, migration, and resettlement, I feared my life would stall after high school, held back by the unknown and by cultural expectations of Hmong daughters. To be fortunate to go to college, earn a degree and find a meaningful career in mission-driven organizations allows me to uplift communities that are like my own lived background.

I’m continuing the cycle of encouraging and supporting young people like me (first-gen, daughter, former refugee and Hmong) to continue their education at a postsecondary level. Remembering the challenges I faced and seeing that barriers still exist motivates me to be in this field.

As a parent of two young children, my kids provide many opportunities to forget the challenges we’re facing in higher education and in life in this modern era. They remind me to enjoy this phase of life, encourage me to be silly and laugh more, be a better person, and to show love. Daily walks with our family dog and the few opportunities for long hikes at national parks also allow me to escape temporarily.

Louisa Woodhouse, Senior Associate, Policy and Advocacy

I find joy in being surrounded by a community of hardworking, incredibly smart, driven, and kind people who are similarly passionate about higher education access and attainment and student support. NCAN's network is vibrant and diverse, and I learn so much from our partners and members. I feel lucky to be surrounded by great friends and mentors in this space, who simultaneously keep me grounded and energized when things are tough.

Simone Pringle, Program Coordinator

So many people helped me get into and through college: my family, my faith community, teachers, college advisors, professors. There are so many places in the world where we’re still fighting to educate girls and level the playing field. Serving as a woman in this industry is a big way I give back for all the opportunities that were given to me.

When I talk about joy, everyone who’s read my bio is going to expect me to say comedy shows, and that’s true! But I also find joy in talking to high school students. I think the thing I need most now is hope, good news, a rock solid reason to keep fighting the fight. Seeing how hopeful students can be, even when they’re scared of the future or unsure of their options, it’s empowering. I try my best to zero in on the good things. Like Mr. Rogers said, “look for the helpers. You’ll always find people helping.” There’s so much going on right now, it’s hard sometimes to find the good news, but it’s there. You just have to be intentional about seeking it out.

Issa Rae once had a brilliant piece of advice: “People are always asking how you can meet the person in charge. But really, you got to look at the person to your left and the person to your right. And that working across can be just as effective as networking up.” Find your people and network across. Good mentors aren’t always in positions above you, maybe they’re in the same position and they’ve just been doing it longer. You’ll also need collaborators doing the work alongside you. Younger, older, novice, experienced, doesn’t matter. Everyone can teach you something.

Also, it’s important to recognize your strengths, and find people with strengths you lack. If you’re a dreamer, collaborate with people who are heavy into logistics and who can execute well, and vice versa. If you’re the data/numbers guru, find a top-notch writer and editor. Big picture folks paired with “it’s all in the details people,” etc.

Read More:

• Despite Progress, Women in Higher Ed Still Face Barriers
• Scholarships for Female Students: Expanding Access to Higher Education
• Scholarships Supporting Black Students from Low-Income Backgrounds

Despite progress in gender equity, women in higher education still face significant structural barriers—ranging from financial burdens to underrepresentation in faculty and STEM, or science, technology, engineering, and mathematics, fields. Yet, a persistent myth suggests that women succeed more than men in college, diminishing the very real challenges they continue to face.

Debunking the Myth of Female Success in Higher Education

The stereotype that women have an easier path to college success overlooks key disparities. US colleges and universities have twice as many male professors as female professors. Women are more likely than men to take on student loans (71% vs. 64%), and they graduate with an average of $7,000 more in student debt. Even after earning degrees, women continue to make less than their male counterparts.

This stereotype not only ignores these systemic inequalities but also affects policy decisions and institutional support for women in higher education. When the barriers women face are minimized, it becomes harder to advocate for necessary reforms—such as increased financial aid, stronger mentorship programs, and better representation of women in leadership roles.

A History of Exclusion: How the Gender Gap in Higher Education Began

The roots of gender inequity in higher education trace back centuries. When Oberlin College in Ohio became the first US institution to admit women in 1837, Harvard had already been educating men for over 200 years. Until the Civil War (1861–1865), only a handful of colleges allowed women to even enroll.

Ironically, many universities began admitting women only because they faced declining male enrollment during and after the war. In response to widespread exclusion, women’s colleges emerged as a vital alternative. Wesleyan College in Georgia, founded in 1836, was the first women’s college in the US. Between 1836 and 1875, more than 50 women’s colleges were established, providing women with spaces to learn, lead, and thrive at a time when most institutions denied them entry.

Women’s colleges played a crucial role in advancing gender equity. They fostered strong academic environments, employed more female faculty than co-educational schools, and created leadership opportunities that many mainstream universities did not offer. Between 1837 and 1889, the prestigious Seven Sisters colleges were founded in direct response to Ivy League institutions refusing to admit women.

Modern Barriers: Gender Inequity Persists

Despite the progress made since the 19th century, gender disparities in higher education remain. Women are still underrepresented in science, technology, engineering, and mathematics (STEM) fields. While women earn nearly 60% of all bachelor’s degrees, they receive only about 22% of engineering degrees and 19% of computer science degrees. The absence of female faculty and mentors in these fields discourages many women from pursuing careers in STEM.

Financial inequality also plays a major role. Women continue to take on more student debt while earning lower wages post-graduation, making it harder to pay off loans. Insufficient family and social support systems further block access to resources such as childcare, advising, and networking opportunities—barriers that disproportionately impact women from low-income backgrounds.

The number of women’s colleges has also declined sharply, from over 230 in the 1960s to fewer than 30 in 2023. As these institutions disappear, the unique support systems they provided for women—such as female-led mentorship and leadership training—are vanishing as well.

A Call to Action: Building an Equitable Future

As we celebrate Women’s History Month, we must do more than recognize women’s contributions to higher education—we must also commit to dismantling the barriers that remain. This includes increasing the number of female faculty, expanding financial aid policies that address the gender pay gap, and strengthening support for women in STEM fields.

True equity in higher education will not be achieved simply by acknowledging progress—it requires active reform. By addressing the systemic obstacles that persist, we can ensure that all women, including women of color, nonbinary individuals, and transgender women, have an equal opportunity to thrive in higher education.

Read More:

• Scholarships for Female Students: Expanding Access to Higher Education
• Scholarships Supporting Black Students from Low-Income Backgrounds
• Nonprofits Helping Black Students To and Through College

March is Women’s History Month, a time to recognize the strides women have made in education. Over the years, they have overcome significant barriers to not only attend college but also create institutions that welcome diverse student bodies. However, challenges remain, including financial hurdles and shifting policies that impact access to education.

Fortunately, numerous private organizations continue to support women through scholarships that help make higher education more accessible. Below are several scholarships designed to assist students in achieving their academic goals.

Jeanette Rankin Foundation

Since 1978, the Jeanette Rankin Foundation has awarded over 1,800 grants totaling more than $5.2 million to women and nonbinary students. The foundation offers three main scholarships:

• National Scholar Grant: Available to students aged 35 and older who demonstrate financial need.
• Emerge Scholar Grant: For students in Georgia and Montana aged 25 and older.
• National Tribal College Scholar Grant: Open to students aged 25 and older attending a tribal college.
• Applications typically open in the winter and require two letters of recommendation.

Society of Women Engineers (SWE)

SWE has been financially supporting female students since 1956. Today, the organization awards more than 250 scholarships annually, totaling over $1 million, to students pursuing careers in science, technology, engineering, and mathematics (STEM).

• Scholarships vary based on school year and location
• Awards are primarily merit-based, though some are need-based on a case-by-case basis.

Girl Up

Girl Up offers scholarships to female students, including cisgender and transgender individuals, to support them in fields where women are underrepresented.

• Each scholarship provides $2,500 per recipient
• Applications typically open in the fall
• Scholarship funds go directly to the recipient’s college or university.

Educational Foundation for Women in Accounting (EFWA)

EFWA provides scholarships, mentorship, and resources to female students pursuing accounting degrees.

• Scholarships are available for associate’s, bachelor’s, master’s, and doctoral students.
• The application opens in January and closes on March 30.
• Students may apply for multiple scholarships if they meet eligibility requirements.

The Sunflower Initiative

Since 2010, The Sunflower Initiative has supported female students attending historically women’s colleges. Eligible applicants include:

• Graduating high school seniors
• Students returning to college after a gap year
• Women who started college but left before completing their first semester
• Dual enrollment students who took college courses while in high school
• Applications open in November and close in early February. Competitive applicants typically have a GPA of 3.7 or higher and strong standardized test scores.

The Women’s Fund

The Women’s Fund for Health Education and Resiliency hosts an annual essay contest in memory of Barbara Devetski, providing financial support for college-bound high school seniors.

• Two students are selected annually
• Each recipient receives a $2,500 award
• Applicants must be enrolled full-time in a college or university.

Beyond these programs, many professional societies and associations offer scholarships to support women and nonbinary students in higher education. If you or someone you know is seeking financial assistance for college, explore these opportunities and apply before their deadlines. Education should be accessible to all, regardless of gender identity or socioeconomic status.

Read More:

• Women's History Month: Breaking Barriers in Higher Education
• International Women’s Day: A Time to Celebrate and Reflect
• Scholarships Supporting Black Students from Low-Income Backgrounds

Higher education is a powerful tool for economic and social mobility, yet financial barriers continue to prevent many Black students from accessing and completing college. This challenge has become even more pressing in light of the Trump administration’s directive prohibiting public schools, including postsecondary institutions, and federal agencies from considering race in their programs and operations.

Fortunately, numerous private scholarship programs remain committed to supporting Black students, particularly those from low-income backgrounds. Below, we highlight eight scholarship programs that provide vital financial assistance and resources to help Black students achieve their educational goals.

United Negro College Fund

Founded in 1944, the United Negro College Fund (UNCF) has helped more than 500,000 students attend and graduate from college. UNCF awards over 12,000 scholarships annually, distributing more than $65 million in financial aid.

• Prioritizes students attending Historically Black Colleges and Universities (HBCUs)
• Offers a variety of merit- and need-based scholarships
• Application deadlines vary by scholarship

Thurgood Marshall College Fund

Since 1987, the Thurgood Marshall College Fund (TMCF) has provided over $500 million in scholarships to students and its 47 member institutions, primarily HBCUs. TMCF scholars have an 85%-90% graduation rate—more than 20 percentage points higher than the national average.

• Supports students attending public HBCUs and Predominantly Black Institutions (PBIs)
• Offers merit- and need-based scholarships as well as career development programs
• Rolling application deadlines

NAACP Scholarships

The National Association for the Advancement of Colored People (NAACP) provides multiple scholarships to Black students, regardless of their field of study. Since 1909, the NAACP has been a leader in civil rights and educational access.

• Open to high school seniors, undergraduate, and graduate students
• Awards based on academic excellence and community service
• Application deadlines typically in the spring

The Gates Scholarship

Launched in 2017, The Gates Scholarship is a highly selective, full-cost scholarship for outstanding minority students from low-income backgrounds.

• Covers full tuition, fees, room and board, and other college costs
• Open to high school seniors who are Pell Grant–eligible with a minimum 3.3 GPA
• Annual deadline: September

National Urban League Scholarships

Since 1910, the National Urban League has fought for social and economic justice, offering scholarships at both the local and national levels to help students afford college.

• Awards vary by region and program focus
• Typically need-based with community service components
• Deadlines vary by program

National Society of Black Engineers Scholarships

Dedicated to increasing diversity in engineering, the National Society of Black Engineers (NSBE) provides more than $1 million in scholarships each year in partnership with corporate and educational sponsors.

• Open to high school seniors, undergraduates, and graduate students in STEM fields
• Must be a member of NSBE to apply
• Deadlines: Spring and Fall

Congressional Black Caucus Foundation Scholarships

Founded in 1976, the Congressional Black Caucus Foundation (CBCF) supports Black students through leadership programs and scholarships. In partnership with CBC Spouses, the foundation awards more than 300 scholarships annually.

