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TITLE The Retention of Minorities in Colorado Public Institutionsof Higher Education: Fort Lewis and Adams State Colleges.
INSTITUTION Colorado State Advisory Committee to the U.S. Commission on
Civil Rights, Denver.SPONS AGENCY Commission on Civil Rights, Washington, D.C.
PUB DATE Jan 95NOTE 75p.
PUB TYPE Information Analyses (070) -- Reports Evaluative (142)
EDRS PRICE MF01/PC03 Plus Postage.
DESCRIPTORS Academic Persistence; *American Indian Education; CollegeStudents; Colleges; Enrollment; *Equal Education; Hearings;High Risk Students; Higher Education; Hispanic Americans;*Minority Groups; *Public Colleges; *Racial Attitudes;Racial Relations; School Community Relationship; *SchoolHolding Power
IDENTIFIERS Adams State College CO; *Colorado; Commission on CivilRights; Fort Lewis College CO; Graduation Rates; NativeAmericans; Student Support Services
ABSTRACTBased on background research, interviews, and a public
hearing held in Durango (Colorado) in March 1993, this report addressesissues regarding minority retention at Fort Lewis College in Durango and, to
a lesser extent, at Adams State College in Alamosa. Due to limitedinformation about Adams State College, none of the recommendations addressthat institution. The introduction examines demographics for minorities in
higher education at the national level and in Colorado. In Colorado, minority
participation in higher education follows national trends; rates ofenrollment, persistence, and graduation are much lower for African Americans,
Hispanics, and Native Americans than for Whites. The next two chaptersdescribe aspects of Fort Lewis and Adams State Colleges respectively,including college history; enrollment, persistence, and graduation rates;minority faculty recruitment; campus and community attitudes; and studentsupport services. Native American students make up 10% of the student body at
Fort Lewis, while Hispanics comprise 25% of students at Adams State. The last
chapter presents findings and recommendations. Despite commendable retention
programs, persistence and graduation rates for Native Americans at Fort LewisCollege are well below those of other racial groups at the school, and areapproximately half those of Native American students in other Coloradoinstitutions. Recommendations include a holistic approach by the school;enlistment of support from the student body, staff, and faculty;comprehensive cultural sensitivity training for faculty; efforts to recruit
minority faculty; enlarged peer and career counseling programs; earlyrecognition of academic successes; and efforts to reduce racial tensions oncampus and in the community. (TD)
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The Retention of MinoritiesQ in Colorado Public
Institutions of HigherEducation: Fort Lewis and
Ada s State Colleges
Colorado Advisory Committee to theU.S. Commission on Civil Rights
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
Irei-his document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
ce,
BEST COPY AVAILABLE
January 1995
A report of the Colorado Advisory Committee to the United States Commission on Civil Rights prepared far the informationand consideration of the Commission. Viewpoints and recommendations in this report should not be attributed to theCommission, but only to the Advisory Committee or those persons whose opinions are quoted
The United States Commission on Civil RightsThe United States Commission on Civil Rights, first created by the Civil Rights Actof 1957, and reestablished by the United States Commission on Civil Rights Act of1983, is an independent, bipartisan agency of the Federal Government. By the termsof the 1983 act, the Commission is charged with the following duties pertaining todiscrimination or denials of the equal protection of the laws based on race, color,religion, sex, age, handicap, or national origin, or in the administration of justice:investigation of individual discriminatory denials of the right to vote; study of legaldevelopments with respect to discrimination or denials of the equal protection of thelaw; appraisal of the laws and policies of the United States with respect to discrimina-tion or denials of equal protection of the law; maintenance of a national clearinghousefor information respecting discrimination or denials of equal protection of the law; andinvestigation of patterns or practices of fraud or discrimination in the conduct ofFederal elections. The Commission is also required to submit reports to the Presidentand the Congress at such times as the Commission, the Congress, or the Presidentshall deem desirable.
The State Advisory CommitteesAn Advisory Committee to the United States Commission on Civil Rights has beenestablished in each of the 50 States and the District of Columbia pursuant to section105(c) of the Civil Rights Act of1957 and section 6(c) of the United States Commissionon Civil Rights Act of 1983. The Advisory Committees are made up of responsiblepersons who serve without compensation. Their functions under their mandate fromthe Commission are to: advise the Commission of all relevant information concerningtheir respective States on matters within the jurisdiction of the Commission; advisethe Commission on matters of mutual concern in the preparation of reports of theCommission to the President and the Congress; receive reports, suggestions, andrecommendations from individuals, public and private organizations, and publicofficials upon matters pertinent to inquiries conducted by the State Advisory Commit-tee; initiate and forward advice and recommendations to the Commission upon mattersin which the Commission shall request the assistance of the State AdvisoryCommittee; and attend, as observers, any open hearing or conference that theCommission may hold within the State.
The Retention of Minoritiesin Colorado Public
Institutions of HigherEducation: Fort Lewis and
Adams State Colleges
Colorado Advisory Committee to theU.S. Commission on Civil Rights
January 1995
4A report of the Colorado Advisory Committee to the Unitd States Commission on Civil nrh.ts prepared for the informationand consideration of the Commission. Viewpoints and recommendations in this report should not be attributed to theCommission, but only to the Advisory Committee or those persons whose opinions are quoted
Letter of Transmittal
Colorado Advisory Committee to theU.S. Commission on Civil Rights
Members of the CommissionMary Frances Berry, ChairpersonCruz Reynoso, Vice ChairpersonCarl A. AndersonArthur A. FletcherRobert P. GeorgeConstance HornerRussell G. RedenbaughCharles Pei Wang
Mary K. Mathews, Staff Director
As part of its responsibility to assist the Commission in its factfinding function, the ColoradoAdvisory Committee submits this report of phase one of its project on the retention of minorities inColorado public institutions of higher education. Members of the Advisory Committee who partici-pated in the project approved the report by a vote of 11 to 0. The study is based on backgroundresearch and interviews by the Committee members and staff and a public factfinding meetingconducted in Durango on March 4, 1993. Persons who provided information were given anopportunity to review relevant sections of the report and, where appropriate, their comments wereincorporated.
The study was initiated by the Advisory Committee out of concern for the failure of minoritygraduation rates to keep pace with increasing minority; enrollment in post-secondary study duringthe past decade. This initial phase of the Committee's project focused primarily on Fort LewisCollege, a 4-year institution in southern Colorado, where there is a high concentration of Hispanicsand Native Americans. The college is especially attractive to Native Americans, in part because itis required by statute to waive tuition charges for their education. Information is also included inthe report regarding Adams State College in Alamosa, where the predominant minority studentgroup is Hispanic.
The Advisory Committee noted that a large proportion of racial and ethnic minority students atFort Lewis College are Native Americans, with Hispanic students accounting for less than 4 percentof the school's enrollment. Graduation rate goals set by the Colorado Commission on HigherEducation are achieved in large part by Native American graduates, most of whom come from outof State. The Committee encourages the school to maintain its efforts to enroll and graduate NativeAmericans, while admitting a greater number of at-risk students from rural communities insouthern Colorado which have high Native American and Hispanic concentrations.
Despite commendable retention programs, persistence and graduation rates for Native Americanstudents at the Fort Lewis College are well below those of other racial and ethnic groups at theschool, and are approximately half of the rates for Native American students in other Coloradoinstitutions. Among recommendations put forth in the report, the Advisory Committee suggests aholistic approach by the school to minority retention, and the enlistment of support from the entirestudent body and each individual staff and faculty member. It also recommends comprehensivecultural sensitivity training for all faculty, continued efforts to recruit minority faculty, enlargedpeer and career counseling programs, and the initiation of short term programs designed to build--confidence by early recognition of academic success. Specific efforts to reduce racial tensions oncampus and in the Durango community were also among the Committee's recommendations.
The Advisory Committee urges the Commission to accept this report and to follow up issues raisedin the study by including them in national studies.
Respectfully,
Gwendolyn A. A. Thomas, ChairpersonColorado Advisory Committee
6
ERRATUM
Colorado Advisory Committee member Dr. Mary Jean Moseley did not participatein this project because she is a member of the faculty of Fort Lewis College. Thisfact should have been included below the list of members of the Colorado AdvisoryCommittee to the U.S. Commission on Civil Rights.
Colorado Advisory Committee to theU. S. Commission on Civil Rights
Gwendolyn A. Thomas, Chairperson Maxine KurtzDenver Denver
Joseph ArceseEnglewood
James E. ArmstrongAurora
Theodore (Ted) W. BryantDenver
Jeannie DavisAurora
Leo K GotoDenver
Carlos LealGreeley
Mary Jean MoseleyDurango
Patricia Anne SanchezFort Collins
A.B. SlaybaughEvergreen
Lydia TrujilloGrand Junction
AcknowledgmentsThe Colorado Advisory Committee wishes to thank Commission staff for help in the preparationof this report. The project and report were completed under the direction of William F. Muldrow,Director of the Rocky Mountain Regional Office. Evelyn S. Bohor provided essential supportservices, Bernard J. Murillo reviewed the report for legal sufficiency, and Gloria Hong Izumiprovided editorial assistance and prepared the report for publication.
Preface
The Colorado Advisory Committee to theU. S. Commission on Civil Rights ischarged with assisting the Commission in
its factfinding, investigative, and informationdissemination functions. In keeping with thisresponsibility, the Advisory Committee hasundertaken a study of the retention of minor-ities in Colorado public institutions of highereducation. Information gathered in the firstphase of this project is summarized in thisreport. It is chiefly concerned with issues anddevelopments regarding minority retention atFort Lewis College in Durango, and to a lesserextent, at Adams State College in Alamosa.Due to the limited nature of the informationin the report about Adams State College, noneof the Advisory Committee's recommenda-tions are addressed to that institution.
Fort Lewis and Adams State Colleges areof special interest because of their location insouthern Colorado where there is a highHispanic population concentration and sev-eral Indian reservations. For historical andother reasons, Fort Lewis College attractslarge numbers of Native American students,and the program at Adams State College ap-peals to many Hispanic students. The twoschools provide some interesting contrasts
and insights into the needs of minority stu-dents and programs designed to meet them.The second and final phase of the project to beconducted at a later time will approach thesubject from a broader, statewide perspective.
Throughout the project, effort has beenmade to obtain accurate and factual data andto hear from persons with varying perspec-tives, responsibilities, and experiences re-lated to the topic. The information-gatheringprocess culminated in a public factfindingmeeting in Durango on March 4, 1993.Twenty-one individuals participated in thatmeeting including school administrators, fac-ulty, Native American tribal representatives,program directors, and students.' Other infor-mation was obtained through staffinterviews,published and unpublished reports, and frommaterial submitted by agencies and organiza-tions cited in the report.
Though this report presents issues, statis-tics, and observations regarding the retentionof minority students in Colorado public insti-tutions of higher education, it is not intendedto be an exhaustive study of the subject. Itwill, however, identify areas of concern andheighten public awareness of retention poli-cies and programs.
Participants in the factfinding meeting were:Joel Jones, president, Fort Lewis College; William Langworthy, vice president for academic affairs, Fort LewisCollege; Lawrence Gomez, dean of students affairs, Adams State College; Eugene Naranjo, executive director,Southern Ute Indian Tribe; Lee Briggs, education director, Southern Ute Indian Tribe; Yolanda Rossi, director ofhigher education, Ute Mountain Ute Tribe; Maria Samora, student, Fort Lewis College; Vernon Willie, student, FortLewis College; Linda Baker Rohde, student, Fort Lewis College; Omnia El-Hakim, associate professor of civilengineering, Fort Lewis College; Leonard Atencio, professor of economics and advisor for the Hispanic StudentOrganization; Jeff Ball, president of student body, Fort Lewis College; Ronald Felix, president of the Indian StudentClub, Fort Lewis College; Delilah Orr, instructor of English , Fort Lewis College; Clifford Capp, assistant professorof mathematics, Fort Lewis College; Robert Lundquist, director of the Learning Assistance Center, Fort LewisCollege; William Bolden, director of housing/residence life, Fort Lewis College; John Condie, assistant professor ofbiology, Fort Lewis College; Terra Anderson, director of affirmative action, Fort Lewis College; Roger Peters, direc-tor of assessment, Fort Lewis College; and Debi Nunes, student, Fort Lewis College.
