Where Are All the Black Students in Higher Education? Focusing on Race in Developmental Education

• In Event: 69.035 - Where Are the Minority Students in Higher Education? Focusing on Race Within Developmental Education

Abstract

Scholars often mention the over representation of Blacks in developmental education (Attewell, Domina, & Levey, 2006; Complete College America, 2016; Hoffman & Lowitzki, 2005; Melguizo, Hagedorn, & Cypers, 2008). However, the research on Black students in developmental education is extremely limited. Davis and Palmer (2010) conducted a review of research that examines the role of developmental education in higher education and how it may affect Black students. Other forms of scholarly research that have studied Blacks students in developmental education examined Black males (Palmer & Davis, 2012; Palmer, Davis, & Maramba, 2010), Blacks in mathematics developmental education (Bahr, 2010; Larnell, 2016), and how developmental education helps increase the Black student enrollment at predominantly White institutions (Marbley, Bonner, Williams, Morris, Ross, & Burley, 2013). However, there has not been an extensive study on the representation of Blacks in developmental education.
Although developmental education is a higher education issue for students from all racial and ethnic backgrounds, it is mostly affecting Black and Latina/o students. 56% of Black students, and 45% of Latina/o require some form of developmental education course (Complete College America, 2016). With such a high representation of Blacks and Latina/o in developmental education coupled with the achievement gap between these two ethnic groups and White more attention should be given to the overrepresentation of Blacks and Latina/o in developmental education. However, many scholars and researchers merely mention the overrepresentation of Blacks and Latina/o, while addressing developmental education as a whole. As the United States looks to raise their college completion rate, this issue must be given more attention. This research will address the Black student representation within developmental education courses and their outcomes, as well examine state policy surrounding developmental education. This article will also provide strategies implemented by HBCUs to better address the needs of Black students. Lasting we will suggest ideas policy makers and funders should consider when addressing developmental education in the future.
Over the past five-year the Minority-Serving Institution (MSI) Consortium for Innovation and Change along with state policies in Florida and Louisiana has resulted in positive approaches to assisting Black students in Dev. Ed. Our preliminary findings suggest (1) supporting more HBCUs and MSIs to provide DE courses; (2) implementing multiple methods to assist students in Dev. Ed.; (3) Hire Faculty who care and believe in students; and (4) Ensuring faculty implement culturally responsive pedagogy. The findings from this study address a variety of situations many institutions of higher education are attempting to address. Although, some issues maybe unique for students, what is most important is that their institution shows a commitment to their success in higher education.

Authors

• DeShawn Preston, Clemson University

• Josh Pretlow, Old Dominion University