• Awards based on academic achievement, leadership, and community service
• Open to high school seniors, undergraduates, and graduate students
• Deadline: Typically in April

Coca-Cola Scholars Foundation

The Coca-Cola Scholars Foundation invests in future leaders by awarding $3.55 million in scholarships to more than 1,400 students each year.

• Open to high school seniors with strong academic and leadership records
• Merit-based; not need-based
• Annual deadline: October 31

These scholarships are just a few of the many opportunities available to help Black students afford college. If you or someone you know is seeking financial aid, explore these programs, apply early, and take full advantage of available resources. Education should be accessible to all, and these organizations are working to make that vision a reality.

By applying to these scholarships, students can take an important step toward achieving their academic and professional goals—without the burden of financial stress.

Read More:

• Honoring Black Trailblazers in Higher Education: Paving the Way for Future Generations
• Race-Conscious Admissions and Black Students: The Past, Present, and Future
• Black Students and Higher Ed: Navigating the Rollback of Diversity and Inclusion

This article is the fourth part in a series NCAN is producing in February 2025 for Black History Month. Read Parts One, Two, and Three.

Getting to and through college can be challenging, especially for students from historically marginalized and disadvantaged backgrounds. Many students, particularly those who are the first in their families to pursue higher education, face unique obstacles. Fortunately, several nonprofit organizations provide essential academic, financial, and emotional support to help these students succeed.

In this article, we highlight five nonprofit programs that primarily serve Black students and are members of the National College Attainment Network (NCAN). The following organizations provide mentorship, financial assistance, and academic support to help students achieve their postsecondary goals:

• College Beyond (New Orleans, LA)
• College Bound (Baltimore, MD)
  
• College Now Greater Cleveland (Cleveland, OH)
• OneGoal (Chicago, IL, serving students in 10 states)
• Project GRAD Akron (Akron, OH)

While each program offers unique services, they share a common goal: ensuring students from underrepresented backgrounds - including Black students - have the resources they need to succeed in college and beyond.

College Beyond (New Orleans, LA)

College Beyond offers academic and emotional coaching, as well as micro-grants, to help students graduate. In Louisiana, white students are nearly 50% more likely to complete college than students of color. To address this disparity, College Beyond has provided over 600 meals and held more than 800 coaching sessions to support students through their college journey.

College Bound (Baltimore, MD)

College Bound provides college access events, a multi-year support network, scholarships, and academic counseling to help Baltimore, MD students achieve their educational goals. Full-time college advisors work in 21 public high schools, and the organization has impacted over 67,000 students. With Black residents making up the largest racial demographic in Baltimore, College Bound plays a critical role in expanding college opportunities in the city.

College Now Greater Cleveland (Cleveland, OH)

College Now Greater Cleveland offers financial aid guidance, scholarships, and mentorship programs for high school students, college students, and adult learners. The organization provides academic advising, career exploration, and resources for parents to help students succeed. In Cleveland, OH, where Black residents represent over 40% of the population, College Now serves as a key resource in bridging educational gaps.

OneGoal (Chicago, IL and 10 States)

Although based in Illinois, OneGoal serves students in 10 states through mentorship and leadership development programs. The organization’s initiatives - OneGoal Program, OneGoal Leadership Network, and OneGoal Essentials - have impacted over 150,000 students, providing guidance and resources to help them persist in college and achieve their long-term goals.

Project GRAD Akron (Akron, OH)

Founded in 2002, Project GRAD Akron provides support systems, scholarships, and college readiness programs for students from kindergarten through their careers. The organization’s Bridge to Literacy program helps improve early reading levels, while its middle and high school initiatives focus on mentorship and academic preparation. With nearly 30% of Akron’s population identifying as Black, Project GRAD plays a vital role in ensuring equitable access to education.

Finding the Right Support Program

Students seeking additional support in their college journey can explore these and other nonprofit programs to find the best fit for their needs. To identify the right program, students may want to ask themselves:

1. Would one-on-one mentorship outside my college or university help me navigate challenges?
2. Do I need academic tutoring or coaching to excel in my classes?
3. Would career guidance from an external mentor help me plan my future?
4. What financial assistance programs can help me afford college?

These questions can guide students in selecting the right nonprofit college transition program to support their success. By taking advantage of these resources, students from historically marginalized communities can access the guidance and financial support they need to earn a degree and achieve their dreams.

Read More:

• Honoring Black Trailblazers in Higher Education: Paving the Way for Future Generations
• Race-Conscious Admissions and Black Students: The Past, Present, and Future
• Black Students and Higher Ed: Navigating the Rollback of Diversity and Inclusion

This article is the third part in a series NCAN is producing in February 2025 for Black History Month. Read Parts One, Two, and Four.

Black scholars, educators, and activists have played a crucial role in shaping the landscape of higher education, advocating for access, equity, and representation. It is especially important for us to recognize the Black trailblazers who have broken barriers, challenged systemic inequities, and created opportunities for future generations of students.

We recognize trailblazers like Booker T. Washington and Mary McLeod Bethune who were so committed that they helped found multiple Historically Black Colleges and Universities (HBCUs) in their time. We also recognize Dr. WEB DuBois and Charles Hamilton Houston, whose philosophies have led to some of the most influential advancements for African Americans and have inspired countless other advancements in American society since. Their contributions continue to inspire students today, reminding them that they belong in academic spaces and have the power to shape their own futures.

In honor of Black History Month, we want to highlight contemporary figures whose work has expanded opportunities for Black students in higher education as well as underscore some ways to affirm and inspire your Black students.

Contemporary Trailblazers in Education

Dr. Ruth Simmons

Dr. Ruth Simmons made history in 2001 when she became the first Black president of an Ivy League institution at Brown University. Before leading Brown, she was the President of Smith College, where she launched the nation’s first engineering program at a women’s college. After her tenure at Brown, Simmons went on to serve as president of Prairie View A&M University, an HBCU in Texas. Throughout her career, she has been a fierce advocate for diversity, inclusion, and equitable access to education.

Sharif El-Mekki

Sharif El-Mekki is a former educator and the founder of the Center for Black Educator Development, which focuses on increasing the number of Black teachers and fostering culturally affirming learning spaces. As a former principal and teacher, El-Mekki's advocacy in the field of education is reshaping how institutions approach the recruitment and support of Black educators, ultimately improving emphasizes the importance of culturally responsive teaching and ensuring that Black students see themselves in their educators. His advocacy in the field of education is reshaping how institutions approach the recruitment and support of Black educators, ultimately improving outcomes for Black students.

Dr. Freeman Hrabowski

Dr. Freeman Hrabowski has been a transformative leader in STEM education for Black students. As the president of the University of Maryland, Baltimore County for 30 years, he has been instrumental in increasing the number of Black students earning degrees in science and engineering. Hrabowski co-founded the Meyerhoff Scholars Program, a nationally recognized initiative designed to support underrepresented students in STEM fields. His research and leadership have reshaped how universities approach student success, particularly for Black students pursuing careers in fields where they have been historically underrepresented.

What This Means for Advisors, Counselors, and Educators

The stories of these Black trailblazers in higher education remind us of the power of persistence, advocacy, and leadership. As professionals working with students, it is essential to:

• Highlight little-known but highly influential figures like the leaders mentioned above. Black students should see themselves reflected in history and in their futures. Consider incorporating these and other noteworthy names into career exploration sessions, college workshops, and mentorship initiatives. Remind them there is an extensive legacy of excellence that can help guide them through their matriculation.
• Advocate for equitable access and representation. Work within your networks and alongside your higher education partners to ensure that Black students have access to scholarships, culturally responsive advising, and social support. Become a little more insightful when exposing students to opportunities. The current political climate demands us to introduce students to like-minded, discerning, people that are associated with access and success opportunities. Actions like this will fortify both access and success efforts because all learning happens in concert with community.
• Encourage students to pursue leadership roles. Many of the leaders highlighted here took charge of their own educational journeys. Advisors and educators should empower Black students to take on leadership positions in both professional and extracurricular organizations, apply for fellowships, seek mentorship and networking opportunities. Building a community of support is essential to student persistence.

Conclusion

Black trailblazers in higher education have paved the way for today’s students, and it is up to all of us, advisors, counselors, and educators, to continue their legacy. By uplifting the stories of these leaders and others like them, advocating for Black student success, and creating inclusive learning environments, we honor the past while building a stronger future for Black scholars. 

Read More:

• Race-Conscious Admissions and Black Students: The Past, Present, and Future
• Black Students and Higher Ed: Navigating the Rollback of Diversity and Inclusion
• Black Male Professionals Lifting and Climbing for College Attainment

This article is the second part in a series NCAN is producing in February 2025 for Black History Month. Read Parts One, Three, and Four.

Demographic data from college matriculation in fall 2024 reflects significant shifts in the enrollment of Black students in US colleges and universities following the Supreme Court’s 2023 decision to overturn race-conscious admissions policies. Many institutions experienced declines in Black student enrollment, prompting discussions about how to create equitable admissions practices in a post-affirmative action landscape. Conversely, Historically Black Colleges and Universities (HBCUs) saw a 5.9% increase in student enrollment in fall 2024 compared to fall 2023, highlighting their critical role in providing access to higher education for Black students.

What is Race-Conscious Admissions?

Race-conscious admissions practices, often referred to as affirmative action, refers to policies that consider an applicant’s racial background as one of many factors in college admissions. These policies aim to address historical and systemic barriers that marginalized groups—particularly Black, Latino/a, and Indigenous students—have faced in accessing higher education.

A common misconception about race-conscious admissions is that race is the primary or deciding factor in admissions decisions. In reality, it is one component among many—including academic performance, extracurricular activities, essays, and socioeconomic background—used to create a diverse and representative student body.

History of Race-Conscious Admissions

Race-conscious policies in the US trace back to 1961, when President John F. Kennedy directed federal contractors to ensure equal treatment of individuals from diverse backgrounds, establishing the Committee on Equal Employment Opportunity. This effort later contributed to the creation of the Equal Employment Opportunity Commission, which enforces anti-discrimination laws in employment and education.

In 1978, the landmark Supreme Court case Regents of the University of California v. Bakke ruled that while racial quotas in college admissions were unconstitutional, institutions could still consider race as part of a holistic admissions process. This decision affirmed the legality of affirmative action and set the stage for future policies supporting diversity in higher education.

Subsequent rulings, such as Grutter v. Bollinger (2003), upheld race-conscious admissions, reinforcing that diversity is a compelling interest in higher education. However, opposition grew, and in 1995, the University of California (UC) Board of Regents banned race-conscious admissions, leading to a 64% drop in Black student enrollment at UC schools in the following year. Similar bans followed in other states, foreshadowing the Supreme Court’s ultimate decision in Students for Fair Admissions v. Harvard and Students for Fair Admissions v. University of North Carolina (2023), which effectively ended race-conscious admissions nationwide.

Impact of the 2023 Supreme Court Decision

The Supreme Court’s ruling in 2023 fundamentally altered how colleges approach diversity in admissions. Institutions can no longer explicitly consider race when evaluating applications, forcing them to explore alternative strategies for maintaining diverse student bodies. Some universities have responded by placing greater emphasis on socioeconomic status, first-generation status, and geographic diversity as proxies for race-conscious policies. Others have increased recruitment efforts in underrepresented communities and expanded scholarship opportunities targeting students from disadvantaged backgrounds.

Early data suggests that the removal of affirmative action has contributed to a decline in Black student enrollment at many predominantly white institutions (PWIs). Without race-conscious policies, admissions officers face challenges in maintaining student diversity, raising concerns about access and representation in higher education.

Race-Conscious Admissions and Black Students

Black students have historically faced systemic barriers to accessing higher education. Today, only 34% of Black Americans hold an associate’s degree or higher, compared to 46% of the general US population. Over the past decade, Black student enrollment at US colleges and universities has declined, a trend that may accelerate in the absence of race-conscious admissions policies.