EST COPY MUM
9
Contents
1. Introduction 1The National Picture 1The Colorado Scene 4Colorado Minority Graduation Rate Goals 7Factors in Minority Student Attrition 7
2. Fort Lewis College 12College History and Affirmative Action Policy 12Enrollment, Persistence and Graduation Rates 13Student Recruitment 18Minority Faculty Recruitment 22Student Orientation and Advisory Programs 24Culture Shock 26Campus and Community Attitudes 27Multicultural Support 28Academic Support and Remediation 31Financial Concerns 34Housing and Transportation 36Career Objectives 37
3. Adams State College 38College History, Setting and Affirmative Action Policy 38Enrollment, Persistence, and Graduation Rates 38Student Recruitment 40Financial Concerns 43Student Support Systems 44
4. Findings and Recommendations 47
Tables1.1. College Participation Rates Nationally for 18 to 24-Year Old
High School Graduates by Race and Ethnicity, 1982 and 1992 11.2. Change in Total Enrollment Nationally in Institutions of
Higher Education by Race and Ethnicity, 1982 to 1992 21.3. National Population and Total Enrollment in Institutions of
Higher Education by Race and Ethnicity 21.4. Bachelor Degrees Nationally by Race and Ethnicity 21.5. College Persistence Rates Nationally for 1989-90
Beginning Post-Secondary Students by Race/Ethnicity 31.6. Graduation Rates at National Collegiate Athletic Association
(NCAA) Division I Institutions by Race and Ethnicity 31.7. Total Head Count Fall Term Enrollment for Colorado Public
Institutions of Higher Education by Race/Ethnicity, 1986-1990 51.8. 1990 Profile of Population in Colorado 51.9. Bachelor Degrees Conferred in Colorado Public Institutions
of Higher Education by Race and Ethnicity, 1986-1990 61.10. Graduation Rates for First-Time, Full-Time Students Entering
Bachelor Programs at Colorado Public Institutions 6
'41
0
1.11. Persistence/Completion Rates for First-Time, Full-Time StudentsEntering Bachelor Programs at Colorado Public Institutions 8
1.12. Annual Minority Graduation/Transfer Rates and Goals forColorado Institutions of Higher Education 9
1.13. Full-Time Faculty in Colorado Public Institutions of HigherEducation by Race/Ethnicity, 1988-1990 11
2.1. Fort Lewis College Student Enrollment by Race/Ethnicity, 1980-1992 142.2. Persistence/Completion Rates for First-Time, Full-Time Students
Entering Bachelor Programs at Fort Lewis College 152.3. Graduation Rates for First-Time, Full-Time Students Entering
Bachelor Programs at Fort Lewis College 172.4. Academic Year Graduation Rates at Fort Lewis College by
Race/Ethnicity, 1989-90 to 1993-94 192.5. Academic Faculty at Fort Lewis College by Minority Status 192.6. Expenses for Full-Time Undergraduate Students at Fort Lewis College
and Adams State College, 1993-94 Academic Year 353.1. Undergraduate Student Enrollment at Adams State College by Race
and Ethnicity, Fall Semesters, 1985-1991 393.2. Persistence/Completion Rates for First-Time, Full-Time Students
Entering Bachelor Programs at Adams State College 413.3. Graduation Rates for First-Time, Full-Time Students Entering
Bachelor Programs at Adams State College 413.4. Bachelor Graduates at Adams State College by Race and Ethnicity,
1983-1992 42
11
1. Introduction
The National PictureTt is encouraging to note the increased par-
ticipation in postsecondary study by minor-ities during the past decade. For example,
in a survey that, unfortunately, did not in-clude American Indians or Asians because ofthe small sample, the American Council onEducation (ACE) reported (table 1.1) that thepercentage of African Americans 18 to 24years old who graduated from high school andenrolled in college increased from 28.0 to 33.8percent from 1982 to 1992. Representationduring this time period for Hispanics in thiscategory increased from 29.2 to 37.1 percent.This was the highest rate of participation byboth groups in 20 years. However, both ofthese minority groups continued to lag behindwhites whose participation rate was 42.2 per-cent in 1992.
The ACE also reported that during the1982-1992 time period, the percentage of 18-
to 24-year-old minority students who werehigh school graduates and enrolled in collegeincreased by 53.6 percent (table 1.2) comparedto an increase in white student enrollment ofonly 8.7 percent. Table 1.3 shows that in 1992the percentage of all minority students inhigher education, except African American,actually exceeded their proportion in the gen-eral population.
The number and percentages of bachelordegrees also showed encouraging increasesfor minorities during the decade between 1981and 1992. Table 1.4 shows that the number ofHispanic students receiving bachelor degreesincreased by 67.7 percent. African Americans,however, gained only 7.7 percent, an increasethat was attributed almost entirely to a 13.4percent increase in degrees awarded to Afri-can American women.' Despite these gains,the percentage of degrees awarded in 1991 toeach of the four minority groups was still well
TABLE 1.1College Participation Rates Nationally for 18- to 24-Year-Old High School Graduates byRace and Ethnicity, 1982 and 1992
Percent enrolled ki college1982 1992
All races 33.0 41.9White 33.1 42.2African American 28.0 33.8Hispanic 29.2 37.1
Source: Compiled from information provided by theAmerican Council on Education, Minorities in HigherEducation, 1993, table I, pp. 44, 45. These data arebased upon the Bureau of the Census, 1992 CurrentPopulation Survey. Asian American and American
Indians are not included because the survey sample istoo small to provide reliable estimates.
'Hispanic may be of any race.
1 American Council on Education, Minorities in Higher Education, Twelfth Annual Status Report, 1993 (hereaftercited as Minorities in Higher Education), p. 15.
12 1
TABLE 1.2Change in Total Enrollment Nationally in Institutions of Higher Education byRace and Ethnicity, 1982 to 1992
All institutionsPercent change
Four-year institutionsPercent change
Two-year institutionsPercent change
All students 17.0 14.6 20.7White 8.7 7.0 11.7Total minority 53.6 55.1 52.0
African American(non- Hispanic) 26.5 29.2 23.1
Hispanic 83.8 79.0 87.3Asian American 98.6 111.4 82.9American Indian 35.2 41.0 30.6
Nonresident alien 38.4 32.2 63.9
Source: Compiled from information provided by theAmerican Council on Education, Minorities in Higher
Education, 1993, table 3, p. 50.
TABLE 1.3National Population and Total Enrollment in Institutions ofHigher Education by Race and Ethnicity
All institutions1990 National population ( %) 1992 Enrollment (961
100.0White 83.1 75.0Total minority 20.3 21.8
African American 11.7 9.6Hispanic 6.5 6.6Asian American 1.5 4.8Native American 0.6 0.8
Nonresident alien 3.2
Source: Compiled from information provided by theAmerican Council on Education, Minorities in HigherEducation, table 3, p. 50, 1993. Bureau of the Census,
Statistical Abstract of the United States, 1992, table 16,p. 17.
TABLE 1.4Bachelor Degrees Nationally by Race and Ethnicity
1981No. Percent
1991No. Percent
Pen:mt throe1981-1991
All students 934,800 100.0 1,081,280 100.0 15.7White* 807,319 86.4 904,061 83.6 12.0Total minority 104,892 11.2 148,085 13.7 41.2
African American 60,673 6.5 65,338 6.0 7.7Hispanic 21,832 2.3 36,612 3.4 67.7Asian American 18,794 2.0 41,622 3.8 121.5American Indian 3,593 0.4 4,513 0.4 25.6
Nonresident alien 22,589 2.4 29,134 2.7 29.0
Non-HispanicSource: Compiled from information provided by the
American Council on Education,Education, table 9, p. 55, 1993.
Minorities in Higher
132
TABLE 1.5College Persistence Rates Nationally for 1989-90Beginning Postsecondary Students by Race/Ethnicity, Spring 1992
Three-year persistence rate(percent)
Three-year degree attakment rate(percent)
Total 41 18African American 31 21American Indian 27 16Asian American 63 12Hispanic 40 16White 41 18
Source: Data from U. S. Department of Education,National Center for Education Statistics, Persistence andAttainment Education for Beginning AY 1989-90
Students as of Spring 1992, as furnished in theAmerican Council of Education 12th Annual StatusReport, Minorities in Higher Education, 1992, table 24.
below their proportion in the general popula-tion.
The retention of minority students who en-roll in college is not as encouraging. TheAmerican Council on Education reports thatAfrican American, Hispanic, and AmericanIndian students withdraw from college beforegraduation at much higher rates than theirwhite counterparts. Asian Americans are theexception.2 Table 1.5 shows that 3 years afterenrolling, only 43 percent of American Indianshad obtained a certificate or degree, or re-mained in college. This compares with 59 per-cent for white students, 52 percent for AfricanAmerican students, 56 percent for Hispanicstudents, and 75 percent for Asian students.
Another indicator of the retention of stu-dents in higher education is the graduationrate. Table 1.6 shows 6-year completion ratesfor full-time, degree-seeking students who en-tered Division I National Collegiate AthleticAssociation (NCAA) institutions in 1983-84,1984-85, and 1985-86. The 6-year completionrates for all minority groups, except AsianAmericans, were considerably lower than the56 percent rate for white students.
2 Minorities in Higher Education, p. 28.
TABLE 1.6Graduation Rates at National CollegiateAthletic Association (NCAA) Division IInstitutions by Race and Ethnicity,1993
Six-yearcompletion rate
(percent)Total 54African American 32American Indian 30Asian American 63Hispanic 41White 56
Note: Graduation rates are for full-time, degree-seekingstudents at 298 NCAA Division I Institutions. Six-yearcompletion rates are averages for all students whoentered in 1983-84, 1984-85, and 1985-88.Source: Data from the National Collegiate AthleticAssociation, Division / Graduation Rates Report, 1993,as furnished in the American Council of Education 12thAnnual Status Report, Minorities in Higher Education,1993, table 28.
143
The Colorado SceneIn Colorado, minority participation in
higher education follows national trends, asindicated by enrollment, persistence, andgraduation rates. Statistics gathered and an-alyzed by the Colorado Commission on HigherEducation (CCHE) by and large confirm this,and the commission observes that in Colo-rado, as in the Nation as a whole, rates inthese three categories for African American,Hispanic, and Native American minorities aremuch lower than for whites.3
Table 1.7 shows a steady increase in enroll-ment from 1986 to 1990 in Colorado publicinstitutions of higher education in every cate-gory of minority students as well as whitestudents. However, all minority groups, ex-cept Asians, are drastically underrepresentedwhen compared to their minority group per-centage in the general population (table 1.8).Blacks, for example, were 4.0 percent of theState population in 1990, but their proportionof enrolled students ranged from 2.2 percentin 1986 to 2.7 percent in 1990. Enrolled non-Hispanic white students almost exactly matchtheir proportion in the population. In 1992about 24 percent of college-age Coloradanswere minorities, but only 17.5 percent of theState's college students were ethnic minori-ties.'
The increased enrollment by the variousracial/ethnic groups in Colorado public insti-tutions of higher education during the 4-yearperiod from 1986 to 1990 is not, however,matched by significant increases in theawarding of baccalaureate degrees (table 1.9).The rate at which Asian and Hispanic stu-dents received bachelor degrees during thisperiod shows a very slight improvement, butfor blacks, Native Americans, and whites,there is no discernable increase.
Table 1.10 shows graduation rates for Col-orado students in the entering classes of 1986,
1987, 1988, and 1989 at the end of 4-, 5-, and6-year periods. For all of these four enteringclasses, surprisingly few students from anyracial or ethnic group had graduated by theend of 4 years, and the percentage who didgraduate within that time declined with eachsuccessive class. Whites and Asians gradua-ted at a higher rate than any other racial/eth-nic category of students, but even so, the high-est 4-year graduation rate for these twogroups was 22.6 percent for Asians and 20.9percent for whites. The 4-year graduationrates for the other three minority groups weredrastically lower. For Hispanics, these gradu-ation rates, though less than half of those forwhites and Asians, were slightly better thanthose for blacks or Native Americans. Only 3.7percent of black students in the fall enteringclass of 1987 had graduated at the end of 4years, and only 32.9 percent had graduated atthe end of 6 years. For Native Americans inthat entering class, 9.5 percent had graduatedby the end of 4 years and 25.4 percent at theend of 6 years. These figures compared to a19.5 percent 4-year graduation rate and a 53.9percent 6-year graduation rate for white stu-dents.
Except for Asian students, the 6-year grad-uation rates for Colorado students in all racialand ethnic groups of the entering fall class of1987 are significantly lower than the 6-yeargraduation rates of racial and ethnic studentsnationally in NCAA Division I institutions(table 1.6). However, the same relative pat-tern holds nationally as it does in Colorado inthat a much higher proportion of Asian andwhite students graduate within 6 years thando black, Native American, or Hispanic stu-dents.
Persistence rates for first-time, full-timestudents in bachelor programs in Coloradoinstitutions of higher education follow muchthe same pattern as graduation rates. Black,Native American, and Hispanic students
3 Colorado Commission on Higher Education, Persistence and Completion Rates, Colorado Public Higher Education,Fall 1986 Through Fall 1990, November 1991, p. v.
4 "Culture Main Hurdle for Minorities on Campus," Denver Post, Mar. 12, 1992.
154
01
TA
BLE
1.7
Tot
al H
ead
Cou
nt F
all T
erm
Enr
ollm
ent f
or C
olor
ado
Pub
lic In
stitu
tions
of H
ighe
r E
duca
tion
by R
ace/
Eth
nici
ty, 1
986-
1990
Fal
l ter
mT
otal
No.
%
Bla
ckno
n-H
ispa
nic
No.
Nat
ive
Am
eric
anN
o.%
Asi
anN
o.%
His
pani
cN
o.%
Whi
teno
n-H
ispa
nic
No.
%
1986
150,
205
100.
