ASHE-NITE REPORT SERIES
With support from Lumina Foundation, the Association for the Study of Higher Education and the National Institute for Transformation and Equity have launched a collection of national papers on critical underserved populations in postsecondary education. The series is one of four initiatives under the leadership of the 2017-2018 ASHE President, Dr. Lori Patton Davis.
Specifically, the series includes a total of 4 papers, each focusing on a particular student population:
- immigrant and refugee students,
- formerly and currently incarcerated students,
- Indigenous students,
- racially minoritized adult learners
The overarching aim of this series is to synthesize existing knowledge about how to create inclusive and equitable campus environments for underserved populations, and provide recommendations for higher education research, policy, and practice. These papers utilize critically-conscious and equity-minded perspectives to analyze these critical populations. The papers address the sociopolitical contexts that shape the experiences of these students, as well as provide actionable steps policymakers and practitioners can take to facilitate transformation to better support and maximize success among these populations.
Failed Educational Justice: Refugee Students’ Postsecondary Realities in Restrictive Times
Varaxy Yi and Judy Marquez Kiyama
This report focuses on providing a critical look at who constitutes refugee populations, what characterizes their resettlement experiences in the United States, and the factors influencing their postsecondary opportunities. The report issues an urgent call regarding implications and recommendations that practitioners and policymakers must consider at K-12 and higher education levels.
Expanding Quality Higher Education for Currently and Formerly Incarcerated People: Committing to Equity and Protecting Against Exploitation
Erin L. Castro and Eboni Zamani-Gallaher
This report examines literature on access to and completion of higher education for incarcerated and formerly incarcerated college students, often referred to as justice or systems involved individuals, or individuals with prior criminal histories. Five challenges in need of urgent attention among higher education leaders and personnel, policymakers, and stakeholders are highlighted. The report concludes with implications for policy, practice, and research, and provides recommendations to support the establishment and completion of meaningful and rigorous postsecondary pathways for currently and formerly incarcerated people.
Bringing Visibility to the Needs and Interests of Indigenous Students: Implications for Research, Policy, and Practice
Nicole Alia Salis Reyes and Heather Shotton
This report brings visibility to what is currently known about American Indians, Alaska Natives, and Native Hawaiians in U.S. higher education. The authors make efforts in particular to highlight what we know that contributes to or hinders their postsecondary access and success. Some of these factors include Indigenous college access programs, culturally relevant curricular and co-curricular experiences, and opportunities to give back to their communities. In the end, the authors provide several recommendations for further research and for more equitable policy and practice.
Creating Inclusive and Equitable Environments for Racially Minoritized Adult Learners: Recommendations for Research, Policy, and Practice
Dimpal Jain and Gloria Crisp
This report synthesizes existing knowledge and provides guidance to faculty, staff, institutional leaders, and policymakers regarding how to create inclusive and equitable campus environments specifically for racially minoritized adult learners. The authors synthesize what is known regarding the cultural, structural, and financial barriers that adult and/or racially minoritized students encounter when attempting to access and persist towards a certificate or undergraduate degree in higher education. The authors then identify key areas for future research and detailed implications for policy and practice.