Race-conscious admissions practices helped counteract institutional biases and historical exclusion by increasing opportunities for Black students at selective universities. Without such policies, concerns have arisen that fewer Black students will gain admission to top-tier institutions, potentially leading to a widening racial gap in higher education attainment. However, the recent rise in HBCU enrollment suggests that these institutions are playing an increasingly vital role in supporting Black students.

Looking Ahead: The Future of Diversity in Higher Education

As colleges and universities adapt to the new reality, new strategies are emerging to promote equity in admissions. Some schools are implementing test-optional policies, rethinking legacy admissions, and expanding outreach to underrepresented high schools. Advocacy groups continue to push for policies that ensure equal access to education, while policymakers explore legislation aimed at promoting diversity through race-neutral means.

The long-term effects of the Supreme Court’s decision remain to be seen, but one thing is clear: the fight for equitable access to higher education is far from over. Institutions, policymakers, and communities must continue working together to create pathways for all students, regardless of racial background, to succeed in higher education and beyond. 

Read More:

• Black Students and Higher Ed: Navigating the Rollback of Diversity and Inclusion
• Black Male Professionals Lifting and Climbing for College Attainment
• Conference Topic Roundup: Learning Differences

This article is the first part in a series NCAN is producing in February 2025 for Black History Month. Read Parts Two, Three, and Four.

President Donald Trump’s first week of his second term ended numerous programs that supported people from historically marginalized, low-income backgrounds. Within the first 24 hours, the president rolled back diversity, inclusion, and accessibility efforts in various areas and sectors, including higher education institutions. In this article, I explore what diversity, inclusion, and accessibility is, it's role in higher education, and how to support Black students as they navigate the current anti-diversity, inclusion, and accessibility climate.

What is Diversity, Inclusion, and Accessibility?

Diversity, inclusion, and accessibility often includes programs and initiatives that reduce barriers for accessing resources, supports and services for historically marginalized communities.

Diversity, inclusion, and accessibility first emerged as a legal concept in 1964 following the passage of the Civil Rights Act, which banned discrimination based on race, skin color, religion, sex, and other protected identities. Black civil rights activists and community organizers led calls for a more racially just country during the Civil Rights Movement and pushed for more comprehensive legislation that combatted racist and discriminatory practices.

Why is diversity, inclusion, and accessibility important?

When implemented effectively, diversity, inclusion, and accessibility boosts numerous benefits to any space. In the workforce, it can make a space more welcoming to employees across various backgrounds and identities. Employees can feel more included and comfortable in a space when diversity, inclusion, and accessibility is practiced and valued. It also creates more trust between leadership and the people they manage in all environments.

Diversity, inclusion, and accessibility in higher education

Diversity, inclusion, and accessibility at US colleges and universities looks like both greater college access and in-school support systems for students from historically marginalized backgrounds. Before being ruled unconstitutional by the US Supreme Court in 2023, race-conscious college admissions practices, also known as affirmative action, was a diversity, inclusion, and accessibility-rooted policy that supported the enrollment of students from disadvantaged backgrounds into US colleges and universities. Diversity, inclusion, and accessibility in college admissions also looks like support systems to ease the high school-to-college transition for students of color and consideration of financial aid for students from low-income backgrounds.

On college campuses, diversity, inclusion, and accessibility can look like student centers, shared identity clubs and institutional programming dedicated to multiculturalism and diversity. These initiatives provide resources to students from historically marginalized backgrounds who traditionally have had limited access to postsecondary education.

The data proves that diversity, inclusion, and accessibility benefits Black students. Among the most selective US colleges and universities, close to 80% of schools lack accessibility and representation for Black students. Three in four American adults, including 83% of Black American adults, agree that all students, regardless of race and ethnicity, benefit from colleges and universities that reflect the racial and ethnic diversity of the general US population. 65% of American adults, including 85% of Black American adults, agree that US colleges and universities should hire more faculty and staff of diverse racial and ethnic backgrounds.

This data is important because over one in five Black college students reported that they frequently or occasionally feel discriminated against at their college or university.

President Trump’s anti-diversity, inclusion, and accessibility rhetoric

The president has labeled diversity, inclusion, and accessibility programs as “radical” and “wasteful,” while discounting the successes that diversity, inclusion, and accessibility efforts have offered Black students and families. President Trump’s attacks on diversity, inclusion, and accessibility are the latest chapter in a long history of resistance to Black acceptance and success within higher education. While the Trump administration has been the leading advocate for anti-diversity, inclusion, and accessibility efforts, he’s not the only one who supports such ideas. Many other elected officials share his sentiments and have championed the shutdown of diversity, inclusion, and accessibility programs.

Supporting Black students

Support can manifest differently depending on the context, but some ideas include:

• Continue to seek feedback from Black students about admissions, curriculum, and existing school support systems.
• Educate folx on the history of race, racism, and anti-Blackness in the United States.
• Create affinity spaces for Black students away from school where they can feel comfortable expressing their lived experiences.
• Highlight Black stories in college access journeys without tokenizing their identity. 
  

Read More:

• Black Male Professionals Lifting and Climbing for College Attainment
• Conference Topic Roundup: Learning Differences
• Navigating College Life: Supporting LGBTQ+ Students in a New Era

At the 2024 National College Attainment Network (NCAN) National Conference, which took place in September in Anaheim, CA, a panel discussion titled "Black Male Professionals Lifting and Climbing for College Attainment" was moderated by NCAN’s Program Manager David LaNore and featured insightful contributions from panelists Chad Franklin of Goddard Options, Dr. Ashley Terry of Detroit CAN, and Shameek Robinson from S.T.R.I.V.E. LLC. The session aimed to explore strategies for enhancing the recruitment, support, and professional development of Black male professionals within the sphere of college access and success.

Key Points

Presenters covered a wide range of topics pertaining to Black male professional success, including:

1. Understanding the Landscape: Panelists highlighted the alarming underrepresentation of Black males in education; they make up just 1.3% of full-time teachers and 3% of college/university faculty. This scarcity presents significant challenges to achieving diversity and social justice in higher education.
2. Professional Recruitment: Panelists discussed effective strategies for recruiting Black male professionals, such as community engagement and targeted outreach initiatives. They acknowledged existing barriers, such as systemic biases and a lack of mentorship, and proposed solutions to overcome these challenges.
3. Professional Development and Engagement: A significant portion of the discussion focused on identifying gaps in the support systems available to Black male professionals. The panelists emphasized the importance of tailored professional development programs that not only cultivate leadership but also recognize the unique experiences and challenges faced by these individuals.
4. Leadership Pipeline: The conversation shifted towards organizational policies that facilitate equitable access to advancement opportunities for Black male professionals. The panelists advocated for transparent promotion practices and the establishment of mentorship programs to empower these professionals within their organizations.
5. Engaging Young Black Males: The importance of involving Black male professionals in outreach efforts to engage younger Black males in college attainment was underscored. Strategies discussed included mentorship programs and community workshops that encourage dialogue and connection.
6. Inclusive Culture: The panel closed with reflections on the current organizational culture regarding inclusivity for Black male professionals. They encouraged participants to assess and foster an environment that is supportive and empowering.

Expanding on the Discussion

The session provided a rich, in-depth exploration of the strategies, practices, and policies needed to enhance the presence and impact of Black male professionals in higher education. Here’s a more detailed look at the specific questions posed to the panelists and their implications for fostering a more inclusive environment.

Strategies to Increase Recruitment, Support, and Development

Panelists emphasized the importance of actively identifying and supporting Black males throughout the recruitment process. Franklin highlighted that establishing connections within local communities and educational institutions can create a more diverse talent pool. Organizations can also host targeted recruitment events, showcasing success stories of Black male professionals already within the organization, thereby attracting potential candidates.

When discussing effective recruitment strategies, Dr. Terry pointed out the significance of tailored outreach initiatives. This includes engaging in college fairs at historically Black colleges and universities (HBCUs) and partnering with organizations focused on Black male empowerment. The barriers to recruitment often stem from systemic biases and a lack of representation; to counter these, organizations should develop robust outreach programs and diversify hiring committees to include Black male voices.

Robinson discussed how his organization implements support systems for Black male employees through structured professional development programs. These might include leadership training, networking opportunities, and access to educational resources. Panelists agreed that more mentorship programs and peer support groups could further enhance the growth and retention of Black male professionals.

Mentorship was highlighted as a critical component of professional development. The panelists noted that effective mentorship programs should be designed with the unique experiences of Black male professionals in mind, fostering relationships that promote personal and professional growth. Sponsorship—where established professionals advocate for the career advancement of their mentees—was also discussed as a vital tool for opening doors to leadership opportunities.

Panelists stressed the necessity of clear, documented actions within organizations aimed at cultivating Black male professionals. These actions might include implementing specific diversity and inclusion goals, offering workshops focused on leadership skills, and establishing accountability measures to ensure progress.

Inclusive Workplace Practices

The discussion highlighted the need for organizations to outline clear paths for promotion from entry-level roles to leadership positions. This transparency helps ensure that Black males can visualize and access opportunities for advancement, a critical factor in retention and motivation.

Panelists discussed how organizations can codify practices that promote a culture of respect and acknowledgment for Black male professionals. This includes actively celebrating diversity through initiatives like diversity training and employee resource groups that elevate the voices and contributions of Black males.

The current workplace culture regarding inclusivity was a key theme. Panelists acknowledged that while some progress has been made, there is still room for improvement. They suggested regular assessments of organizational culture, encouraging feedback from Black male professionals to identify areas for growth.

Ensuring that Black male professionals have equal access to advancement opportunities is paramount. The panelists advocated for reviewing and revising hiring and promotion policies to eliminate biases and create fair pathways for all employees.

Gathering feedback from Black male professionals about their experiences was highlighted as essential for improvement. Panelists suggested implementing regular surveys and creating forums for open dialogue where employees feel safe expressing their thoughts.

The panel also addressed the role of non-Black males in supporting the development of Black male professionals. This can include allyship, actively participating in diversity training, and advocating for policies that support equity and inclusion.

Advancing Outcomes through Engagement

Regularly surveying Black males about their experiences within the organization can provide valuable insights. Dr. Terry emphasized that this feedback is crucial for assessing how well the organization meets the needs of its employees.

Panelists discussed the critical role of Black male professionals in outreach efforts aimed at engaging young Black males. By serving as role models and mentors, they can inspire the next generation to pursue higher education. Suggestions included organizing workshops, mentorship programs, and community events to enhance this involvement.

The panelists stressed the importance of creating opportunities for Black male professionals to engage directly with young males. This could involve school partnerships, internship programs, and collaborative projects that foster meaningful connections.

Measuring Impact Finally, measuring the impact of these initiatives is essential. Panelists discussed using metrics such as retention rates, the success of mentees, and overall engagement levels to evaluate the effectiveness of their strategies. Regularly refining these metrics ensures that organizations can adapt and improve their approaches.

Closing Thoughts and Next Steps

The panelists reiterated that Black male professionals are crucial to addressing the challenges surrounding Black male degree attainment. Attendees were urged to reflect on their organizations' cultures, identify potential changes for inclusivity, and take actionable steps based on the discussion. Resources were provided to support ongoing efforts, including studies on the experiences of Black males in higher education and strategies for effective engagement.

Importance of the Discussion

This session was vital in shedding light on the underrepresentation of Black male professionals in education and the systemic barriers they face. By sharing strategies and fostering dialogue, the panelists aimed to empower organizations to take proactive steps towards inclusivity and support for Black male professionals. The discussion not only highlighted the urgency of addressing these issues but also provided a roadmap for future action, emphasizing that collective efforts can lead to meaningful change in college access and success for Black males.