03,
379
2.2
1,19
00.
83,
332
2.2
8,47
95.
611
8,04
378
.619
8715
9,80
510
0.0
3,55
82.
21,
277
0.8
3,47
12.
29,
683
6.1
126,
393
79.1
1988
165,
768
100.
03,
764
2.3
1,44
10.
93,
590
2.2
11,0
576.
713
1,73
379
.519
8917
8,59
910
0.0
4,49
32.
51,
621
0.9
4,02
92.
312
,456
7.0
142,
326
79.7
1990
187,
250
100.
05,
030
2.7
1,91
71.
04,
369
2.3
14,2
927.
615
0,39
180
.3
*Stu
dent
s w
hose
rac
e/et
hnic
ity a
re u
nkno
wn
and
nonr
esid
ent a
liens
are
incl
uded
Sou
rce:
Col
orad
o C
omm
issi
on o
n H
ighe
r E
duca
tion,
Sta
tus
of D
iver
sity
inin
the
tota
l.C
olor
ado
Pub
lic H
ighe
r E
duca
tion,
198
6-19
90, J
an. 1
992,
tabl
es 1
and
2, p
. 5.
TA
BLE
1.8
1990
Pro
file
of P
opul
atio
n in
Col
orad
o
Num
ber
Per
cent
All
pers
ons
3,29
4,39
410
0.0
Whi
te2,
905,
474
88.2
Whi
te (
non-
His
pani
c)2,
658,
945
80.7
Bla
ck13
3,14
64.
0A
mer
ican
Indi
an27
,776
0.8
Asi
an59
,862
1.8
Oth
er r
ace
168,
136
5.1
His
pani
c or
igin
(an
y ra
ce)
424,
302
12.9
Sou
rce:
U.S
. Dep
artm
ent o
f Com
mer
ce, B
urea
u of
the
Cen
sus,
Gen
eral
Pop
ulat
ion
Cha
ract
eris
tics:
Col
orad
o,19
90 C
ensu
s of
Pop
ulat
ion,
CP
-1-7
, tab
le 4
, p. 1
0.
1617
Cr)
is
TA
BLE
1.9
Bac
helo
r D
egre
es C
onfe
rred
in C
olor
ado
Pub
lic In
stitu
tions
of H
ighe
r E
duca
tion
By
Rac
e an
d E
thni
city
, 198
6-19
90
Yea
rT
otal
No.
%
Bla
ckno
n-H
ispa
nic
No.
%
Nat
ive
Am
eric
anN
o.%
Asi
anN
o.%
His
pani
cN
o.%
Whi
teno
n-H
ispa
nic
No.
1986
13,0
4210
0.0
172
1.3
730.
627
22.
152
24.
011
,208
85.9
1987
12,9
4910
0.0
192
1.5
750.
628
82.
248
33.
711
,153
86.1
1988
13,0
1610
0.0
186
1.4
930.
733
52.
653
44.
111
,080
85.1
1989
13,2
9210
0.0
176
1.3
840.
630
82.
357
84.
311
,344
85.3
1990
14,1
2610
0.0
208
1.5
920.
738
02.
761
84.
412
,046
85.3
Stu
dent
s w
hose
rac
e/et
hnic
ity a
re u
nkno
wn
and
nonr
esid
ent a
liens
are
incl
uded
Sou
rce:
Col
orad
o C
omm
issi
on o
n H
ighe
r E
duca
tion,
Sta
tus
of D
iver
sity
inin
the
tota
l.C
olor
ado
Pub
lic H
ighe
r E
duca
tion,
198
6-19
90, J
an. 1
992,
tabl
e 14
, p. 1
9.
Tab
le 1
.10
Gra
duat
ion
Rat
es fo
r F
irst-
Tim
e, F
ull-T
ime
Stu
dent
s E
nter
ing
Bac
helo
r P
rogr
ams
at C
olor
ado
Pub
lic In
stitu
tions
"'
1986
EN
TE
RIN
G F
ALL
CLA
SS
1987
1988
1989
Tot
al n
o.E
thni
city
stud
ents
Perc
ent a
fter
4 yr
s. 5
yrs
. 6 y
rs.
Tot
al n
o.st
uden
tsPe
rcen
t aft
er4
yrs.
5 yr
s.6
yrs.
Tot
al n
o.st
uden
tsPe
rcen
t aft
er4
yrs.
5 yr
s. 6
yrs
.T
otal
no.
stud
ents
Perc
ent a
fter
4 yr
s. 5
yrs
. 6 y
rs.
Bla
ck25
17.
620
.325
.926
73.
719
.132
.933
06.
122
.1-
349
6.9
-N
ativ
e A
mer
.16
25.
616
.021
.016
39.
522
.525
.419
76.
118
.218
96.
3A
sian
393
22.6
44.8
52.2
445
20.0
45.1
53.3
509
14.6
40.6
485
12.6
His
pani
c82
410
.729
.437
.593
910
.628
.538
.11,
078
8.5
27.9
-1,
133
7.8
Whi
te9,
997
20.9
46.7
55.2
11,0
4519
.545
.253
.91,
114
19.1
45.8
-10
,933
18.6
-A
lit11
,784
19.8
44.4
52.7
13,0
1918
.443
.051
.713
,412
17.6
43.1
13,2
8716
.8
Incl
udes
stu
dent
s w
ho tr
ansf
erre
d to
oth
er in
stitu
tions
bef
ore
rece
ivin
g th
eir
degr
ee.
t Tot
als
for
all s
tude
nts
in e
nter
ing
fall
clas
ses
incl
udes
thos
e w
hose
rac
e/et
hnic
ityw
as n
ot r
epor
ted,
and
non
resi
dent
alie
ns.
Sou
rce:
Com
pile
d fr
om in
form
atio
n pr
ovid
ed b
y th
e C
olor
ado
Com
mis
sion
on
Hig
her
Edu
catio
n, J
anua
ry 1
994.
19
leave school before graduation at a muchhigher rate than do white or Asian students.Hispanic students do better than black andNative American students. Table 1.11 shows,for example, that from the fall entering classof 1986, only 32.1 percent of Native Americanstudents remained after 6 years, compared to40.6 percent for black students, 52.3 percentfor Hispanic students, 59.8 percent for Asianstudents, and 64.3 percent for white students.This table also shows, however, that thereseems to be some small improvement for thesuccessive entering classes of 1986, 1987, and1988 in the rate at which students of everyracial and ethnic category stayed in school.For example, the 4-year persistence rate forNative Americans in the 1986 entering classwas 36.3 percent, and for the entering class of1988 it was 38.1 percent.
Colorado Minority GraduationRate Goals
Out of concern for the underrepresentationof ethnic minorities in postsecondary educa-tion, compared with their percentage in thegeneral population and of Colorado highschool graduates, and to increase the partici-pation and success of minority students incollege, the Colorado Commission on HigherEducation (CCHE) established a goal to in-crease the statewide college graduation rateof ethnic minorities to 18.6 percent by the year2000. That percentage was set as a goal toequate with the 1988-89 Colorado high schoolgraduation rate for ethnic minorities. Blacks,Native Americans, Asians, and Hispanicsmade up almost 14 percent of the graduatesfrom Colorado public institutions of highereducation in 1992-93. The year-2000 goal foreach individual institution is geared to thehigh school graduation rate for its particularservice area. Each college sets its own annual
goal for the percentage of minorities who willgraduate in order to reach the final year-2000goals.5
Institutions that do not meet their annualgoals must submit a plan to the CCHE detail-ing their strategies to meet future annualgoals, and dedicate a specified percentage oftheir State appropriation to this purpose,which is in excess of current funding for mi-nority success. The financial amount is deter-mined by the percentage of goal reached.Table 1.12 shows graduation/transfer rategoals for each Colorado public institution ofhigher education and the rate actuallyachieved in fiscal year 1993. Only three insti-tutions did not meet their 1992-93 goals, theUniversity of Colorado at Denver, the Univer-sity of Southern Colorado, and the TrinidadState Junior College.6
Factors in Minority StudentAttrition
Numerous efforts have been made to iden-tify reasons for the large disparity in the at-trition of black, Native American, and Hispa-nic higher education students from those fortheir white and Asian counterparts, and toremedy the problems. In their 1993 annualreport, the American Council on Educationsummarized the conclusions from researchthat has been conducted by a wide variety ofindividuals and organizations.7
The reduced availability of financial sup-port was frequently cited as the primary rea-son for underrepresented racial and ethnicminority students withdrawing from college.It was found, for example, that among AfricanAmerican students at 4-year institutions, un-aided students withdrew from college at a ratetwice that of financially aided students. Op-portunities to pursue higher education werefound to be diminishing for all low-income
5 Colorado Commission on Higher Education, "Colorado Higher Education Ethnic Minority Graduation Goals," infor-mation bulletin, Dec. 2, 1993.
6 Ibid.
7 Minorities in Higher Education, pp. 28-38.
20 7
TA
BLE
1.1
1P
ersi
sten
ce/C
ompl
etio
n R
ates
for
Firs
t-T
ime,
Ful
l-Tim
e S
tude
nts
Bac
helo
r P
rogr
ams
at C
olor
ado
Pub
lic In
stitu
tions
*
EN
TE
RIN
G F
ALL
CLA
SS
1986
Tot
al n
o.P
erce
nt a
fter
Eth
nidt
yst
uden
ts4
yrs.
5 yr
s.6
yrs.
Bla
ck25
146
.638
.240
.6N
ativ
e A
mer
ican
162
36.3
33.3
32.1
Asi
an39
365
.462
.659
.8H
ispa
nic
824
55.0
51.5
52.3
Whi
te9,
997
62.9
63.9
64.3
All
t11
,784
61.5
61.8
62.2
1987
.
Tot
al n
o.P
erce
nt a
fter
:Wan
ts 4
yrs
-5
yrs.
6 yr
s.
267
44.9
41.6
163
40.8
38.5
445
67.6
64.0
939
53.7
52.7
11,0
4561
.561
.813
,019
60.3
60.2
Per
sist
ence
/com
plet
ion
rate
s in
clud
e st
uden
ts w
ho w
ere
still
enr
olle
d at
som
eC
olor
ado
publ
ic in
stitu
tion
of h
ighe
r ed
ucat
ion,
and
thos
e w
ho c
ompl
eted
aba
ccal
aure
ate
degr
ee o
r a
2-ye
ar d
egre
e or
cer
tific
ate
at a
Col
orad
o pu
blic
inst
itutio
n.
21
1988
Tot
al n
o.P
erce
nt a
fter
stud
ents
4 yr
s.5
yrs.
6 yr
s.
330
47.6
197
38.1
509
66.8
1,07
855
.31,
114
63.7
13,4
1262
.1
t Tot
als
for
all s
tude
nts
in e
nter
ing
fall
clas
ses
incl
udes
thos
e w
hose
rac
e/et
hnic
ity w
asno
t rep
orte
d, a
nd n
onre
side
nt a
liens
.S
ourc
e: C
ompi
led
from
info
rmat
ion
prov
ided
by
the
Col
orad
o C
omm
issi
on o
n H
ighe
rE
duca
tion,
Jan
uary
199
4.
22
TABLE 1.12Annual Minority Graduation/Transfer Rates and Goals forColorado Institutions of Higher Education
Institution
Average ratefor FY 91,92, & 93
FY 1993goal
FY 1993actual rate
Year 2000goal
ASC 24.27% 21.7% 21.7% 21.7%MESA 6.53 6.3 6.3 13.2MSCD 13.83 13.7 13.7 21.2WSC 6.08 5.5 6.5 18.6CSM 9.42 9.4 9.4 18.6UNC 7.27 7.5 8.0 18.6UCB 10.51 8.9 11.9 18.6UCCS 9.11 8.8 10.0 18.4UCD 14.22 14.4 13.8 21.2UCHSC 13.64 11.0 18.6 18.6CSU 6.87 7.4 8.1 18.6FLC 12.66 8.4 14.0 18.6USC 22.78 23.5 22.5 29.2LCC 15.94 12.1 15.4 16.7MCC 9.46 8.6 8.8 8.8METRO C - 13.0 17.4 20.4OJC 30.32 20.0 32.0 34.0PCC 31.12 30.0 30.0 31.0PPCC 16.91 16.7 17.8 17.8TSJC 34.67 39.0 52.9
Institutional abbreviations are as follows:ASCCSMCSUFLCLCCMCCMESAMETRO CMSCDOJCPCCPPCC
Adams State CollegeColorado School of MinesColorado State UniversityFort Lewis CollegeLamar Community CollegeMorgan Community CollegeMesa State CollegeDenver Metro Area Community CollegesMetropolitan State College of DenverOtero Junior CollegePueblo Community CollegePikes Peak Community College
TSJCUCBUCCSUCDUCHSC
UNCUSCWSC
Trinidad State Junior CollegeUniversity of Colorado at BoulderUniversity of Colorado at Colorado SpringsUniversity of Colorado at DenverUniversity of Colorado Health SciencesCenterUniversity of Northern ColoradoUniversity of Southern ColoradoWestern State College
Source: Colorado Commission on Higher Education,"Affirmative Action Goals," a discussion bulletin,Dec. 2, 1993.