Read More:

• NCAN Gathers for National Conference to “Fight Forward”
• Conference Topic Roundup: Learning Differences
• New Resource: NCAN, Presidents’ Alliance, TFA, Launch Guide for Supporting Undocumented Students

This year’s National College Attainment Network (NCAN) National Conference featured three workshops about serving students with learning differences. The speakers came from different parts of the country but were in clear agreement with what it took to support students in their transitions beyond high school.

We started with the pre-conference on September 15 titled “Navigating College Attainment with Neurodiverse Students: from Transition to Transformation.” This session was led by representatives from Beacon College, who provided a truly comprehensive guide for organizations aiming to support neurodiverse students through a combination of proven practices, institutional support, and engagement strategies. They emphasized the importance of understanding learning disabilities (LD) and ADHD, detailing how these issues manifest, particularly in reading, writing, math, and time management. Effective engagement strategies like assistive technology, peer support, and accessible learning environments are crucial to these students’ success.

However, self-awareness, self-advocacy, and proactive communication are the only way neurodiverse students can access those supports in college:

1. Students with learning differences often battle increased stress and low self-esteem. The consistent metrics of school and even the make-up of academic supports in K-12 can “other” them. The best approach to supporting students with learning differences begins by helping them become a self-cheerleader. Their experience in life keeps them uniquely aware of their limitations. Help them identify strengths and the “superpowers” that come along with their differences.
2. The legal differences between student support services in K-12 and college are the source of much of the confusion for students. In college, students must lead the professionals through the support they need to be academically successful. Providing the student support office with diagnosis paperwork and notifying each professor of the accommodations they will need for the class is often the students’ responsibility. It is also the students’ responsibility to vet class sizes, class format, or ask for assistive technology.
3. Proactive communication is the most imperative to students with learning differences and their families. While services are available, they take time to implement. Likewise, families must give the student time to become autonomous.

This session really urged practitioners to analyze the academic and social engagement they are providing students with learning differences. Assisting neurodiverse students find and develop systems such as proven habits, positive routines, and compensatory strategies have the largest influence on their college persistence and eventual attainment.

In another session titled “Empowering College Success: Navigating Learning Differences with Inclusive Pathways and Family Engagement,” speakers from UnidosUS and the Puente Learning Center spoke about the extensive work they are doing with underserved families in California. They provided numerous examples of how they help families move past the stigma of learning differences to empowerment and eventually community advocacy. Together, both UnidosUS and the Puente Learning Center are fostering open dialogue among their families to understand learning differences and what accommodations are available for their students. They support families in being active in their schools to ensure the schools are accountable and accessible to their students.

The presentation also focused on sensory processing issues, where students may struggle with stimuli such as loud noises, bright lights, or certain textures. Strategies to mitigate these challenges include providing sensory tools like fidget spinners or noise-canceling headphones and implementing sensory breaks. Nonverbal signals, such as hand-raising or color cards, can help students discreetly communicate their needs and manage sensory overload. UnidosUS is taking steps toward normalizing these accommodations through the use of sensory tools and nonverbal signals in their own programming. Through this holistic approach, students can overcome challenges and succeed in college settings with the support of family, accommodations, and institutional resources.

We finished Tuesday with “Academic Intentionality: CLASS a Framework for Strategic Thinking and Actions during Academic and Workplace Transitions.” The speakers from the STEPP program at East Carolina University (Greenville, NC) shared some of the tools and methods they use with their students with learning differences. The CLASS framework provides a tool students can use to be strategic during the transitions they are facing between high school, college, and career. CLASS stands for:

• Course: Helping students navigate the specifics of each course.
• Learning Profile: Tailoring learning strategies to the individual needs of the student.
• Analyze: Encouraging reflection and assessment of academic progress.
• Strategize: Developing actionable plans to overcome challenges.
• Succeed: Focusing on implementing these strategies to achieve academic and career goals.

The framework is not discipline-specific and can be adapted to different educational environments, making it a versatile tool for supporting students across various contexts. One of the key aspects of CLASS is its focus on helping students become proactive, self-advocates, capable of identifying their needs and seeking the appropriate accommodations and resources.

Ensuring students with learning differences are prepared for both academic and workplace transitions is a challenge for most programs. The three sessions coming from the four programs this year helped make that easier.

If you attended our 2024 National Conference and would like the slides and resources from these great sessions, navigate to the mentioned titles and download the shared files on the conference app.

Read More:

• NCAN Gathers for National Conference to “Fight Forward”
• NCAN Members Lead the Way in the Push for College Affordability
• Student Voices Show Benefits of Expanding Student Supports

With the rise of anti-diversity, inclusion, and accessibility legislation leading to closures of LGBTQ+ centers at colleges such as the University of Utah and the University of Houston, LGBTQ+ students are facing increased challenges. They are four times more likely than their non-LGBTQ+ peers to attend universities away from home and are also more likely to experience poor mental health, bullying, and harassment. In fact, one-third of LGBTQ+ individuals report that their mental health was poor for most or all their college years.

Back in July, the National College Attainment Network (NCAN) hosted "Voices of Resilience: Insights From LGBTQ+ Students", a webinar featuring a panel of both current students and recent graduates who shared their college experiences from various higher education settings, from large universities to small commuter colleges. Our student panelists highlighted the support systems that have been most impactful, what they wish they would have known before enrolling in college, and their hopes for the future of LGBTQ+ inclusivity in higher education.

Support Systems for LGBTQ+ Students

For many LGBTQ+ students, having a safe community plays a vital role in fostering a sense of belonging on campus. This need is particularly pronounced at large institutions where students may feel like “a face in a sea of constantly changing student bodies.” Peer support groups and LGBTQ+ events, such as community nights, help create safe spaces where students can discuss their experiences and connect with others, forming tight-knit communities.

Creating Community Amid Diversity, Inclusion, and Accessibility Bans

Given the current political climate and diversity, inclusion, and accessibility bans, it is important for students and administrators to find ways to build community. One approach is to emphasize academic freedom, the freedom in higher education to teach, research, and discuss issues without interference from political figures, boards of trustees, donors, or other entities. Our panelists reminded folx that discussions about LGBTQ+ issues can be packaged as a part of gender studies departments on campus.

Visibility is also crucial; displaying a pride flag in an office can signal to LGBTQ+ students that they are entering a supportive environment where their identity is not only respected but welcomed. By removing the many stressors that are associated with concerns about misgendering or deadnaming, seeing a sign of allyship can allow LGBTQ+ students to focus on their academic goals. Moreover, given the prevalence of misinformation about LGBTQ+ topics, education about the history of the LGBTQ+ rights movement, important figures both historical and current, and the discrimination that continues to exist today is essential for fostering respectful interactions among all students, administrators, and faculty members.

Advice for Incoming LGBTQ+ College Students

Difficult questions such as, “where do you want to go and what do you want to study for the next four years?” and, “what do you want to do for the rest of your life?” are not only impractical for any high schooler to answer, they ignore the fact that campus culture plays a large role in LGBTQ+ students’ ability to persist and attain a college degree. Instead of these broad questions, college advisors can provide students with knowledge and advice on how to find and maintain friendships in college, how to create community, and inform them of how the various colleges they are considering might perceive the LGBTQ+ community.

Hopes for the Future

Looking ahead, there is a need for more research that uplifts LGBTQ+ student voices to inform policy, programmatic, and cultural changes on college campuses. Additionally, providing more consistent options for students to use their chosen names on forms related to registration, graduation, and other official documents is crucial to prevent deadnaming.

Lastly, campuses should provide comprehensive sexual health resources, such as PrEP, contraceptives, and STI testing, to support students in making informed decisions about their sexual health, reducing the risk of sexually transmitted infections, and promoting overall well-being.

For school counselors and advisors seeking tools to better support their LGBTQ+ students, Campus Q offers valuable information on topics such as LGBTQ+ student rights and advocacy, intersectional identities, and strategies for creating a school culture of acceptance. Advisors and counselors can also utilize Campus Q’s materials to help students identify safe colleges, find scholarships, and promote wellness and community.

With a new academic year beginning and anti-diversity, inclusion, and accessibility legislation increasingly impacting LGBTQ+ centers and resources, the challenges faced by LGBTQ+ students continue to grow. From navigating academic environments far from home to managing the strain of poor mental health and harassment, LGBTQ+ students need robust support systems to thrive. The insights shared in this webinar underscore the importance of creating inclusive spaces, fostering community, and maintaining visibility for LGBTQ+ students. By addressing these needs, college access and success programs, advisors, and higher education institutions themselves can better support LGBTQ+ students, helping them to focus on their education and achieve their full potential in a supportive and inclusive environment.

Read More:

• Empowering Indigenous Students in Higher Education
• AAPI Students and the Pursuit of Academic Equity
• NCAN Joins Ed Trust, Others to Advocate for Educational Equity for Underserved Students

In the landscape of educational initiatives aimed at American Indian and Alaska Native (AIAN) communities, the importance of effective strategies and supportive policies cannot be overstated. Recently, The Campaign for College Opportunity released a pivotal report entitled "Ensuring College Access and Success for American Indian/Alaska Native Students" that offers a detailed and comprehensive examination of the current state and future directions of AIAN education efforts. The report was authored by the Cheryl Crazy Bull, the CEO of the American Indian College Fund, a National College Attainment Network (NCAN) member.

Historical Context and Current Challenges

The historical backdrop of AIAN education in the United States is marked by profound challenges and systemic inequities. AIAN communities have endured centuries of colonization, forced assimilation policies, and marginalization within educational systems. These historical injustices have resulted in significant disparities in educational outcomes, with AIAN students often facing lower graduation rates, higher dropout rates, and limited access to culturally relevant educational resources.

Despite progress in recent decades, such as the passage of legislation like the Indian Education Act and the Native American Languages Act, AIAN education continues to confront formidable obstacles. These include inadequate funding, disparities in educational infrastructure between tribal and non-tribal schools, and persistent cultural insensitivity in mainstream educational settings. These challenges underscore the ongoing need for targeted interventions and policy reforms to ensure equitable educational opportunities for AIAN students.

Key Aspects of AIAN Education

The report meticulously examines several key aspects crucial to advancing AIAN education:

1. Cultural Relevance: Efforts to integrate culturally relevant curricula, languages, and teaching methodologies have shown promising results in engaging AIAN students and enhancing their academic achievement. Recognizing and valuing AIAN cultural knowledge, traditions, and languages enriches educational experiences and strengthens cultural identity and pride among AIAN youth.
2. Community Engagement: Successful educational initiatives often hinge on strong partnerships with AIAN communities. Collaborations with tribal leaders, educators, parents, and students are essential for co-creating educational programs that reflect community values, priorities, and aspirations. Community-driven approaches ensure that AIAN students receive an education that respects their cultural heritage and prepares them for future success.
3. Persistent Challenges: Despite strides forward, significant challenges persist in AIAN education. These include disparities in educational funding and resources, inadequate teacher training in culturally responsive pedagogy, and the ongoing need for improved educational infrastructure in remote and rural AIAN communities. Addressing these challenges requires sustained advocacy, increased investment in AIAN education, and equitable distribution of resources to ensure all AIAN students have access to quality education.

Policy Recommendations

The brief puts forward actionable policy recommendations aimed at addressing these challenges and advancing AIAN education:

1. Increased Federal Funding: Advocating for increased federal funding specifically allocated for AIAN education programs, including funding for tribal schools, language revitalization efforts, and professional development for AIAN educators.
2. Culturally Responsive Practices: Promoting the adoption of culturally responsive teaching practices that honor AIAN cultures, languages, and histories. Professional development opportunities for educators on culturally responsive pedagogy are crucial for creating inclusive and supportive learning environments.
3. Recruitment and Retention of AIAN Educators: Initiatives to recruit, train, and retain AIAN educators are vital for increasing representation within the teaching workforce. AIAN educators serve as cultural liaisons and role models for AIAN students, playing a pivotal role in fostering academic success and cultural empowerment.
4. Collaborative Governance: Encouraging collaborative governance structures that include AIAN community leaders, educators, and stakeholders in decision-making processes related to educational policies and initiatives. Ensuring AIAN perspectives are integral to educational reform efforts is essential for promoting cultural equity and achieving positive educational outcomes.

Looking Forward

Looking ahead, the brief shows the importance of continued advocacy, collaboration, and community-driven approaches in advancing AIAN education. It calls for sustained efforts to dismantle systemic barriers, promote cultural equity, and empower AIAN communities to shape their educational futures.

Conclusion

In conclusion, "Ensuring College Access and Success for American Indian/Alaska Native Students " stands as a crucial resource for understanding the complex landscape of AIAN education and charting a course for future progress. By celebrating achievements, identifying persistent challenges, and proposing actionable recommendations, this document emphasizes the imperative of investing in AIAN education to empower communities and promote educational equity.

For those interested in exploring the intricacies and opportunities within AIAN education further, the full brief is available for download here.

This report serves as a testament to ongoing efforts to ensure that all students, regardless of background, have access to quality education that honors their cultural heritage, respects their identity, and supports their academic success. By addressing historical injustices and embracing culturally responsive approaches, AIAN education can serve as a model for educational equity and inclusivity in diverse communities across the United States and beyond.

Read More:

• AAPI Students and the Pursuit of Academic Equity
• NCAN Joins Ed Trust, Others to Advocate for Educational Equity for Underserved Students
• Rethinking Leadership: Engaging the Whole Staff in Postsecondary Support

May is the month dedicated to celebrating the rich culture, history, and influence of Asian American Pacific Islanders (AAPI). Every year this time, we come together to honor the diverse contributions of AAPI individuals in shaping the cultural and social landscape of the United States. AAPI’s unique culture, language, and heritage have long enriched our country’s diverse picture. Many of our nation’s most significant construction and infrastructure achievements were built on the labor of AAPI immigrants, such as the transcontinental railroad. As we take this time to acknowledge their contributions, let’s also educate ourselves about the manifold ongoing struggles faced by the AAPI community, such as systematic racism, harmful stereotypes, and disparities in higher education.

Last year, my colleagues wrote an article debunking the model minority myth, which has contributed to the exclusion of AAPI from the diversity, inclusion, and accessibility framework. This myth characterizes AAPIs as a polite, law-binding, and monolithic group who have achieved a higher rate of educational and socioeconomic success than the general population, not to mention other ethnic and racial minorities. It creates a misleading narrative about AAPI’s collective success that invalidates the diverse experiences across different AAPI ethnic groups and undermines efforts to address systematic barriers affecting the community. In addition, the harmful stereotype that portrays AAPI students as “smart,” well-off,” and “able” to excel in school leads to them being further excluded from diversity, inclusion, and accessibility resources and initiatives. The struggles of students from disadvantaged backgrounds, such as Pacific Islanders and Southeast Asians, are often overlooked. By recognizing the flaws of this model minority myth, we are taking a crucial step toward fostering an equitable and inclusive society for all.

Unfortunately, a month after that article was published, on June 26, 2023, the Supreme Court of the United States (SCOTUS) declared race-conscious college admissions practices (also known as affirmative action), policies that prevented unlawful discrimination and granted students of color, including AAPIs, equitable opportunities in college admissions, unconstitutional. The response to this decision within the AAPI community was mixed. Those who believed in meritocracy celebrated the ruling, while many others expressed their disappointment and solidarity in support of race-conscious admissions practices. A study from the Pew Research Center in the month leading up to the SCOTUS’ decision revealed that more than half of the AAPI population had heard of affirmative action and said that “it is a good thing.”

Race-conscious admissions practices are not intended to favor one group over another; rather, they aim to recognize and combat the historical oppression targeting students of color. While the model minority myth has traditionally portrayed the AAPI community as universally successful and high achieving, equating intelligence and the ability to succeed academically with college attainment is a dangerous oversimplification that diminishes the nuanced experiences of many AAPI subgroups. Pursuing higher education is a dream but also a challenge for a majority of Pacific Islander and Southeast Asian students. Only a small percentage of these groups are admitted to colleges and universities every year in comparison to other groups.

Many Pacific Islander and Southeast Asian students are first-generation college-goers from immigrant and/or low-income backgrounds, thereby facing not only language barriers but also a lack of college application guidance and financial challenges. For these students, access to expensive prep materials and tutoring classes, which can help improve their standardized test scores, is often out of reach. The absence of mentors and institutional support also leaves them navigating the complex system on their own, further obstructing their journey to pursuing higher education. Additionally, some struggle with finding a balance between schoolwork and family responsibilities, resulting in stress, burnout, and other mental health challenges.

As a Southeast Asian, first-generation, and soon-to-graduate student, I have personally experienced these hardships. At nearly the end of my college journey, I still remember the struggle to afford the Scholastic Aptitude Test (SAT) prep materials, relying instead on inconsistent free prep classes. Moreover, I did not have any support in completing the rest of my college application. I had to navigate everything on my own while dealing with the guilt and anxiety of, “what if my application is not good enough to get me into college?”

For my colleague, Tong Lee, who is also a first-generation Southeast Asian graduate, it was the struggle of lacking guidance for college and financial aid applications. She recalls not knowing what resources are available for her to navigate the application process and having to rely on the lead of her friends who had older siblings in college. As a result, she missed the opportunities to visit schools during multicultural weekends. Additionally, Lee struggled with estimating the cost of attendance, leading to her underestimating the cost beyond the sticker price. These challenges often exacerbate the pressure that AAPI students face even before entering college.

Race-conscious admission policies are essential for addressing the barriers in higher education that many AAPI students encounter, particularly those who lack adequate support to navigate the college admission process. These policies help mitigate systematic disadvantages that have historically prevented AAPI students from achieving their dreams of pursuing college degrees. As we celebrate this year’s AAPI Heritage Month, it is crucial to recognize that a significant number of AAPI students, especially those from first-generation, low-income, and immigrant backgrounds, still struggle with completing the latest Free Application for Federal Student Aid, or FAFSA, application and securing resources to support their education. By acknowledging these barriers and advocating for inclusive practices, we can ensure that underrepresented students can succeed in their higher education endeavors.

Read More:

• For AAPI Heritage Month, Let's Dispel the Model Minority Myth
• A Dialogue as First-Generation, Southeast Asian-American Students
• Supreme Court Goes Backwards on Racial Equity in Higher Education

Last week, the National College Attainment Network (NCAN) joined state and national partners of The Education Trust, or Ed Trust, for a three-day boot camp focused on increasing opportunities for underserved students, entitled “Equity Matters: Advocates in Action.” NCAN was invited to participate alongside a diverse network of students, educators, parents, and others involved in advocacy surrounding educational inequities, and civil, disability, and immigration rights.

The convening kicked off on Wednesday evening with “Can’t Be Erased,” a panel discussion featuring education advocates and civil rights leaders, focused on combatting curriculum censorship, book bans, and efforts to eradicate the teaching of honest history in public schools. The conversation was a timely response to the unprecedented surge in book bans during the latter half of 2023. PEN America reports that between July and December, there were 4,349 book bans across 23 states and 52 public school districts – a higher frequency than recorded throughout the entirety of the 2022-23 academic year.

Representative Ayanna Pressley (D-MA,) who introduced the Books Save Lives Act – which would require public and school libraries to maintain a diverse collection of literature and classify discriminatory book bans as federal civil rights violations – closed the event with an empowering call to action: “If hurt and harm can be legislated, so too, can equity, healing, and justice.”

In Thursday morning’s opening plenary, experts unpacked how misinformation and campaigns to undermine public education signify broader attempts to erode democracy in the United States. Dr. Diarese George, Founder and Executive Director of Tennessee Educators of Color Alliance, called for “multi-racial, multi-generational, multi-ethnic, and student-centered,” coalition building as the best antidote prevent “concerted efforts to destabilize the public education system.” Several panelists emphasized the existing lack of educator voices in policymaking and highlighted the need to actively prepare educators of color, specifically, to engage in policy and advocacy, in light of ongoing legislative attacks.

In content-focused breakout presentations, advocates and policy analysts unpacked the implications of anti-diversity, inclusion, and accessibility legislation, recently introduced in Texas and Oklahoma. Research Analysts from Ed Trust’s Higher Education team led participants through a comprehensive analysis of the roots of the anti-diversity, inclusion, and accessibility movement, and an explanation of trends in similar bills across the country. The session was grounded in data from Ed Trust resources, which have tracked the onslaught of anti-diversity, inclusion, and accessibility legislation, particularly following the Supreme Court’s decision on affirmative action last year.

Later, state partners spotlighted stories from effective coalition work, showcasing how organizations in Tennessee (TN Alliance for Equity in Education) and California (CA Family Engagement Network) have joined together to increase their reach and influence, demonstrate diversity of supporters, bolster their expertise on a topic, and leverage resources for impact. Coalition building is an area of interest for many NCAN members as well, and one of the best ways to unite for impact in state and federal policy advocacy. For more information in this area, see our Coalition Building Guide.

On Friday morning, the Ed Trust Justice Fellows guided a packed room through an analysis of complex barriers facing justice-impacted students in Higher Education in Prison (HEP) and Traditional Higher Education programs. The Fellows, a cohort of professionals employing their lived experience with the legal system to amplify and advocate for policies to support justice-impacted students, facilitated reflection on unique student challenges and tangible solutions in the HEP space. This exercise was directly relevant to NCAN’s current work with our inaugural Ascendium Fellowship: a national network of college access and success programs building specialized expertise regarding the support of justice-impacted students as they pursue postsecondary education.

In a powerful closing panel, student leaders shared recounted the challenges they’ve faced, and their goals for the future. In doing so, they stressed the importance of not just centering, but listening to youth voices. When asked by another boot camp participant how youth could be supported to lead advocacy for change, Jenn Galinato, Ed Trust West FIERCE fellow, put it succinctly: “Take a backseat, give us the wheel, and we can take you to the destination.”

By sharing resources, tools, strategies, and allowing us to tap into a network of state and local activists, this event was a boon to NCAN members who are working in states to combat book bans and anti-diversity, inclusion, and accessibility efforts and uplift the voices of marginalized students. For more information, please reach out. We’d be happy to share more information with you or connect you with like-minded participants from all around the country!

Read More:

• Women's History Month: Breaking Barriers in Higher Education
• Rising Above Challenges to Diversity and Inclusion: NCAN Member Hosts Panel Discussion
• Plenary Recap - A Ban on Race-Conscious Admissions: What Now?

March marks the celebration of Women's History Month - a time to acknowledge and honor women’s pivotal achievements in social, economic, cultural, and political spheres globally. Since the establishment of the first women’s colleges in the late 19th century, the number of female student enrollment in postsecondary institutions has steadily increased, with women now constituted a majority of undergraduates. By fall 2020, female students made up 58.6% of all postsecondary enrollment, totaling approximately 11.2 million. Despite this noteworthy progress, women, especially those of color, continue to confront persistent challenges as they navigate their educational journeys. The disparity in postsecondary enrollment is apparent, as fewer students of color are granted the opportunities to enroll in four-year universities and attain degrees compared to their white counterparts.

The National College Attainment Network’s (NCAN) mission of improving college access and degree attainment for all necessitate recognizing the manifold intersectional struggles faced by female students of color. According to Kimberlé Williams Crenshaw, an influential American civil rights activist and scholar of critical race theory, intersectionality refers to the overlapping social identities and associated systems of oppression, domination, or discrimination. For young female students of color, this entails overcoming obstacles and disparities both as women and as racial minorities in a historically male-dominated realm.