BEST COPY AVAWLE
23 9
students, a high percentage of whom are ra-cial and ethnic minorities.8 However, researchhas also shown that students of color whoreceive financial aid still drop out of college athigher rates than their white counterparts.9One study has pointed out that some aspectsof financial problems, as well as other per-sonal problems such as family emergencies,and major life decisions such as marriage orchildbearing, may not fall within, the scope ofcampus influence. However, the authorspointed out that a significant part of astudent's financial difficulties may involve fis-cal management and can be addressed andinfluenced by an effective retention pro-gram.lo
Quality interaction with faculty is seen asanother factor of importance in determiningminority student persistence. The AmericanCouncil on Higher Education believes this tobe more important than any other factor."Especially on predominantly white campuses,minority student involvement with facultyhas been shown to be considerably less thanthat with majority students.12 A publication ofthe Western Interstate Commission onHigher Education (WICHE) reports that oneofthe three principal reasons why institutionshave had so little success in retaining minor-ity students is that only small percentages of
8 Ibid., p. 35.
9 Ibid.
faculty and staff are expected to give specialattention to at-risk minority students.13
Involvement of individual faculty memberswith students is related to faculty composi-tion, and the literature is clear on the import-ance of having significant minority represen-tation within the permanent faculty and inprominent administrative positions.14 Insti-tutions employing minority persons in posi-tions of leadership send a clear indication ofthe importance they attach to cultural diver-sity and of the availability of qualified minor-ity people at all levels of institutional activ-ity.18 Table 1.13 shows that since 1986 therehas been a slow but steady increase in theproportion of full-time minority faculty in Col-orado public institutions of higher education.In 1992 this was 10.5 percent. In 1990 therewas 1 full-time minority faculty member forevery 75 minority students (table 1.7).
Academic preparation is also identified asa central barrier for minority student achieve-ments and persistence, and integrated, com-prehensive support services are seen as vitalto reducing attrition.18 Proactive and support-ive intervention and quality teaching are keysto reaching minority students who may beunaware of their needs, or of the resourcesavailable, and are less likely to seek out anduse tutorial and learning assistance programsthan majority students.17
to Genevieve M. Ramirez and Paul Thayer, "Minority Students on Campus," in A Crucial Agenda, Morgan Odell andJere J. Mock, editors, Western Interstate Commission on Higher Education, Boulder, CO, July 1989, (hereaftercited as A Crucial Agenda), pp. 43-44.
Minorities in Higher Education, p. 33.
12 Ibid.
13 A Crucial Agenda, p. vii.
14 Genevieve M. Ramirez and Paul Thayer, A Crucial Agenda, p. 47.
15 Richard C. Richardson, Jr., and Alfredo G. de los Santos, Jr., "Ten Principles for Good Institutional Practice in Re-moving Race/Ethnicity as a Factor in College Completion," A Crucial Agenda, p. 73.
16 A Crucial Agenda, p. vii; and Minorities in Higher Education, p. 37.
17 Ramirez and Thayer, A Crucial Agenda, p. 41; and Minorities in Higher Education, p. 33.
10 24
TA
BLE
1.1
3F
ull-T
ime
Fac
ulty
in C
olor
ado
Pub
lic In
stitu
tions
of H
ighe
r E
duca
tion
by R
ace/
Eth
nici
ty, 1
988-
1990
Fal
l of
year
Bla
ckN
o.%
Nat
ive
Am
eric
anN
o.%
Asi
anN
o.%
His
pani
cN
o.%
All
min
oriti
esN
o.%
Whi
teN
o.%
Tot
alN
o.%
1986
681.
223
0.4
129
2.4
145
2.7
365
6.7
5,10
493
.35,
469
100.
019
8772
1.3
240.
416
42.
916
22.
942
27.
45,
246
92.6
5,66
810
0.0
1988
731.
226
0.4
157
2.7
180
3.0
436
7.4
5,47
292
.65,
908
100.
019
8985
1.4
270.
418
33.
018
33.
047
87.
95,
573
92.1
6,05
110
0.0
1990
901.
430
0.5
209
3.3
214
3.4
543
8.5
5,82
291
.56,
365
100.
019
9111
21.
63
0.5
248
3.6
231
3.4
625
9.2
6,18
090
.86,
805
100.
019
9212
21.
743
0.6
287
4.1
284
4.0
736
10.5
6,29
489
.57,
030
100.
0
Stu
dent
s w
hose
rac
e/et
hnic
ity e
re u
nkno
wn
and
nonr
esid
ent a
liens
are
Sou
rce:
Info
rmat
ion
supp
lied
by G
erel
yn R
eina
rdy,
pub
lic r
elat
ions
offi
cer,
incl
uded
in th
e to
tal.
Col
orad
o C
omm
issi
on o
n H
ighe
r E
duca
tion,
May
13,
199
4.
26
25
College History andAffirmative Action Policy
Amilitary post established in 1878 atPagosa Springs evolved from a contain-ment to a camp, and, finally, to a fort that
was named for Lt. Col. William H. Lewis, whohad been mortally wounded in a September1878 engagement against the Cheyenne Indi-ans in Kansas, and was cited for gallantry andmeritorious service in the 1862 New Mexicocampaign.' The fort was moved in 1880 toHesperus along the La Plata River to providebetter protection for the Four Corners region.2By 1890 this protection was no longer needed,and on May 28, 1891, Fort Lewis was aban-doned as a military post.'
That year, Congress authorized the use ofunoccupied military posts as schools for Indi-ans and, as a result, Fort Lewis Indian Schoolwas organized in March 1892. It continued asa school until 1910 when the United Statesbuilt more reservation schools, and off-reser-vation schools such as Fort Lewis were nolonger needed.4 On April 4, 1910, Fort Lewis,including mineral rights to 6,318 acres ofland, was offered to the State of Colorado bythe Federal Government with the conditionthat:
lands and buildings shall be held and maintainedby the State of Colorado as an institute of learning,and that Indian peoples shall at all times be admit-ted to such school free of charge for tuition and onterms of equality with white peoples . .5
Fort Lewis School opened in 1911 with highschool courses in agriculture. In 1927 theschool began offering college courses, and in1933 high school courses were dropped.6 Op-erated as a branch of Colorado State Univer-sity until 1948, the school then became inde-pendent and was named Fort Lewis A and MSchool. In order to increase enrollment andlower student costs, it was moved fromHesperus to Durango in 1956. In 1963 it be-came a 4-year school under the name of FortLewis College (FLC).7
In 1971 the Colorado legislature passedHouse Bill No. 1452, which limited tuitionwaivers at the college to Colorado Indian stu-dents. The U.S. Department of Justicebrought suit contesting the bill, and the courtsruled in 1973 that the State was obligated topay tuition for all Indian students' WilliamLangworthy, vice president for academic af-fairs, reported that FLC is only one of twoconventional public institutions of higher ed-ucation that offer free tuition for all NativeAmericans regardless of State residence. "We
For a comprehensive history of Fort Lewis College see Duane A. Smith, Sacred Trust: The Birth and Developmentof Fort Lewis College, University Press of Colorado, 1991 (hereafter cited as Sacred Trust).
2 Intertribal News, Feb. 29, 1988. The Four Corners region includes Arizona, Colorado, New Mexico, and Utah.
3 Ibid.
4 Ibid.
5 Ibid.
6 Ibid.
7 Ibid.
8 Ibid.; and Sacred Trust, p. 116.
27
12
take pride in that," he said. "It is a traditionwe honor, and a legal mandate."9
Increasing Indian student enrollment,which resulted in a larger percentage of Na-tive American student enrollment than anyother State-supported college or university inColorado, has created financial problems forthe school. The school, however, has an-nounced its commitment to a strong Indianprogram and set as an objective "to servestudents of diverse linguistic, cultural, andeconomic backgrounds and to prepare all stu-dents for living and working in a culturallypluralistic society."19 The FLC mission state-ment includes the following affirmation:
Our ethnic and regional heritage must be reflectedin the make-up of our student body, in our specialprograms, and in our curriculum. Because of termsestablished in the original charter of the College,we have an honored tradition of providing tuition-free education for American Indian students. TheCollege will continue to enhance educational oppor-tunities for other minority groups, especially thoseoriginating in the Southwest.11
Joel Jones, who has served as FLC presi-dent for 5 years, said that before he was hiredas president, this historical commitment toNative American education is what attractedhim to Fort Lewis.12
In 1972, recognizing the underrepresenta-tion of minorities and women on staff and dueto government insistence, the college im-plemented an affirmative action plan with adirector to oversee it.13 The present editionstates that the plan applies to all students andemployees of the college, and to all programsadministered by the college. It also affirms the
school's commitment "to base decisions on . . .
admission, academic advising, and participa-tion in all programs at FLC as to further theprinciples of equal opportunity."14
Enrollment, Persistence, andGraduation Rates
Table 2.1 contains statistics showing asteady increase in the number of minorities atFLC since 1980 and an increase in their per-centage of the total enrollment. Most of theincreased minority enrollment has been Na-tive American. Through the years, they havealways been the largest minority group oncampus and their proportion of the studentbody has steadily grown. Their number in-creased from 170, or 55.9 percent of the minor-ity student population in 1980, to 411 or 64.3percent of the minority student population in1992. In 1992 Native Americans were 10.0percent of the student body, compared to 0.6percent for black students, 3.9 percent forHispanic students, and 1.1 percent for Asianstudents. Except for Native Americans, theproportion of students from all minoritygroups in the student body falls much belowtheir percentage in the State population (table1.8). In 1992, 3.9 percent of the students wereHispanics, whereas in 1990 they made up 12.9percent of the State population. Black stu-dents were 0.6 percent of the student body and4.0 percent of the State population.
Though they are the predominant minoritygroup enrolled at FLC, Native Americanshave the highest rate of attrition. Table 2.2provides comparative persistence/completionrates for first-time, full-time students enroll-ing in bachelor programs at the college in the
9 Transcript of the proceedings of the Colorado Advisory Committee to the U.S. Commission on Civil Rights fact-finding meeting held in Durango, CO, Mar. 4,1993 (hereafter cited as Transcript), p. 15.
10 Sacred Trust, pp. 116-17.
ii Fort Lewis College Catalog, 1992-93, p. 9.
12 Transcript, p. 8.
13 Sacred Trust, p. 117.
14 Fort Lewis College Affirmative Action Handbook, Sept. 1991, p. 1.
2813
29
TA
BLE
2.1
For
t Lew
is C
olle
ge S
tude
nt E
nrol
lmen
t by
Rac
e/E
thni
city
, 198
0-19
92
Yea
rT
otal
enr
ollm
ent
No.
%B
lack
No.
%H
ispa
nic
No.
%A
sian
No.
%
Nat
ive
Am
eric
anN
o.%
Tot
al m
inor
ities
No.
%
1980
3,26
910
0.0
100.
311
53.
59
0.3
170
5.2
304
9.3
1981
3,32
310
0.0
140.
410
83.
312
0.4
175
5.3
309
9.3
1982
3,52
910
0.0
110.
313
13.
717
0.5
208
5.9
367
10.4
1983
3,68
510
0.0
80.
211
13.
015
0.4
251
6.8
385
10.4
1984
3,70
810
0.0
180.
510
42.
817
0.5
299
8.1
438
11.8
1985
3,69
710
0.0
240.
611
63.
113
0.4
256
6.9
409
11.1
1986
3,60
610
0.0
220.
612
23.
421
0.6
287
8.0
452
12.5
1987
3,73
810
0.0
250.
714
63.
923
0.6
319
8.5
513
13.7
1988
3,84
210
0.0
250.
715
44.
029
0.8
340
8.8
548
14.3
1989
3,98
410
0.0
120.
315
03.
826
0.7
318
8.0
506
12.7
1990
4,00
110
0.0
160.
414
53.
627
0.7
380
9.5
568
14.2
1991
4,08
010
0.0
230.
616
94.
142
1.0
405
9.9
639
15.7
1992
4,09
610
0.0
230.
615
83.
947
1.2
411
10.0
639
15.6
Sou
rce:
Will
iam
Lan
gwor
thy,
vic
e pr
esid
ent f
or a
cade
mic
affa
irs,
Mar
. 1, 1
993.
30
C71
TA
BLE
2.2
Per
sist
ence
/Com
plet
ion
Rat
es fo
r F
irst-
Tim
e, F
ull-T
ime
Stu
dent
s E
nter
ing
Bac
helo
r P
rogr
ams
at F
ort L
ewis
Col
lege
'
EN
TE
RIN
G F
ALL
CLA
SS
1986
Tot
al n
o.P
erce
nt a
fter
Eth
nidt
yst
uden
ts4
yrs.
5 yr
s.6
yrs.
Bla
ck7
71.4
57.1
57.1
Nat
ive
Am
eric
an75
18.6
16.0
18.7
Asi
an10
60.0
40.0
40.0
His
pani
c55
50.8
58.2
45.5
Whi
te85
257
.656
.854
.3A
ll t
1,00
854
.353
.350
.7
1987
Tot
al n
o.P
erce
nt a
fter
stud
ents
4 y
rs.