In celebration of Women’s History Month, I have invited my female-identifying colleagues of color to share their experiences navigating postsecondary education. They discussed the obstacles they encountered and how they triumphed over those challenges. Their responses have been edited for clarity.

Alessandra Cipriani-Detres, Program Associate

It's easy to feel invalidated about your experiences as a woman of color on a PWI (predominately white institution) if you're surrounded by people who can't relate to you. For this reason, it was important for me to find a group of Latinas who I could learn from and share experiences with.

Joy King, Chief Talent, Strategy, and Operations Officer

In my postsecondary education journey as a woman of color, I faced several challenges that tested my resilience and determination. One significant hurdle was the lack of representation and support for minority students within academic institutions. Often, systems and structures were not designed with our unique needs and experiences in mind, leading to feelings of isolation and marginalization.

Financial barriers were also a significant obstacle. Despite my dedication and talent, securing funding for tuition, books, and other expenses was challenging, especially when resources and scholarships specifically tailored to support women of color were limited.

To overcome these challenges, I relied on my resilience and sought out support networks. I actively sought mentors and advisors who could provide guidance and encouragement, as well as resources to navigate the academic landscape and access financial assistance.

My commitment to anti-racist work and dedication to creating pathways to success for marginalized groups fueled my perseverance. I advocated for inclusivity and equity within my academic environments and used my leadership roles to champion diversity, actively working to dismantle inequitable systems and create a more supportive and empowering environment for myself and others.

Ultimately, my tenacity, strategic problem-solving approach, and commitment to fostering inclusive spaces were instrumental in overcoming the challenges I faced during my postsecondary education journey.

Tong Lee, Senior Manager, Retention and Database Management

Growing up in Westminster and Santa Ana, CA, during the 1990s, Hmong girls my age did not leave their homes unless one was getting married or became pregnant. Going to college was not a topic of conversation at home. How could it be when both my parents had no formal education and our family’s introduction to this country were as refugees from Laos? Even after we rebuilt our lives here, college was still foreign to us.

One of the first challenges I faced pursuing a postsecondary education was completing the Free Application for Federal Student Aid (FAFSA). At this time, only the paper form was available and contained 108 questions. My parents did not read and write English very well, nor could I translate the form to my parents. Furthermore, I had no knowledge of their financial status.

But from an early age, I knew my parents respected and relied heavily on my eldest brother, also their first-born son of six children. This status gave him tremendous sway with my parents. With his mediation and understanding of two diverse cultures and languages, he was able to complete the FAFSA for me.

Simone Pringle, Program Associate

When I went back to school to get my master’s degree at American University, I had a soothing confidence in my academic abilities. After undergrad at Howard [University], I figured it’d come back like riding a bike. The grad school experience would be different, less involved in day-to-day campus life, so I wasn’t particularly worried about switching from a historically Black university (HBCU) to a predominantly white one. My assumption was I’d only really need to worry about mastering my assignments.

But I faced issues before I even arrived on campus. I began at American in August 2017, and that previous spring, there had been a string of racist incidents on American’s campus. My parents, staunch HBCU supporters, questioned my choice. I had also gotten into Morgan State University in Baltimore (MD), and they pushed me to continue down the HBCU path. But I knew nothing changes if we do what we’ve always done.

My cohort and I were a diverse class; about roughly half of my 40+ person cohort identified as people of color. From the first semester, we challenged our classmates’ biases and privilege. The program was designed for teachers who aspired to leave the classroom for the policy sector or school leadership roles, so it was crucial that we all start doing the work to correct harmful beliefs before we set out to achieve leadership roles or pursue policy jobs. Over the next two years, we’d work on projects about drastic differences in charter school quality and regulation across states, and strategies America could use to improve our national rankings on the Program for International Student Assessment (PISA), a test that compares education quality globally. While students in my cohort didn’t always see eye to eye, it was one microcosm of the mutual cultural learning and understanding on American’s campus, and I think we all walked away better educators, policy advocates, and people because of our time together.

Read More:

• Rising Above Challenges to Diversity and Inclusion: NCAN Member Hosts Panel Discussion
• Plenary Recap - A Ban on Race-Conscious Admissions: What Now?
• Hispanic, Latino, Latinx, or Latine? Which One Is It?!

Diversity, inclusion, and accessibility efforts have faced significant challenges and setbacks over the past year. The US Supreme Court rulings against race-conscious admissions, student loan debt forgiveness, and LGBTQ+ rights have significantly impacted the postsecondary access and attainment field and, most importantly, the students we serve. Republican-controlled states have led the charge in cutting diversity, inclusion, and accessibility funding in higher education or even banning it outright, while recent layoffs have disproportionally affected diversity and inclusion departments and professionals. This comes as the nonprofit organizations who advocate for historically marginalized students and communities experience a downturn in donations.

In response, National College Attainment Network (NCAN) member Students Rising Above (SRA) has taken an activist approach. The San Francisco, CA-based organization continues to question how they can effectively advocate for the students they serve, as well as others facing systemic barriers, and engage more deeply in conversations surrounding diversity, inclusion, and accessibility.

SRA kicked off Black History Month by hosting a panel discussion on February 8 that focused on the backlash against diversity, inclusion, and accessibility initiatives in the workplace. Moderated by Brooke Millan, College Admissions Counselor and Black Student Experience Specialist at SRA, the panel featured SRA alumna Frederica Webster, volunteers Ashley Blackmon and Andrea Cruz, and The Justice Collective co-founder Lena Carew. All panelists play a significant role in leading diversity, inclusion, and accessibility initiatives in their own spaces, and their experiences and perspectives contributed to an enriching and enlightening conversation.

Some key takeaways from the discussion included:

• Diversity, inclusion, and accessibility is good for business. The positive impact that diverse perspectives have on revenue and the bottom line should be highlighted and discussed.
• Diversity, inclusion, and accessibility is everyone’s job. No one individual should be responsible for diversity, inclusion, and accessibility work within an organization or company. Instead, it should be a collective responsibility shared by all.
• Diversity, inclusion, and accessibility and compensation. Tying diversity, inclusion, and accessibility goals to compensation is the best way to ensure management and leadership buy in.
• Diversity, inclusion, and accessibility work can be painful, especially for individuals from historically marginalized communities. Providing support and encouragement can make things easier.
• Just because it is illegal does not mean it is wrong. Diversity, inclusion, and accessibility still matters in places where it has been outlawed, and there are still ways to do the work.
• Not everyone needs to be onboard. Organizations do not need 100% of employees to buy-in to diversity, inclusion, and accessibility efforts, but rather to win over and empower influencers and leaders.

Notable quotes from panelists and audience members include:

• “Equity is examining what people need, why people, need it, and how to address it.”
• “Inclusion is not enough; it’s about accessibility.”
• “[For the workplace] are you cultivating a space of belonging where people actually feel like they can show up as themselves?”
• “You don’t have to say the words diversity, inclusion, and accessibility to get the work done.”
• “How does diversity, inclusion, and accessibility contribute to our definition of success here?”
• “I must fill my cup because the work is so important. We need you at your best because this works needs the best.”

NCAN thanks SRA Chief Program Officer Angela Bugayong for contributing to this article.

Read More:

• Plenary Recap - A Ban on Race-Conscious Admissions: What Now?
• Latin Heritage Month: What are HSIs?
• Hispanic, Latino, Latinx, or Latine? Which One Is It?!

It’s October, and application season is in full swing, despite the delayed rollout of the 2024-25 Free Application for Federal Student Aid (FAFSA). We at the National College Attainment Network (NCAN) knew it’d be crucial at our annual convening of members and partners to discuss next steps after the Supreme Court’s June ruling that struck down race-conscious college admissions practices.

Our dynamic panel of state and national thought leaders in the field, moderated by Executive Director of College and Career Readiness at the Riverside County Office of Education Catalina Cifuentes, and panelists Director of Educate Texas Shareea Woods, Government Relations Co-Chair of the Texas Association for College Admission Counseling Narietha Carter-McClain, and President and CEO of Common App Jenny Rickard, came together at our 2023 National Conference to discuss strategies and insights on how we can move through these early months of life post ruling.

The Racial Identity Question

Cifuentes reminded everyone that the context we have as professionals is necessary to keep in mind. For students, the confusion and fear is even more real. “Students aren't reading all the policy and literature we are. They just hear what's in the media. They have questions like, ‘am I going to get arrested if I write about my race and ethnicity in my essay?’”

Rickard confirmed that Common App has offered its partner institutions the option to either hide the racial demographic question entirely or to allow students to self-identify, but schools can choose to hide that information from the collected data they receive. She also noted that so far this application season, there’s been a 1% change in the students choosing to disclose race. Given the timing of the ruling, Rickard said it's too early to have significant data on if more schools are adding essays, removing the race question, or opting out of racial data collection on the back end.

Woods said, “[The ruling] didn't change how it made the people feel. My team and I felt angry, frustrated, and sad because we already know how hard the work is. We felt like this was working against us. We don't know campus by campus how this will play out. I believe the values of the universities who were collecting race data in 2022 are not going to change. I would tell students to tell your story. I would always caution against telling students to not tell their story.”

Culturally Impactful Storytelling

Many practitioners are putting more emphasis on the essay, considering it one of our strongest tools in the fight to maintain diverse incoming college classes. Carter-McClain said, “Your essay should be able to get up and walk around; it’s going to be in rooms your feet will never touch. I'm very critical with my feedback of students’ essays. Students can focus on their culture in a way that goes down deeper than race. There was a student who created 12 access points for clean water for in his village in India by reinvesting his high-end sneakers. His grandmother had to walk two hours to get water. He acknowledged his race, but he also acknowledged his culture and privilege.”

Woods emphasized the importance of admissions teams' role in the process, stressing the need to be proactive and creatively responsive. “I'm worried that students won't apply because they feel like they won't belong there. Admissions are the best folks to combat that [fear]. Direct outreach is going to be key. Early exposure is key; senior year is too late. Selective schools should also look into more transfer pathways,” she said.

When asked about best practices to encourage diversity, Rickard mentioned Common App’s student context inventory, which is getting students involved with the application process to explore the unusual extra extracurricular activities, like translating for family members, taking care of siblings, or working on a farm or in a family business. “Students don't always think these things are relevant or worth mentioning [in their applications/essays] but they are.”

Rickard also noted the importance of increasing direct admission offers. “We want to remove some of the stress of pressing that submit button on their application. We're trying to stress that students have options [in where they go to college] and instill confidence along the way in the process.”

Moving Forward

Rickard stood firm on Common App’s commitment to the next generation of students. “By 2030, we're looking to close our equity gap. Our goal is to get 650,000 more lower- and middle-income students to use Common App by working with our university partners.”

What we don’t want to lose sight of in this crucial conversation about diversity, equity, and inclusion is the other letter in the acronym – the B, which stands for belonging. As Woods suggested, “We don't talk about the students who are getting into selective schools and that they have options. They might visit a selective school and say this isn't for me and choose an HBCU or somewhere else. Does the curriculum and faculty reflect diversity? It's not just the student body that matters.”

While advisors are scrambling to rearrange programming for the FAFSA this fall, Carter-McClain doubled down on the importance of strong essays. “We have a lot of college application and financial aid nights, but we need to have more essay nights so students' essays can help represent them in places and spaces properly,” she said. We know this work can be daunting, but with partnerships and collaboration, we can help students become better narrators of their own stories.

The Supreme Court ruling definitely took an emotional toll on many of us, but Woods left us some encouraging words for the journey ahead. “Don't let students give up. Many students feel like, if they don't want us, then we just won't go. And we'll find another alternative. But we want to get to that second and third generation of college attendance, so we can't give up.”

Read More:

• Supreme Court Goes Backwards on Racial Equity in Higher Education
• #NCAN2023: Uniting for Equity in Dallas
• Opinion: Give HBCUs Their Full Slice of the Pie Post SCOTUS Ruling

There are many terms used to describe folx who were either born in or are descendants of family members who were born in Latin America. The common terminology up for debate has typically been between the words Hispanic and Latino, but what if we add Latinx and Latine into the mix? Gasp! Which one do we use? Below is a breakdown of the history of each of these words and their meanings, followed by some guidelines you can follow when deciding which term to use.

Hispanic

First used in the US census in 1970, the word Hispanic originates from the Spanish word “Hispano” which refers to a person whose cultural traditions are from Spain. That being said, Hispanic is a language-based identity term meaning from a country that primarily speaks Spanish. This includes the European country that colonized most of Latin America, Spain. Today, Hispanic is still a widely used and accepted term by those within and outside of the community.

Pros:

Gender inclusive
Widely accepted and used by those who share the identity in the US.

Cons:

Excludes non-Spanish speaking Latin American countries (e.g., Brazil).
Highlights Spanish colonialism.
Underemphasizes indigenous history, culture, and civilizations.

Latino

A shortening of the Spanish word “latinoamericano”, Latino came about in the 19th century as Latin American countries began to declare their independence. Hence, Latino means from Latin America. In Spanish, mixed-gender groups are automatically addressed using the masculine form of the noun or adjective. Therefore, the word Latino is interpreted as including everyone. Recently, alternatives to using latino include latino/a or latin@ to be more gender inclusive, however, these terms only refer to people who identify within the gender binary. The term Latino was first included in the 2000 census with the question “Is this person Spanish/Hispanic/Latino?” and is widely used and accepted today.

Pros:

Includes non-Spanish speaking Latin American countries.
Widely accepted and used by those who share the identity in the US and Latin America.
Centers independence from Spain.

Cons:

Not gender inclusive

Latinx

While it has been largely used in English-speaking academic spaces, Latinx has been around for about 20 years and originated among Spanish-speaking LGBTQ+ communities in the US. It gained popularity after many news outlets and headlines used Latinx to report on the Pulse nightclub shooting as a term inclusive of the many identities outside of the gender binary. In English, the “x”, has been used to signal inclusivity like in the words “folx” and “womxn.” As such, the word Latinx has been criticized since it anglicizes the Spanish language and is not easily pronounceable by Spanish speakers. Latinx has not been popularized outside of online and academic settings, as only 3% of Latinos in the US use it regularly.

Pros:

Gender inclusive

Cons:

Not widely used and accepted by Spanish speakers.
Anglicizes the Spanish language.
Difficult to pronounce and pluralize in Spanish.

Latine

Originating alongside Latinx, Latine can be more easily pronounced in Spanish. The “-e” ending can be used as a gender-inclusive substitution of the “-o” and “-a” endings of many Spanish nouns and adjectives (e.g., “Latine orgullose” meaning “proud Latine”). It can also be pronounced and pluralized in English more easily (e.g., “Latines” vs “Latinxs”). Despite this, some within the community call the use of the words Latinx and Latine cultural imperialism, where US culture is having an unreciprocated influence on Latin American cultures.

Pros:

Gender inclusive
Grammatically flows in both Spanish and English languages.
Easy to pronounce and pluralize in Spanish.

Cons:

Considered cultural imperialism by some.
Not widely used and accepted.

We are currently in an era where all these terms are used and accepted differently by people in various places of the world. If you are from or have roots in Latin America, call yourself what feels best for you. If this means you want your nationality to be centered rather than the all-encompassing terms described above, go for it! You might also feel like you need to use different terms based on where you are or with whom and in what language you are speaking. That is A-OK.

If you are speaking to or about someone from or with roots in Latin America, ask how they self-identify. No, this doesn’t mean that you should ask the basic microaggression “where are you from?” to every person you meet in the US who you assume has ancestors from Latin America (that’s a blog post for another day). If someone’s ethnicity is not relevant to the conversation being had, it probably doesn’t need to be brought up.

Lastly, if you are writing about this group, check out NPR’s journalism guide on steps you should take to determine how to identify people.

Read More:

• Better FAFSA for Mixed-Status Families: Top 10 Things to Know So You Can Prepare
• Latin Heritage Month: What are HSIs?
• You’re Invited to Join a Strategy Group to Support College Counseling for Undocumented Students

Reading time: Five minutes

When I started at the National College Attainment Network (NCAN), I knew one of the opportunities I was excited for was attending the National Historically Black Colleges and Universities (HBCU) Week Conference in a professional capacity, not just as a devoted HBCU alum. I’ve been attending the White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity through HBCUs annual convening for years, trying to stay updated on the latest innovations, news. and policy surrounding these illustrious institutions. I was glad to share this experience with my colleague David LaNore and we’re taking this opportunity to share our findings with you.

The sessions we attended did a tremendous job of showcasing the continued ingenuity and commitment to students that HBCUs have been known for since their inception. The theme Raising the Bar echoed throughout every part of the conference. Below, we’ve outlined a few takeaways from the sessions we attended.

Inviting Technology and Protecting Culture

We were especially glad to hear from Complete College America about their HBCU Digital Learning Infrastructure Initiative. People following HBCUs for any amount of time know that digital infrastructure is a sore spot for many HBCUs. For the past two years, Complete College America has been working with six HBCUs and an HBCU Student Advisory Council to co-design a long-term strategy for academic success. Coppin State University (Baltimore, MD), one of the six colleges involved in the project, shared their current success and future strategies for technological advancement on campus. Dr. Dionne Curbeam, Interim Vice President of Information Technology and Chief Information Officer at Coppin, highlighted plans to refresh computer labs on campus, develop mentorships, and jobs for students in tech majors and migrating to a paperless campus.

In a panel discussion featuring experts from the National Endowment for the Arts, the Library of Congress, and Howard University’s Architecture department, attendees discussed the importance of studying art along technical sciences. At a time when STEM reigns supreme, the fight to not only add arts and humanities to the STEM conversation but to maintain their seat at the table is vicious.

“Architecture is where art and science meet,” Bradford Grant, interim chair of the Howard University Department of Architecture. “Educational training solely or primarily for career pursuit doesn't build well-rounded individuals. It's important, sure, but think about Pixar. Someone is doing the technical side of animation, and someone is also writing the story. You need both.”

Grant likened the discussion to, “debates between Booker T. Washington and WEB DuBois. DuBois recognized that you need both arts, humanities, and science as a way to strive for freedom.” The balance HBCUs must manage is complex given their rich histories juxtaposed against current industry demands; however, the sessions we sat in on give us hope.

Utilizing Apprenticeships to Close Economic Gaps

In a timely conversation, The Apprentice School hosted panel discussed the benefits of registered apprenticeships as a means of closing the Black teacher gap. Apprentice School President Dr. Latitia McCane pointed out that while only 7% of teachers are Black, almost 50% of them earned their degrees at an HBCU. She also stressed the importance of the “earn and learn” model, combining paid teacher preparation training with classroom instruction. Tennessee was the first state to approve teaching for its registered apprenticeship program in January 2022. In one year, seven states now have US Department of Labor sanctioned apprenticeships, including Arkansas, Colorado, Iowa, Kansas, New Hampshire, Texas, and West Virginia.

Dr. VerJanis Peoples, Southern University and A&M College’s dean of the School of Education, shared that the University is partnering with the Louisiana Workforce Commission to bring a registered teacher apprentice program to Southern, the first of its kind at an HBCU. The inaugural class of students will participate during their sophomore year as teaching apprentices in East Baton Rouge (LA) Parish Schools.

Likewise, Bishop State Community College is building a bridge for students in Alabama with their innovative partnership with airplane manufacturer Airbus. Together Bishop State and Airbus have developed an apprenticeship program that allows students to become employed with full benefits while earning an 18-credit certificate that can be used toward an associate’s degree. With this model, the FlightPath9 program has 95% completion rate with well over 200 graduates. Due to the success of the program, Bishop State President Oliver Charles shared that the College is working with other industries across Mobile to develop other apprenticeship programs with matching articulation agreements.

Investing In and Protecting Black Entrepreneurship

What makes HBCUs Black entrepreneurship hot spots? Put simply, the supportive environment and the supportive partnerships. Examples like Howard University and PNC’s joint venture to create the National Center for Entrepreneurship show that HBCUs are creating an array of supports for their students. Likewise, the Black Entrepreneurship Center, a partnership between Spelman College, Morehouse College, and The Black Economic Alliance Foundation is cultivating an environment from which a new generation of Black entrepreneurs will be forged.

Dr. LaTanya White, founder of Concept Creative Group, said, “HBCU students are in an environment where there’s a natural sense of belonging, which makes entrepreneurship and starting a business while they're in school feel more manageable.”

“[We’re] looking at entrepreneurship as collaborative and changing the way Black students approach entrepreneurship versus how other students might be taught to approach it,” said Dr. Grant Warner, director of the Black Entrepreneurship Center.

Despite the push for entrepreneurship, audience members raised the question of how these programs can be incorporated into a full time course load so not to interfere with college completion.

Warner said, “universities must consider where in the entrepreneurial life cycle do you provide these extra supports? Universities don't typically have the resources to help launch every student’s venture. They need to be very targeted in using school resources to build entrepreneurship into the curriculum to help as many students as possible. Howard University's partnership with the US Patent and Trademark Office allows students to learn about intellectual property [protections] for their business.”

Wrapping Up: The Future

These sessions gave insight for preparing students for an ever-evolving economy while protecting the traditions and culture that have been a cornerstone at HBCUs for almost two centuries. This yearly convening continues to put HBCUs, their strengths as well as their obstacles, at the forefront of the higher education conversation. We walked away with valuable insights and made noteworthy connections with industry power players across business, education, and policy.

Read More:

• Solving the Puzzle: Resources to Make an HBCU Possible for Your Students
• Their Name in Lights: Exploring the Performing Arts and Media at HBCUs
• Keep Calm and Carry On: Exploring Mental Health and Wellness Options at HBCUs

Note: The terms “Hispanic” and “Latino” are often used interchangeably, even though they have different meanings, to refer to individuals of Central and South American descent. NCAN uses the more inclusive term “Latino/a” except when referring to federal nomenclature or an organizational name.

Happy Latin Heritage Month! September 15 marks the start of a month-long annual celebration in the United States that honors the history and culture of Latino/a's through events like food fairs, concerts, parades, community gatherings, and more. With the Latino/a population growing rapidly in the US, it’s important to recognize the significance of improving access to education among this historically underserved population.

Hispanic-Serving Institutions, otherwise known as HSIs, have played a key role in creating an opportunity for Latino/a students to receive a higher education and graduate through effective strategies. HSIs were signed into law in 1992 by President George H.W. Bush under the amendments of the Higher Education Act (HEA) of 1965 that defined them as accredited, degree-granting, public or private, nonprofit colleges or universities with 25% or more Latino/a enrollment. In 1998, when the HEA was in the process of reauthorization, HSIs were redefined under a new Title V, Developing Hispanic Serving Institutions Program. According to federal law, HSIs are now defined as, “accredited and degree-granting public or private nonprofit institutions of higher education with 25% or more total undergraduate Hispanic full-time equivalent student enrollment.”

The movement to federalize HSIs started with the Hispanic Association of College and Universities (HACU), which was founded by a group of HSIs to address higher education issues in the Latino/a community. It was in 1986 when they had realized that there needed to be more recognition, resources, and innovation to invest in Latino/a higher education in order to tackle the economic and systemic changes that were rising in the upcoming century. HACU was born in late 1985 at a fundraising visit on the East Coast created by Dr. Antonio Rigual and Sister Elizabeth Anne Sueltenfuss of Our Lady of the Lake University in San Antonio, TX, making the organization the only nationally recognized voice for HSIs.