5 yr
s.6
yrs.
728
.614
.388
29.5
25.0
50.
080
.050
50.0
44.0
845
60.5
55.9
1,00
457
.152
.149
.7
Per
sist
ence
/com
plet
ion
rate
s in
clud
e: 1
) st
uden
ts w
ho w
ere
still
enr
olle
d, e
ither
at F
ort L
ewis
Col
lege
or
at s
ome
othe
r C
olor
ado
publ
ic in
stitu
tion
afte
rtr
ansf
errin
g, a
nd 2
) st
uden
ts w
ho c
ompl
eted
a b
acca
laur
eate
or
2-ye
ar d
egre
e or
cert
ifica
te a
t som
e C
olor
ado
publ
ic in
stitu
tion.
For
t Lew
is C
olle
ge d
oes
not o
ffer
a 2-
year
deg
ree
or c
ertif
icat
e.
1988
Tot
al n
o.P
erce
nt a
fter
stud
ents
4 yr
s.5
yrs.
6 yr
s.
922
.292
25.0
366
.745
44.4
766
53.4
926
49.7
t Tot
als
for
all s
tude
nts
in e
nter
ing
fall
clas
ses
incl
ude
thos
e w
hose
rac
e/et
hnic
ityw
as n
ot r
epor
ted,
and
non
resi
dent
alie
ns.
Sou
rce:
Com
pile
d fr
om in
form
atio
n pr
ovid
ed b
y th
e C
olor
ado
Com
mis
sion
on
Hig
her
Edu
catio
n, J
anua
ry 1
994.
31
32
fall of 1986, 1987, and 1988. For example, 75Native American students in this classifica-tion enrolled in the entering fall class of 1986and, at the end of 4 years, only 14, or 18.6percent, of them were still enrolled at FLC orsome other Colorado public institution ofhigher education, or had completed a degree.This compared with 71.4 percent of the blackstudents, 60.0 percent of the Asians, 50.8 per-cent of the Hispanics, and 57.6 percent of thewhite students in that class after 4 years. The4-year persistence/completion rate for NativeAmerican students in the entering fall classesof 1987 and 1988 improved to 25.0 percent butwas still drastically below that of Asian,Hispanic, and white students in those classes.The 4-year persistence/completion rate forblack students in those two entering classesdropped even below that of the Native Ameri-cans to 14.3 and 22.2 percent, respectively.
Most research indicates that, nationally,the overwhelming majority of students whodrop out of college do so during the first 2years.15 At FLC, only about half of minorityfreshman return for their sophomore year,whereas two-thirds of the college's Caucasianfreshman return for their second year.16 Theperiod of highest peril, Dr. Langworthy said,is the first month. "At the end of the first year,they are through the worst of it. That firstmonth, we lose students."17
Reasons for the high rate of attrition forminority students, especially Native Ameri-cans, at FLC, as determined by numerousstudies and surveys, are wide ranging. Assummarized by the FLC Native American Is-sues Research Team, a team of faculty andstaff formed to review research on retentionproblems of Native Americans and make pol-icy recommendations, these reasons include
inadequate orientation, financial difficulties,poor academic preparation, housing prob-lems, the campus climate, cultural adjust-ments, and old-fashioned racism.18 Many ofthese issues, and efforts to resolve the prob-lems, will be discussed below.
Clifford Capp, acting director of the Learn-ing Assistance Center, classified factors in theretention of minority students in two catego-ries, those controlled by the college and theones controlled primarily by the studentsthemselves. In the first category, he said, arethings that the college can identify and im-prove, such as racist attitudes on the part ofthe student body, or administrative policiesthat work to the disadvantage of minoritystudents even though not intentionally. In thesecond category, he includes student aca-demic preparation, motivation to finish col-lege, family support, and the ability to handleoutside influences such as alcohol or drugabuse. These he considered to be the mostdifficult to improve and ones for which thecollege has the least means to do somethingabout.19
Table 2.3 provides comparative statisticsfor the graduation rates after 4, 5, and 6 yearsfor first-time, full-time students enteringbachelor programs at Fort Lewis College inthe fall of 1986, 1987, 1988, and 1989. Thegraduation rates were surprisingly low for allstudents. For example, only 14.0 percent ofthe fall entering class of 1986 received degreesin 4 years and only 41.3 percent of that classhad graduated after 6 years. Table 1.10 showsthat these 4-year and 6-year graduation rateswere well below statewide rates of 20.9 and55.2 percent, respectively, for the fall enteringclass of 1986. Nationwide, as seen in table 1.6,the 6-year graduation rate in 1993 was 54
15 Minorities in Higher Education, p. 30.
16 William C. Langworthy, vice president for academic affairs, Transcript, p. 5.
17 Ibid., p. 28.
18 Improving Retention of Native American Students, Native American Issues Research Team, Fort Lewis College,Apr. 15, 1992.
19 Transcript, pp. 181-83.
3316
TA
BLE
2.3
Gra
duat
ion
Rat
es fo
r F
irst-
Tim
e, F
ull-T
ime
Stu
dent
s E
nter
ing
Bac
helo
r P
rogr
ams
at F
ort L
ewis
Col
lege
'
EN
TE
RIN
G F
ALL
CLA
SS
1986
1987
1988
1989
Tot
al n
o.E
tladd
tyst
uden
tsP
erce
nt a
fter
4 yr
s. 5
yrs
. 6 y
rs.
Tot
al n
o.st
uden
tsP
erce
nt a
fter
4 yr
s.5
yrs.
6 yr
s.T
otal
no.
stud
ents
Per
cent
afte
r4
yrs.
5 yr
s. 6
yrs
.T
otal
no.
stud
ents
Per
cent
afte
r4
yrs.
5 y
rs. 6
yrs
.B
lack
70.
028
.642
.97
--
-9
--
-4
--
-N
ativ
e A
mer
.75
2.7
8.0
10.7
886.
812
.513
.792
3.3
9.8
-73
Asi
an10
10.0
30.0
40.0
5-
--
3-
--
9-
--
His
pani
c55
12.7
29.1
34.5
5014
.026
.032
.045
4.4
24.4
-42
4.8
-W
hite
852
15.4
35.4
44.8
845
16.3
35.1
45.2
766
11.7
32.4
-83
47.
5-
All
t1,
008
14.0
32.6
41.3
1,00
415
.332
.641
.492
610
.429
.4-
975
1.4
-In
clud
es s
tude
nts
who
tran
sfer
red
to o
ther
inst
itutio
ns b
efor
e re
ceiv
ing
thei
rba
ccal
aure
ate
degr
ee.
tT
otal
s fo
ral
lst
uden
tsin
ente
ring
fall
clas
ses
incl
udes
thos
e w
hose
race
/eth
nici
ty w
as n
ot r
epor
ted,
and
non
resi
dent
alie
ns.
Sou
rce:
Com
pile
d fr
om in
form
atio
n pr
ovid
ed b
y th
e C
olor
ado
Com
mis
sion
on
Hig
her
Edu
catio
n, J
anua
ry 1
994.
34B
EST
CO
PY A
VA
ILA
BL
E
35
percent for NCAA Division I institution stu-dents, about the same as the 6-year gradua-tion rate for Colorado.
The numbers of black and Asian studentsenrolling in 1986, 1987, 1988, and 1989 atFLC are too small to provide significant com-parisons, but the statistics show that gradua-tion rates for Hispanic students in these threeclasses are considerably below the rates forwhite students. For Native American stu-dents, they are much lower still. For example,only 2, or 2.7 percent, of the 754 Native Amer-ican students who entered in the fall class of1986 graduated within 4 years, and only 8 or10.7 percent, had received a degree after 6years. Of the white students who entered inthat class, 15.4 percent graduated within 4years, and 44.8 percent had received theirdegree in 6 years.
Table 2.4 shows that the percentage ofgraduating students who were minorities de-clined in each of the three academic years,1989-90, 1990-91, and 1992-93, then in-creased dramatically in 1992-93. Table 1.12shows that the 1993 minority gradua-tion/transfer rate of 14.0 percent was abovethe school's goal of 8.4 percent that the collegehad set for itself that year, and on the way toachieving the year-2000 goal of 18.6 percent.
Student RecruitmentEnrollment statistics for FLC (table 2.1)
show that two-thirds of the school's minoritystudents are Native American. In 1992 theymade up 10 percent of the student body com-pared to only 5.6 percent for Asian, Hispanic,and black students combined. The predomi-nance of Native Americans among the minor-ity students is explained in part by the school's
proximity to numerous Indian populations inthe Four Corners area, recruitment efforts inthat direction, and its attraction to AmericanIndian students from various parts of the Na-tion because of the tuition waiver they receive.Only 3.5 percent of the student body is Hispa-nic, a proportion that has changed little overthe years. This low proportion is hard to ex-plain, as FLC is located in one of the areas ofthe State in which there is a high Hispanicpopulation concentration. This section of theState, including La Plata County, where theschool is situated, and the contiguous fivecounties of Rio Grande, Alamosa, Archuleta,Montezuma, and Conejos are 20.9 percentHispanic.2° The high Hispanic populationareas of northern New Mexico are also nearby.
Dr. Jones believes that the college hasrested too long on its commitment to NativeAmericans to fulfill its commitment to ethniccultures.21 He said that, for many reasons, thefocus of the institution is on Native Americanstudents but that its commitment to themshould not be to the exclusion of other regionalcultures.22 The Four Corners, he observed, isone of the few areas in the United Stateswhere there are several cultures with deeproots, and FLC is trying to find a way withlimited resources to include all of them.23 Yethe noted, ironically, that the best feeder highschool for FLC students outside of Durango isCherry Creek in Denver, which brings "a cer-tain social economic basis with a set of valueswhich are in some ways in dramatic contrastto [those on the rural student we get from . . .
the Four Corners region."24 Dr. Langworthy,vice president for academic affairs, said thatFLC programs are designed to produce stu-dents who can compete successfully with thegraduates of the University of Colorado, the
20 Bureau of the Census, 1990 Census of the Population, Summary Population and Housing Characteristics: Colorado,Publication 1990 CP-H-1-7, table 3, pp. 18-27.
21 Transcript, p. 91.
22 Ibid., p. 93.
23 Ibid., p. 91.
24 Ibid., p. 11.
3618
TA
BLE
2.4
Aca
dem
ic Y
ear
Gra
duat
ion
Rat
es a
t For
t Lew
is C
olle
ge b
y R
ace/
Eth
nici
ty, 1
989-
90 to
199
1-92
AC
AD
EM
IC Y
EA
R
Eth
nici
ty19
89-9
0N
o.%
1990
-91
No.
%19
91-9
2N
o.%
1992
-93
No.
%
Bla
ck3
0.6
30.
51
0.2
10.
2N
ativ
e A
mer
ican
418.
031
5.2
286.
241
7.5
Asi
an5
1.0
61.
01
0.2
50.
9H
ispa
nic
173.
322
4.1
143.
123
4.2
Tot
al m
inor
ities
6612
.962
11.7
449.
770
12.8
In-S
tate
min
oriti
es-
-60
13.3
235.
132
5.8
Whi
te43
985
.746
387
.038
585
.443
980
.1F
orei
gn7
1.4
71.
311
2.4
173.
1U
nkno
wn
00.
00
0.0
112.
422
4.0
Tot
al g
radu
ates
512
100.
053
210
0.0
451
100.
054
810
0.0
1991
-92
acad
emic
yea
r st
atis
tics
do n
ot in
clud
e 11
Aug
ust g
radu
ates
who
, if
Sou
rce:
For
t Lew
is C
olle
ge A
ffirm
ativ
e A
ctio
n R
epor
ts, 1
992
and
1993
.in
clud
ed, w
ould
rai
se th
e pe
rcen
tage
of m
inor
ity g
radu
ates
to 1
0.6
perc
ent.