According to studies by HACU, from 1990 to 2010, the number of institutions that met HSI enrollment had increased from about 137 to 311, distinguishing them from Historically Black Colleges and Universities and Tribal College and Universities which had fixed numbers due to their historical origins. As more Latino/a students have continued to pursue higher education, HSIs have paved the way for professional development opportunities, such as establishing baccalaureate foundations for Latino/a doctoral scientists and engineers. This includes five of the 10 most productive institutions of future PhDs. HSIs can support their students and communities by instilling leadership development and support advocacy to close educational gaps by promoting graduation amongst Latino/as.

It’s important for Latino/a students to become more aware of the opportunities that can arise from choosing to enroll in an HSI, as the focus of the institution revolves around serving the Latino/a community to provide the best educational development for aspiring professionals. With the help from developed research, education, guidance, and administrative support of these institutions, Latino/a generations pursuing their academic goals can strongly benefit, increasing graduation and retention rates. HSIs also create a diverse environment that includes various students from different countries which allows everyone in the community the chance to learn about other cultures and perspectives. When helping students determine their pathway towards attending a college or university, consider exploring schools through HACU’s website and learning more about their missions to determine which might resonate the most with a student who may be interested in attending an HSI.

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• Supreme Court Goes Backwards on Racial Equity in Higher Education
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Today, the Supreme Court of the United States (SCOTUS) found the consideration of race as one of several factors in college admissions at Harvard University and the University of North Carolina to be unconstitutional. The ruling, which was split ideologically six-to-three, applies to all higher education institutions.

Although we at the National College Attainment Network (NCAN) suspected this decision was coming, it still feels devastating. Today’s ruling runs counter to the experiences of NCAN members and the students and families they serve across the country. Those experiences tell us that diverse learning environments benefit all members of a campus community, and many of those communities will lose something essential in light of today's ruling. Whether or not a student enters and completes college is still far too dependent on the color of their skin. As Associate Justice Ketanji Brown Jackson noted in her passionate dissent, "if the colleges of the country are required to ignore a thing that matters, it will not just go away. it will take longer for racism to leave us." Today’s ruling indeed took away a meaningful tool for redressing racial discrimination in higher education.

In the coming weeks, NCAN will digest the decision and consult with partners and experts for what it means for supporting students of color going forward. We will continue to work with our members and allies across the country to fight to mitigate this ruling's effects and to find new ways forward that increase access for students. But today, we urge you to provide extra space for colleagues and former, current, and future students of color whose own lived experiences tell us we are still far in this country from "the absolute equality of all citizens" that Chief Justice John Roberts refers to in today’s opinion.

In response, NCAN asks policymakers and higher education leaders to make greater investments in need-based financial aid, student outreach, and inclusion. Now is the time to renew their commitment and partner more deeply with postsecondary access and success programs.

We are failing too many students of color, allowing them to go unsupported in getting the education beyond high school they need and deserve. NCAN invites everyone to join in the fight for all students to have an equitable opportunity to achieve social and economic mobility through higher education.

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• Students of Color Need Our Support - Regardless of Affirmative Action (The Hill)
• Supporting LGBTQ+ Students: Scholarships & Resources
• Fostering the College Experience: Seven Tips to Help Your Former Foster Care Students Succeed

As we continue to celebrate Pride Month, it’s important to recognize the many challenges the LGBTQ+ community faces, including the financial burden of paying for college. Many students often deal with this issue, however, research by the Williams Institute and UCLA showed that 35% of LGBTQ people aged between 18 and 40 have federal student loans compared to 23% of those who identify as non-LGBTQ+. According to the Center for LGBTQ Advancement & Research, struggles with family support, discrimination, and mental health barriers explain the crucial impact student loan debt has had on the LGBTQ+ community. With more than $93.2 billion in federal student loan debt, it’s important that we cater to the needs of LGBTQ+ students as they tackle their post-secondary education by providing resources and scholarships that can help support them at a mental and emotional level while striving to achieve their career goals.

There are several elements that have often played a role in causing a risk for negative outcomes to LGBTQ+ students because of health and academic factors such as substance misuse, suicidal ideation, depression, and academic or co-curricular disengagement. This has been seen to create a barrier between students and their educational goals, making it difficult to pursue a good academic standing at a university while also maintaining mental and emotional stability. Below you will find scholarships and resources that can not only alleviate the financial pressure LGBTQ+ students face, but also methods and guides that can best support them as they conquer their academic aspirations.

Scholarships:

• Point Foundation | LGBTQ College Scholarships: The largest LGBTQ+ scholarship-granting nonprofit that lists several scholarship opportunities for students in the community. Scholars not only receive financial support, but also access to multiple leadership development programs, mentorship or coaching, and a community of scholars and alumni.
• Pride Foundation Scholarships: Made eligible to LGBTQ+ student leaders across the Northwest US and includes over 60 scholarships.
• Better Brothers Los Angeles Scholarships: Scholarships are awarded to assist with all academic related costs, range from $500 to $5,000, and are open to Black LGBTQ+ youth across the country.
• Gamma Mu Foundation Scholarships: Scholarships may be used for tuition, books and supplies, or any other college-related costs and range from $1,000 and $2,500.
• Stonewall Community Foundation Scholarships: Include six unique scholarship programs for both in New York, NY, and throughout the country.

Resources:

• Jed Foundation: Provides an online resource center with access to informative support webinars, literature reviews, and tips on self-care.  
• The Trevor Project: Offers trained counselors to contact for support, stories shared by other members of the LGBTQ+ community, informative guides, and access to a network of LGBTQ+ friends in their online platform TrevorSpace. 
• Campus Pride: Provides resources, programs, and services to support LGBTQ and ally students on college campuses across the US including direct service to 600+ colleges through the Campus Pride Index to increase safety and implement LGBTQ-inclusive policies, programs, and practices. 
• CenterLink the Community of LGBTQ Centers: Offers several programs categorized by action, health and youth centers that provide essential services, as well as promoting growth, wellness, and connectivity to their communities. 
• PFLAG Resources: Offers access to stories from other LGBTQ+ members, resources for LGBTQ+ members, allies, and family members, locate local chapters and online communities, and several other resources from other organizations that support the LGBTQ+ community. 
  

Read More: 

• Opinion: Transgender Students Deserve Our Support and Protection 
• Reflections from BIPOC-Centered Learnings at NCAN 2022 
• A Dialogue as First-Generation, Southeast Asian-American Students
  

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This blog post is the second of a two-part series written in recognition of Foster Care Awareness Month. Check out the first part here.

Foster care students in college are often flying without a safety net. Assisting them requires a little more preparation than with other students. In following the realities identified in our Foster Care Awareness month blog, here are seven tips for ensuring foster care students have a successful start to college:

1. Understand that the caseworker is your ally and copilot in getting your student across the finish line. Effective communication between the two of you is critical for keeping the student on time and on track to successfully matriculate. The caseworker can often be your link to various hidden resources, like finding your students dorm necessities or a laptop.
2. Make sure your students access any relevant tuition waivers and specialized funding set aside for them as early as possible; many times, students discover eligibility for these financing opportunities too late in the game. Be sure to note the various requirements and deadlines of each process. Always verify the status of these applications with their caseworker.
3. Help your student set up a budget (the Office of Federal Student Aid has a few great tools to help students get started!). Foster care youth in college are responsible for more expenses than the average student, so keeping their finances organized is crucial.
4. Have your students apply for campus jobs. Foster care students often need to work at least part time to afford living expenses. Campus employment not only provides income, but also further immerses students in the campus culture and cultivates relationships with institution staff. Working on campus can provide stability and structure to students’ lives, while also providing the much-needed flexibility to work and simultaneously attend school full time.
5. On-campus housing may not be sufficient for this demographic of students. If they are required to live on-campus, have them inquire with the residence life office about waiving that requirement or if they provide housing options for foster care students. If not, investigate attaining apartment housing.
6. Plan for the logistics of necessary transportation. If your student lives or works off-campus, they will need to consider flexible, cost-effective solutions for traveling to work and class.
7. Set up your student’s social foundations. Encourage them to join identity affirming student groups. Introduce them to institutional staff in the various student support offices as an added layer. Being a listening ear and a personal resource is pivotal to getting your student to school, but to get through school, they’re going to need a village.

While these seven tips don’t cover all a foster care students' needs or the situations they may encounter, they provide a solid foundation on which a student will not just survive but thrive.

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• Finding Their Footing: Highlighting Foster Care Awareness Month
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• Rounding Second: Helping Students Persist Beyond August Attendance

Photo Credit: Prateek Katyal

This blog post is the first of a two-part series written in recognition of Foster Care Awareness Month. Check out the second part here.

May is Foster Care Awareness Month, and we know that while supporting students in a post-COVID-19 pandemic world creates a different set of challenges, that’s even more true for supporting former foster care youth in college. America’s almost 400,000 plus foster care children all deserve equitable access and wraparound supports to pursue and complete education and training beyond high school.

The national average of former foster care students who graduate college is strikingly low, with states like Texas and California ranging between 5-10 percent of students earning at least a two-year degree before their 23rd birthday. Despite these gloomy statistics, some states and institutions are diligently finding ways to increase access and raise persistence rates for their former foster care students.

Untangling the Knots

Addressing college accessibility being a state level issue means what specific assistance states offer their students varies widely. 24 states, including Maryland and New Mexico, offer last dollar tuition waivers to fill in financial aid gaps after other federal and state aid has been accounted for. 11 states, like Tennessee and Washington, have funded grant or scholarship programs for their students. The last 15 states, including Hawaii, Montana, and Delaware, as well as the District of Columbia, have limited state support to only providing students with the Chafee Educational Training Voucher (ETVs). The Voucher provides a maximum $5,000 annual award that can cover tuition, room and board, and other academic expenses.

Several of these programs have limited capacity or hold space for specific subgroups. Illinois requires that four of its 48 Department of Children and Family Services Scholarship Program recipients are the children of veterans. In Florida, the state’s tuition waiver program is “capped at 54 [full time equivalent] students or 1 percent of the institution’s total FTE enrollment, whichever is greater, at each institution.” So, at Florida State University in Tallahassee, the limit would be 332 students for the 2021-22 academic year.

Even with these supports, foster care students are still struggling to complete college. Much like the Pell Grant, ETVs have not kept up with the cost of higher education. We at the National College Attainment Network (NCAN) have been advocating for doubling the Pell Grant, as its value toward a college education has fallen drastically, from covering 80 percent of the cost of a college education in the 1970s, to less than 30 percent today. Doubling Pell and ETVs would have immense impact on the persistence rates for all students, but foster care students in particular need additional financial support.

Leveling the Playing Field

Many states have taken note of the challenges their current systems have created for students and changed course or eliminated barriers to access. In 2021, Maryland’s program eliminated the requirement for students to meet the federal definition of homeless and unaccompanied, thereby allowing more students to qualify for this specific type of aid. The state also made it mandatory for public institutions to give these students priority for housing. Virginia’s original tuition waiver program legislation limited students only to community colleges. However, in 2019, Virginia expanded its tuition waiver program to include enrollment at its 15 public four-year colleges and universities.

Institutions are also increasing their resources for supporting foster care students. The Blavin Scholars program housed at the University of Michigan provides students with 24/7 on call support staff, one on one mentoring, and resources for year-round housing. Program scholars can also apply for a maximum $5,000 scholarship.

Johnson C. Smith University (JCSU), a private, historically Black university in Charlotte, NC, opened their Foster Village Network Center in 2014. The Center houses their Phasing Up to Possibilities program, which pairs incoming students with current social work graduate students for weekly support meetings to ensure persistence, among other supports. JCSU’s foster care initiative was started by their previous president Ronald Carter, who is a foster parent to four boys.

Next Steps

Foster care students being a small subset of the college going population often means they go overlooked and under-resourced, when in reality, they need more support than the average student. How will your equity action plan and the relevant execution accommodate foster care youth in college?

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• Rounding Second: Helping Students Persist Beyond August Attendance
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Photo Credit: Zen Chung