38
37
Colorado School of Mines, and Denver Univer-sity, and as a consequence, its attrition rate ishigher than desired for all students.25
Leonard Atencio, professor of economics atthe college and advisor for the Hispanic stu-dent organization, observed that the Hispanicstudents on campus typify middle and upperincome students from the Denver metropoli-tan area who do not identify ethnically withthe Chicano culture of rural, southern Colo-rado.26 As a result, he said, Hispanic studentsfrom the vicinity of the college (who identifythemselves as Chicano), even from DurangoHigh School, are enrolling at Adams StateCollege where admission standards are lower,where they see more brown faces, and wherethey have the kind of Hispanic support pro-grams not found at FLC.27
Maria Samora, a student, believes that theemphasis on recruitment from Cherry Creekis outrageous and suggests that recruitmentin Colorado's rural communities would correctthe lack of Chicano representation at FLC.28The lack of positive reinforcement for Chicanostudents at the college, and the low level ofrecruitment efforts in local Hispanic commu-nities and in northern New Mexico, she said,results in the belief that FLC is the Indiancollege and that Chicanos can go to AdamsState College.29
The success of recruitment of minority stu-dents, some of whom may come from ruralareas with less rigorous academic prepara-
tion, is related to the academic admissionrequirements of the college. As is true for all4-year public institutions of public higher ed-ucation in Colorado, FLC is authorized by theCCHE to admit up to 20 percent of its studentsthrough an "admissions window" under loweracademic standards than ordinarily re-quired.30 In the 1992-93 school year, 16 per-cent of the incoming class at FLC was admit-ted through this "window." In the 1993-94school year, only 8 to 9 percent were admittedin this manner. As the physical capacity ofthecollege has now been reached, and the policyof the college has been to admit all applicantswho are academically eligible, discussion isunderway at the FLC as to how to handle theincreasingly large number of applications.31One possibility, which Dr. Langworthy favors,is to increase the academic requirements foradmission and thus raise the level of academicpreparedness required of students admitted.This would make it even more difficult torecruit lower income or minority students,many of whom now come less prepared be-cause of their background in rural schools.And if the admissions "window" continues tobe used along with an increase in academicrequirements for normal admissions, it wouldresult in a higher rate of attrition for lowerincome and minority students from the ruralareas.32 Most Native American students areadmitted under normal academic require-ments. Though many coming from reservation
25 Ibid., p. 19.
26 Ibid., pp. 137-38.
27 Ibid., p. 141. The term "Chicano" is used here by Dr. Atencio, and later by Maria Samora, in referring to Hispanicresidents of local communities and those in northern New Mexico.
28 Transcript, p. 84.
29 Ibid.
30 William C. Langworthy, telephone interview with William F. Muldrow, June 13, 1994.
31 Ibid.
32 Ibid.
3920
schools have low ACT scores, their grade pointaverages and class standings make them eli-gible for admission without use of the admis-sions "window."33
Nearby Indian tribes in the Four Cornersarea have a special interest in FLC recruit-ment policies and programs. The SouthernUte Indian Tribe, the closest Native Americanreservation to FLC, has a population of ap-proximately 1,230 members with 600 underthe age of 24, and has proclaimed educationas its first priority. In the 4 years from 1988to 1991, nine students from the tribe receivedbachelor degrees, two received master de-grees, and one received a juris doctorate. In1992 the tribe had 28 full-time college stu-dents, and 6 of these were full-time studentsat FLC.34 Eugene Naranjo, executive directorof the tribe, reported that over the last 80years, his tribe has had a good working rela-tionship with the college.35 Lee Briggs, educa-tion director, called it outstanding.36
The Ute Mountain Ute Tribe, which is alsoin the proximity of Fort Lewis College, issomewhat larger than the Southern Utes andhas about 1,200 residents on the Coloradoreservation with another 300 in a Utah com-munity.37 In the 5 years previous to 1992, ithad 29 students who attended community col-leges or 4-year colleges or universities. Two of
'--- -these received bachelor degrees, one enrolledin medical school, and the other is an elemen-tary teacher in Cortez.38 Yolanda Rossi, direc-tor of higher education for the Ute Mountain
Ute Tribe, said that college recruiters passthrough Cortez on their way to Shiprock (onthe Navajo Reservation), where there is agreater concentration of potential students,and fail to stop at the public schools or the UteMountain Ute Reservation.39 Dr. Langworthysaid that it was, indeed, easy to become pre-occupied in recruitment efforts with the Nav-ajo as a large tribe, but that FLC is trying toreach out equally to all surrounding tribes.49Ms. Rossi suggested that instead of "recruit-ment," school representation, including Na-tive American students along with other staffmembers, should be sent to high schools andIndian communities.41
FLC does have several programs to reachout to high school students by bringing themto the campus. Under the leadership of OmniaEl-Hakim, associate professor of civil engi-neering, the college cosponsors with DurangoHigh School an annual Hispanic student con-ference in Durango designed to provide infor-mation on opportunities in higher educationand to encourage students to pursue careersin science, mathematics, and engineering.42The American Indian Science and Engineer-ing Society (AISES), a project of the NationalScience Foundation, is designed to encourageNative Americans to participate in scienceand engineering courses. Dr. El-Hakim, whois also an AISES advisor at Fort Lewis Col-lege, has established outreach programs spon-sored by this organization for high school andmiddle school students.43 As part of the
33 William C. Langworthy, telephone interview with William F. Muldrow, June 14, 1994.
34 Eugene Naranjo, executive director of the Southern Ute Tribe, Transcript, pp. 48-49, 52.
35 Ibid., p. 48.
36 Transcript, p. 54.
37 Yolanda Rossi, director of higher education for the Ute Mountain Ute Tribe, Transcript, p. 64.
38 Yolanda Rossi, letter to William F. Muldrow, Mar. 16, 1993.
39 Transcript, p. 64.
40 Ibid., p. 31.
41 Ibid., p. 67.
42 Conference information provided by Omnia El-Hakim, Sept. 24, 1992.
4021
program, sophomore and junior students aremotivated by bringing them on the campus fora day." Another national organization, Math-ematics, Engineering, Science Achievement(MESA), which focuses on interesting stu-dents at the high school level in technicalfields, cooperates with AISES in programs forprecollege minority students." However,Yolanda Rossi expressed concern that, in-creasingly, the nature and focus of such sum-mer programs meant to motivate and preparehigh school students for college tend to ex-clude students from reservation and otherrural schools who may not be as well preparedacademically."
Dr. Langworthy reported that the collegeactively recruits at reservation schools in Ar-izona and New Mexico, and at other highschools that have a high population of NativeAmericans.47 He said that in the last 3 years,this has been supplemented with a home vis-itation program to personalize the outreach.Specific high schools are targeted for intensiverecruitment." The college also participates inan Expanding Horizons Program directed to-ward opening career possibilities to girls atthe junior high school level, and with ColoradoState University in an educational talentsearch program." Dr. Langworthy believes,however, that these things do not provideenough intervention to enable youngsters to
determine to go to college, and to preparethemselves for it if they choose to go."
Minority Faculty RecruitmentDr. Jones emphasized that FLC is fully
convinced that it cannot retain minority stu-dents if it has no minority faculty." Severalyears ago, the school, through its three deansand the academic vice president, made astrong commitment that was endorsed by thedepartments, to recruit minority faculty.52The college's affirmative action report listsseveral initiatives aimed at minority facultyrecruitment to support this commitment.These include extending search deadlines inorder to increase the number of qualified ap-plicants, making temporary appointmentswhere necessary, and intensifying advertisingefforts." Dr. Jones believes that despite thefact that FLC is not a wealthy institution, ithas done a good job in the area of facultyrecruitment, and he hopes that this will havea positive effect on the retention of minoritystudents."
Table 2.5 shows that in the 1993-94 schoolyear, there were 16 minority faculty at FLC,7 of whom were tenured and were 9.9 percentof the total faculty. This was a considerableimprovement over the 1989-90 school yearwhen only 8 or 5.8 percent of the faculty wereracial or ethnic minorities. The minority
43 Transcript, pp. 123-24.
44 William C. Langworthy, Transcript, p. 20.
45 Information provided by Omnia El-Hakim, Sept. 24, 1993.
46 Telephone interview with William F. Muldrow, June 14, 1994.
47 Transcript, p. 21.
48 Ibid.
49 Ibid.
50 William C. Langworthy, Transcript, p. 20.
51 Transcript, p. 12.
52 Ibid., pp. 12-13.
53 Affirmative Action Report, Fort Lewis College, 1991, p. 13.
54 Transcript, pp. 12-13.
2241
TA
BLE
2.5
Aca
dem
ic F
acul
ty' a
t For
t Lew
is C
olle
ge b
y M
inor
ity S
tatu
s, 1
989-
90 to
199
3-94
Aca
dem
icye
arT
otal
No.
%
Whi
teM
inor
ity
Ten
ured
No.
%N
onte
nure
dN
o.%
Tot
alN
o.%
Ten
ured
No.
%N
onte
nure
dN
o.%
Tot
alN
o.%
Nat
iona
lav
alab
lity2
%
1989
-90
139
100.
013
194
.46
4.3
21.
48
5.8
1990
-91
152
100.
014
394
.25
3.3
42.
69
5.9
1991
-92
157
100.
010
164
.341
26.1
142
90.8
63.
89
5.7
159.
619
92-9
3s16
3 10
0.0
107
65.6
3923
.914
691
.17
4.3
84.
915
9.2
7.9
1993
-94
161
100.
010
364
.042
26.1
145
90.1
74.
39
5.6
169.
912
.0
Exc
ludi
ng li
brar
y fa
culty
.2
Aca
dem
ic fa
culty
"av
aila
bilit
y" fo
r 19
92-9
3 w
as d
eter
min
ed b
y us
e of
wei
ghte
dst
atis
tics
for
doct
orat
es o
btai
ned
from
the
Uni
vers
ity o
f Col
orad
o pr
ior
to 1
983,
and
doct
orat
es o
btai
ned
natio
nally
sin
ce 1
989.
The
Uni
vers
ity o
f Col
orad
o da
taw
ere
wei
ghte
d at
40
perc
ent a
nd n
atio
nal d
ata
at 8
0 pe
rcen
t. T
he fa
culty
"ava
ilabi
lity"
stat
istic
of 1
2.0
perc
ent f
or 1
993-
94 w
as n
ot w
eigh
ted
for
Uni
vers
ity o
f Col
orad
o do
ctor
ates
.
3Tw
o no
n-U
.S. c
itize
ns w
ithou
t ten
ure
are
not i
nclu
ded
in to
tals
for
this
aca
dem
icye
ar.
Sou
rce:
Let
ters
from
Ter
ra A
nder
son,
dire
ctor
of a
ffirm
ativ
e ac
tion,
For
t Lew
isC
olle
ge, t
o W
illia
m F
. Mul
drow
, Mar
. 5, 1
993,
and
May
12
and
13, 1
994,
and
lette
r fr
om J
oel M
. Jon
es, p
resi
dent
, For
t Lew
is C
olle
ge, t
o W
illia
m F
. Mul
drow
,Ju
ly 1
1, 1
994.
43
42
faculty percentage in the fall of 1993 waslower than the 12 percent national availabil-ity rate for minority faculty. As shown in table1.13, except during the 1991-92 academicyear, the minority proportion of the faculty atFLC has been consistently lower than that ofminority faculty in public institutions ofhigher education for the State as a whole. In1992 the State percentage for minority facultywas 10.5 compared to the 9.2 statistic for FLC.
Dr. Langworthy shared his view that theminority faculty recruitment effort during thepast 4 or 5 years has been successful, but saidthat it is difficult to keep them after they areemployed.55 He did not indicate the reasonsfor this. The only black faculty member at thecollege, Evie-Kaiulani Daufin, has becomeembittered by what she describes as a patternof racism in the Durango community andstated that she likely will not be back for thenext academic year for this reason.56 TerraAnderson, director of affirmation action at thecollege, also referred to the need to improvethe school's retention of faculty of color. Shesaid the challenge is to nourish an environ-ment where distinct voices can be spoken,encouraged, and respected.57
Though strides have been made in recruit-ing minority faculty at the college, some stu-dents believe that is not adequate. RonaldFelix, president of the Indian student club,believes that the number of minority facultyteaching culturally sensitive subjects is verylow and that an increase in their numberwould be helpful.58
In a survey administered by the Office ofAssessment, Native American students fre-quently suggested having more Native Amer-ican professors and visiting speakers. Therewas also specific mention of the need for tutor-ing and counseling services by minorities.59The FLC Native American Issues ResearchTeam suggested that the college hire a medi-cine man to work with Native American tra-ditional students through the counseling cen-ter, or as part of the southwest studiesprogram.so
Student Orientation andAdvisory Programs
The transition from the reservation to cam-pus is a difficult one for many Native Ameri-can students. Few who enter the college forthe first time attend the orientation sessionsthat are offered each summer, and many ar-rive in the fall without advance informationabout the school and lacking early registra-tion.61 Going to college is a new experience formany minority studentsand for many oftheir families. Yolanda Rossi, education direc-tor for the Ute Mountain Ute Tribe, said thatit will be 8 or 9 years before that tribe will everhave a student going to college who has aparent that has graduated from college. It canbe an overwhelming experience, she said,even if they know what their careers are sup-posed to be.62 Being late in the registrationprocess, not knowing where the classes are,and, perhaps, not having books to start with
55 Ibid., p. 17-18.
56 "Professor Says Racism is Driving Her Off," Rocky Mountain News, Sept. 27, 1993.
57 Transcript, p. 231.
68 Ibid., p. 161.
59 Roger Peters, director, Fort Lewis College, office of assessment, "How Minorities See a College."
60 Native American Issues Research Team, "Improving Retention of Native American Students," Apr. 16, 1992.
61 Ibid.
62 Transcript, p. 67.
4424
adds to the confusion.63 To mitigate this ori-entation problem, the school has organized an"outreach orientation," taking faculty admin-istrators and computer terminals to the Nav-ajo Reservation to provide orientation andearly registration for prospective freshman."The Native American Issues Research Teamhas recommended that the college also pro-vide such outreach at Santa Fe. In addition, itrecommended that it provide ongoing regis-tration and transportation for entering NativeAmerican freshman who live closer to thecollege, waive the cost of regular summer ori-entation for those who cannot afford to pay;and disseminate information packets andvideo tapes throughout the reservation ex-plaining procedures and policies of the col-lege." Ted Bryant suggested that many non-Indian parents accompany their students tothe campus to assist them in getting orientedand settled, and that it would be helpful if thecollege, in like manner, would bring Indianparents with their students to the campus aspart of their orientation. It would also be well,he said, to host Indian parents at other criticaltimes."
The problem of transition also relates to theavailability and quality of counseling for mi-nority students. Personal concerns, as well asacademic problems, are prominent reasonswhy minority students leave school, and someproblems have to do with the kind of conflict
that a properly trained advisor could helpwith.67 Lee Briggs believes that the counsel-ing and advisory process at FLC needs to beimproved, and that it is currently one reasonfor the attrition of Native American stu-dents." Clifford Capp, acting director of theIntercultural Center, also said that the advi-sory program needs to be addressed. He de-scribed it as a tremendous job, and said thatsome minority students with special needsand interests do not get the time they needwith advisors to develop a sense of supportand fully discuss setting up a study pro-gram.69 Robert Lundquist, director of theLearning Assistance Center, went so far as tosay that advising is "the key to success incollege." Advisors, he said, must be sensitiveto student needs, and the attitudes of certainfaculty and administrative staff mustchange." Ms. Rossi points out that it is easyto be in contact with Indian students andtotally misread their intent, their interests,their energy, and their commitment." Mr.Briggs said that what may be seen as a lack ofaggressiveness on the part of students in seek-ing out a counselor is sometimes a part of theirculture." Mr. Lundquist underscored theneed for more intrusive faculty counseling totake the initiative in approaching a student,as a means of compensation for a student'shesitancy to seek out an advisor when there isa need." Delilah Orr, an English instructor
63 Lee Briggs, Transcript, p. 57.
64 Transcript, p. 22.
65 Native American Issues Research Team, "Improving Retention of Native American Students," Apr. 15, 1992.
66 Ted Bryant, director of the Oklahoma Indian Business Center, letter to William F. Muldrow, Mar. 8, 1993.
67 Yolanda Rossi, Transcript, p. 53.
68 Transcript, p. 45.
69 Ibid., p. 146
70 Ibid., p. 150.
71 Ibid., p. 71.
72 Ibid., p. 58.
73 Ibid., pp. 202-03.
4525
who is, herself, a Navajo, highlighted an in-trusive faculty student advising programbeing started at the Learning Assistance Cen-ter as very helpful in terms of the retention ofminority students.74
The Native American Issues ResearchTeam recommended that certain knowledge-able and willing faculty be selected to servedas advisors for new American Indian stu-dents. Each new student would be assigned anadvisor to help with academic and other con-cerns.75 The team also recommended the es-tablishment of a peer advisory program, pro-viding upper class advisors of the sameculture to freshman in order to reduce thecultural, linguistic, and academic barriers totheir success in schoo1.78 As a result of thisrecommendation, such a program was begunin September 1992, under the direction of Dr.El-Hakim. The program is staffed by 12 suc-cessful Native American students who pro-vide academic and personal support, and as-sistance with housing, financial aid, and classregistration information to incoming minorityfreshmen. The peer advisors receive a smallstipend and are provided training by staff ofthe Learning Assistance Center. Participantsreport good results from the program." How-ever, Ms. Rossi believes that the peer advisorsneed to be more assertive in seeking out andrelating to the students they are workingwith.78
74
75
76 Ibid.
77
Culture ShockTed Bryant observed that the American
Indian student from a reservation, or from aremote village in Alaska, comes from a totallydifferent world and in many instances will becoming out for the first time.79 Eugene Nar-anjo, executive director of the Southern UteTribe, also said that the first year is a tryingtime for the Indian students because of theculture shock associated with relocation andmove from the reservation to a large cam-pus.89 Vernon Willie, a senior Navajo studentat Fort Lewis College and president of theAmerican Indian Science and Engineering So-ciety (AISES) on campus, said that one reasonfor the high attrition rate among Navajo stu-dents is the culture shock of coming from thereservation to college. They must adjust bothto the new environment and to the time re-quirements of the academic schedule.81
Though culture shock can be a problem forany student, it is a major concern for manyNative Americans. William Bolden, director ofhousing and residence life at FLC, said it is areal shock for Native American students, likefor no other group, to be taken from the limitedcultural environment they have known andplaced on a campus as diverse and as tightlyknit as Fort Lewis College. If students are notcomfortable in the environment, perceived orreal, in which the college is set, he said, theyare not inclined to stay at the institution.82
Required cultural adjustment may extendalso to conflicts presented by continuing ties
Ibid., p. 167.
Native American Issues Research Team, "Improving Retention of Native American Students," Apr. 15, 1992.
Omnia El-Hakim, Transcript, p. 130; and Fort Lewis College Independent, "Programs Make FLC More Attractiveto Minorities," Oct. 23, 1992.
78 Transcript, p. 68.
79 Ted Bryant, letter to William F. Muldrow, Mar. 8, 1993.
80 Transcript, p. 50.
81 Ibid., p. 95, and Vernon Willie note to William F. Muldrow, received June 27, 1994.
82 Ibid., pp. 206-07.
26 46
with home or reservation life. Family mem-bers may say, "We want you to go to school,"but still believe and expect that the studentshould respond to family needs in the sameway as before.83 However, Clifford Capp ob-served that in the last 10 years, this has notbeen nearly the problem it used to be, and thatstudents have far more support at home."
Campus and CommunityAttitudes
The campus climate and the attitudes ofstudents and faculty are judged to be import-ant in the adjustment that minority studentsare able to make. Ms. Rossi observed thatwhen Native American students enter a newenvironment, "there is a process of trust build-ing that for many of them has to take place,and will take place only by someone reachingout to them."'
Dr. Langworthy said that the objectiveought to be an environment in which studentsinteract and accept other students from allethnic backgrounds, to learn to tolerate andsavor both the similarities and the differ-ences.86 Still, he said that it was very soberingto hear some of the viewpoints on campusregarding minority students.87 Ron Felix, aPapago Indian student from Arizona, indi-cated that in his experience, there are stu-dents who definitely want to be sensitive tocultural differences, and there are others whohold resentments, and whose minds and neg-
83
84
85
86
87
88
89
90
91
92
ative perceptions are hard to change." Ver-non Willie said that he believes Indian stu-dents are treated pretty well on campus,though some are lonely, and one incomingfreshman that he observed left for this rea-son.89
Racial tensions do exist, however, and re-cent guest appearances on campus of LindaChavez, a prominent opponent of affirmativeaction and bilingual education, and AnthonyGriffin, a black civil rights lawyer who de-fended the Texas Ku Klux Klan on freedom offree speech grounds, crystallized racial andethnic tensions at the college. Some studentsand faculty claimed the response to Chavezrevealed an alarming degree of racist senti-ment.99 Louise Brady, an Alaska native, wasquoted as saying that she was appalled andsurprised at how strongly racist feelings ranamong FLC students.91 The Department ofPsychology and the Office of Assessment re-ported that between 1989 and 1990, in a sur-vey of 34 Navajo former students and 25 mi-nority current students, 11 members in eachgroup reported overt prejudice or discomfortas a consequence of their ethnic distinctive-ness.92
Events have taken place on campus, how-ever, that indicate that many, if not most,students have a positive attitude toward Na-tive Americans. Sandra One Feather, anOglala Lakota Sioux student, was elected asthe first American Indian student body presi-dent.93 The school's "Raider" mascot, a
Yolanda Rossi, Transcript, p. 69.
Transcript, p. 183.
Ibid., p. 69.
Ibid., p. 24.
Ibid., p. 23.
Ibid., p. 162.
Ibid., p. 102.
"Racial Tensions Cloud Idyllic Campus," Durango Herald, November 1993.
Ibid.
Roger Peters, "How Minorities See a College," Fort Lewis College, undated.
47 27
mounted U.S. cavalryman charging withdrawn sword that was viewed by NativeAmerican students as anti-Indian, waschanged to that of a skyhawk.94
FLC students are also very much a part ofthe larger community of Durango, where theschool is located. Dr. Langworthy said thatDurango can seem like a ferociously largetown to youngsters from places that are noteven on the map.95 By and large, he said,Durango is a civil, multicultural town, "butcases which pop up in the local newspaper arepretty clearly racially induced." A number ofstudents, he said, have commented with painabout actions of discrimination that they haveencountered, or personal actions that theyhave felt or witnessed.96
In a Durango newspaper editorial, Evie-Kaiulani Daufin, a black faculty member atFort Lewis College, alleged that, in Durango,Native Americans, African Americans, His-panics, and Asians regularly encounter hostil-ity because of their race.91 Dr. Langworthysaid that incidents of discrimination havebeen dealt with individually, but that the col-lege has done nothing to change the climate inDurango.98 Dr. Jones also reported that in thehistory of the college there has not been anysubstantial conversation with the community,or community leadership, about the "environ-ment."99
The Native American Issues ResearchTeam stated that the channels that exist for
students to report incidents of harassment ormistreatment, within or without the collegecommunity, are very intimidating for NativeAmerican students who are reluctant to takeaction through official processes. It recom-mended that an ombudsman role be createdfor a volunteer group of faculty and staff toprovide liaison with appropriate offices at thecollege in order to provide improved channelsfor reporting racist incidents at the collegeand in the community.166
Multicultural SupportAlbert Yates, president of Colorado State
University, observed that "multiculturalismis a requirement of minority students; it's anelective for the majority population." He ex-plained that minority students are forced toadapt and to assimilate into a different cul-ture when they enter college without even anestablished support system.1°1 In an observa-tion that could apply to many minority stu-dents, Ms. Rossi emphasized that somethinghas to be provided to help Native Americanstudents cope with the kinds of conflicts facedwhen they go into a place where the predomi-nant culture is so totally different from theirown. 102
Ronald Felix said that the support servicesthat Fort Lewis College provides to help in-coming minority students cope with culturaldifferences are adequate, but believes they
93 "College Picks Indian to Lead Student Body," Rocky Mountain News, Apr. 18, 1994.
94 "Fort Lewis Dumps Mascot," Rocky Mountain News, Mar. 29, 1994.
95 Transcript, p. 29.
96 Ibid., p. 18.
97 "Ending Racism in Durango," Durango Herald, Nov. 12, 1993.
98 Transcript, p. 25.
99 Ibid.
100 Native American Issues Research Team, "Improving Retention of Native American Students," Apr. 16, 1992.
101 "Culture Main Hurdle for Minorities on Campus," The Denver Post, July 12, 1992.
102 Transcript, p. 69.
28 4'
need to go a step further.103 These servicesinclude provision of the school's InterculturalCenter, which is a gathering place with a quietplace to study and where academic advisingand tutoring are provided for minority stu-dents.'" Not all faculty agree that the centerfurthers the cultural adjustment of minoritystudents. Mr. Lundquist observed that thoughblack, Hispanic, and Native American clubsprovide a place to meet others of the samegeneral background and feel comfortable,they increase the isolation of minority stu-dents and keep them from making the connec-tions they need. He believes that the minoritystudents who succeed are not the ones goingto the Intercultural Center, but those who areinvolved in the campus as a whole and instudent government.105 Mr. Felix said, how-ever, that the center does play a key role forIndian students and that many students referto it as their own internal reservation.1°6
However, Maria Samora said the Intercul-tural Center is obviously a Native Americancenter and that the Chicano students on thecampus are the "forgotten minority."107 Theo-retically, there is a separate Hispanic centerin the Student Union Building, but it has nostaff person.1°8 Ms. Samora said that if a callis made to the number listed in the phone bookfor the Hispanic center, you get the DrugPrevention Center, and if you call the Inter-cultural Center, the secretary informs the cal-
ler that the Hispanic students have yet to setup the Hispanic center.1°9 Ms. Samora be-lieves that it is not the students' responsibilityto set up a Hispanic center.110 Dr. Atencio,advisor for the Hispanic student organization,explained that, in addition to the Intercul-tural Center, Dr. Langworthy did help to cre-ate a Hispanic student center to provide tutor-ing and other support services for students,but that there were not any students whowanted it, or who needed the assistance thatit provided." He emphasized that becausethe Hispanic students who attend Fort LewisCollege are typically middle or upper classstudents, who have succeeded in high schooland met rigid college admission require-ments, and who did not identify ethnicallywith local Chicanos, they do not need support-ive services.112 He receives no response fromletters he sends inviting them to Hispanicfunctions that would provide them with suchservices.113 Table 2.2 shows that the persis-tence rates of entering Hispanic students,though somewhat lower than those for whitestudents, are indeed much better than thosefor Native Americans. After 6 years, 45.5 per-cent of Hispanic students entering with the1986 fall class still remained in school, com-pared with only 18.7 percent of Native Ameri-cans in the same entering class. As to theretention of Chicano students, Dr. Atencio
103 Ibid., p. 158.
104 Clifford Capp, acting director of the Intercultural Center, interview with William F. Muldrow, Mar. 17, 1992.
105 Transcript, p. 199.
106 Ibid., p. 159.
107 Transcript, pp. 87, 89. In a June 21, 1994, letter to William F. Muldrow, Maria Samora reported that there is nowno Hispanic center on campus, though it is mentioned in the school's catalog and listed in the phone book.
108 Clifford Capp, interview with William F. Muldrow, Mar. 17, 1992.
109 Transcript, pp. 83, 87.
110 Letter to William F. Muldrow, June 21, 1994.
111 Transcript, p. 137.
112 Ibid., p. 140.
113 Ibid., p. 137.
4929
said he has the easiest job around becausethere are no Chicano students.'"
Caring faculty members who are sensitiveto differences in culture and values among thestudent body, and ones who can serve as rolemodels, are also important to the adjustmentand success of minority students. However,data in tables 2.2 and 2.5 show that in the1992-93 academic year, there was only 1 full-time minority faculty member for every 43minority students.
Maria Samora deplored the lack of rolemodels and mentors for Chicano students oncampus. She said that the two Chicano profes-sors who are on campus understand theirculture and "give us strength . . . and hope.115She said, however, that the majority of theSpanish-speaking faculty at the college arefrom outside the United States, cannot relateto the Chicano culture, and even "negate ourlanguage by telling us we speak like hillbil-lies." She added that because of such humili-ation, Chicanos find it difficult to take classesin their native language.116 Dr. Jones agreedthat, basically, Ms. Samora was right andstated that the college is attempting to getfaculty who will serve as the kind of rolemodels that she suggested.117
Some faculty members were reported tohave demonstrated a lack of understanding ofthe differences that exist among the variousracial and ethnic groups on campus, but oth-ers to have demonstrated gross insensitivityto the culture and values of these groups. Mr.Capp underscored what he believes to be the
need for the college to develop a better senseof cultural awareness by every nonminoritymember of the college campus faculty andstudent alike.118 Ron Felix was frustrated andoffended because some college administratorsfail to consider, or are unaware of, the culturaland tribal differences among Native Ameri-can students. He said, for example, that forpurposes of financial aid, the office classifiedhim as a NavAjo until he protested he was amember of the Papago Tribe.119 WilliamBolden, director of housing, recalled anotherexample of insensitivity in the discourtesyshown to a visiting minority lecturer who hadbeen invited to the campus to speak on cul-tural diversity. Before she had finished herpresentation, a white faculty member startedwriting on the black board and turned off thelights to start a movie.129
Terra Anderson, director of affirmative ac-tion, said that the task force on cultural diver-sity that she chairs describes the current fac-ulty attitude towards cultural diversity as oneof mere tolerance, and that something lessthan tolerance characterizes the student en-vironment.121 The Native American IssuesResearch Team recommended that more Na-tive American ceremonies and activities beincorporated into the general framework ofthe college, and that cross-cultural sensitivitytraining and communication for all facultyand staffbe made mandatory.122 However, Dr.Jones said that the provision of cultural sen-sitivity training for faculty is difficult because,
114 Ibid.
115 Transcript, p. 83.
116 Ibid., pp. 83, 86.
117 Ibid., p. 91.
118 Ibid., p. 187.
119 Ibid., p. 159.
120 Ibid., p. 207.
121 Ibid., p. 231.
122 Native American Issues Research Team, "Improving Retention of Native American Students," Apr. 15, 1992.
5030
though it is critical, it can look patronizing,and some of the senior faculty are resistant.123
Ms. Rossi suggested that cultural supportshould also be provided for Native Americanstudents by including in the regular curricu-lum more on the history, achievements, andtraditions of Native Americans.124 TheresaBurns-Gutierrez, director of the Indian Stu-dent Service at the University of ColoradoDenver, emphasized the importance of teach-ing from a variety of cultural viewpoints bysaying:
It is hard to remain motivated about subjects thatonly teach one history and one voice. There are somany cultures which have contributed to this soci-ety and to the world; however, oftentimes studentsonly receive the teachings of the Eurocentric per-spective. It is even more frustrating when thisperspective directly contradicts the teachings youhave learned from your family and your people. Ittells a student that what you have learned is notonly illegitimate but it is wrong as wel1.125
Dr. Jones was pleased with two FLC pro-jects that will incorporate the Eastern/Orien-tal world view and the Native American wayof looking at the universe into a general stud-ies curriculum for all students. He believes itis critical for students to be able to see andappreciate the value of other viewpoints.126Mr. Felix suggested that courses should alsobe provided that help to prepare Native Amer-ican students to serve in their own communi-ties. Specifically, he mentioned that social is-sues and methodology taught at the college do
not apply to a reservation situation.127 He saidthat though the school does offer a wide vari-ety of subjects, the classes depend heavilyupon Indian students themselves for multi-cultural input, rather than having minorityfaculty or others who are qualified to provideit.128
Academic Support andRemediation
Robert Lundquist, director of the LearningAssistance Center at FLC, reported that thenumber one problem for students who do notcomplete a college degree is a lack of academicpreparation. The gap between high school andcollege, he said, is becoming wider every year.He reported that, nationally, in 1965 it wasexpected that 80 percent of incoming fresh-men would graduate in 4 years and in 1992,that figure was down to 30 percent.129
Lack of academic preparation, Mr. Lundqu-ist observed, is not just a minority problem.139All students who come to FLC are given mathand English placement exams, and he saidthat 46 percent of entering freshmen do notqualify for college algebra, and 25 percent donot qualify for freshman composition, figuresthat are close to those nationally. Nationwide,40 percent of incoming freshmen do not qual-ify for algebra and 23 percent do not qualifyfor composition.131 At FLC, those studentswho fail to qualify in these two subjects areplaced in developmental courses, though"some slip through the cracks."132
123 Ibid., p. 92.
124 Transcript, pp. 71-72.
125 Presentation to the Colorado Advisory Committee to the U. S. Commission on Civil Rights., Dec. 15,1993.
126 Ibid., pp. 76-77.
127 Ibid., p. 158.
128 Ibid., pp. 161-62.
129 Ibid., p. 192.
130 Ibid., p. 197.
131 Ibid., pp. 193,194.
5131
Mr. Lundquist said that the average highschool graduate has written only two papersover the course of a high school career, and"the longest is three pages."133 The averagestudent who makes As and Bs in high schoolis only required to study 1 to 5 hours a weekmaximum, he said, but in college, the averagecollege freshman needs to study between 15and 20 hours per week. The transition pres-ents acute difficulties, he believes, becausemany high school students who have no con-cept of how to manage time are thrown into anenvironment where they have classes from 3to 6 hours a day and then must budget theirfree time to include an adequate number ofstudy hours.'"
Inadequate academic preparation is a spe-cial problem for many minority students. Clif-ford Capp, who was brought to the college in1970 to teach mathematics and work withIndian students, and still has that assignmentas a primary function, said the primary causefor Native American students dropping out isrelated to their lack of skills and preparation,chiefly in English and mathematics.135 JohnCondie, director of Minority Access to Re-search Careers (MARC), a program at FLCdesigned to encourage minority students toenter research careers, also observed that Na-tive American students have very poor prepa-ration in math and science. He related a re-cent conversation with a Navajo student whotold him that students are not encouraged totake math and science in the reservationschools, and she was completely at sea in
those two subjects when she came to col-lege.' Mr. Capp also asserted that studentscoming in from the reservation schools are notas academically prepared as Native Americanstudents from other schools. Mr. Lundquistalso deplored the lack of quality educationNative American students receive in reserva-tion schools. He cited the example of one suchstudent who was her high school class valedic-torian, but had to be placed in developmentalclasses when she entered college.137 He be-lieves that the problem is not one the collegeis able to deal with directly, but must be dealtwith in long-range planning by encouragingthe reservation schools to improve the educa-tion provided for their students.'"
Dr. Atencio said that the approximately150 Hispanic students enrolled at FLC, whoare typically middle and upper income stu-dents from the Denver metro area, have metthe full academic admission requirements ofthe college, indicating that they succeeded inhigh school, and therefore do not need the kindof academically supportive program thatother minority groups may require.135 He em-phasized the need to recruit Hispanic stu-dents from the more rural areas who do needsupportive help, and who now go to AdamsState College because they can enroll withlower academic requirements.145
The surveys of former Navajo students andcurrent minority students conducted between1987 and 1990 suggested that inadequate ac-ademic preparation is a problem for some, andthe most frequent suggestion made was for
132 Robert Lundquist, interview with William F. Muldrow, Oct. 29, 1992.
133 Transcript, p. 194.
134 Ibid.
135 Ibid., p. 179.
136 Ibid., pp. 224-25.
137 Interview with William F. Mulcirow, Oct. 29, 1992.
138 Transcript, p. 183.
139 Ibid., pp. 139-40.
140 Ibid., p. 140.
5232
improved instruction through more tutoring.Remedial courses, especially in writing, and aslower pace in existing courses were also re-quested."' The Native American Issues Re-search Team, noting that inadequate prepara-tion will continue to be a problem in the nearfuture, recommended a precollege summerprogram for Native Americans in math, En-glish, and study skills.'"
FLC does have in place precollege summerprograms and tutorial programs, as well asremedial academic programs in English,mathematics, and study skills for incomingstudents. A major grant from the HowardHughes Medical Institute finances summerprograms at the college, especially to preparestudents for careers in the sciences. This pro-vides a valuable foundation for minority stu-dents, especially to Navajo students who arenotably lacking in the sciences, for entranceinto the MARC program at the college underthe direction of John Condie.1"
The AISES summer conference and enrich-ment program under the direction of Dr. El-Hakim, with a grant from the National Sci-ence Foundation, is meant to encourage andprepare Native American junior high, highschool, and college students for seeking ca-reers in engineering, mathematics, and thesciences. The Peer Advisory Program spon-sored by AISES also provided tutoring andadvising for Native American freshman.1"
Tutors, who are, themselves, students re-ceiving academic credit for their work, arealso supplied upon request. About 15 percentof student tutors are minorities.'" Mr.Lundquist said, however, that the use of tu-tors carries a stigma with it, with the resultthat many of the students who really need theassistance do not request it. Most studentswho request tutoring, he said, are making Csand want to get Bs.148
Students who are deficient in mathematicsor English are placed in developmentalclasses, which can be requested by any stu-dent."' Mr. Lundquist said, however, that tobe placed in a remedial class is a severe blowto a student's ego. Dr. Condie agreed, and saidthere is resistance to some developmentalcourses because, regardless of what you callthem, such courses are remedial and label thestudent.' As a result, students, especiallyminority students, fail to request assis-tance.'" Dr. Condie said that some studentscannot get through freshman biology withouthelp, but the problem, he believes, would bebetter addressed at the high school level, oreven in the elementary school level, than atthe college leve1.150 Mr. Lundquist said thereis further resistance to taking developmentalcourses because the Colorado Commission onHigher Education does not allow 2- or 4-yearcolleges to offer credit toward a degree for
141 Roger Peters, director of assessment at Fort Lewis College, "How Minorities See a College."
142 Native American Issues Research Team, "Improving Retention of Native American Students," Fort Lewis College,Apr. 15, 1992.
143 Dr. William C. Langworthy, Transcript, p. 20; and Dr. John Condie, interview with William F. Muldrow at FortLewis College, Oct. 30, 1992.
144 Dr. William C. Langworthy, Transcript, p. 20; and Dr. Omnia El-Hakim, Ibid., pp. 125-26.
145 Robert Lundquist, Transcript, p. 197.
146 Ibid., pp. 197-98.
147 Robert Lundquist, interview at Fort Lewis College with William F. Muldrow, Oct. 29, 1992.
148 Transcript, p. 225.
149 Robert Lundquist, interview at Fort Lewis College with William F. Muldrow, Oct. 29, 1992.
150 Transcript, p. 225.
3353
such courses, and thus they are seen as unpro-ductive.151
Financial ConcernsThe reduced availability of financial aid is
cited above as the primary reason why low-in-come students, many of whom are racial andethnic minorities, are unable to pursue orcomplete a college education. It is expensiveto go to college. Jeff Ball, 1992-93 studentbody president at FLC, noted that an import-ant factor in the retention of students is thecost of education.152 At FLC, tuition, room andboard, health insurance, and mandatory feesfor in-State students who are going to schoolfull time cost a total of $5,941 per year (table2.6). Out-of-State students must pay $10,689.This does not include other costs such asclothes, transportation, and recreation. Thesefigures reflect a 7.9 percent increase in roomand board costs, and 2.0 percent increase intuition over the previous year.153
At FLC, the tuition waiver for NativeAmerican students required by law is a bighelp for some of them. Ronald Felix, for exam-ple, said that if it had not been for the tuitionwaiver he would not be in school.154 Thewaiver has caused resentment by some non-Indian students who do not understand thepolicy or its historical basis, and who conse-quently believe that Native American stu-dents are getting an undeserved free ride. TheNative American Issues Research Team rec-ommended that when this issue arises, the
administration should respond positively byexplaining the policy and the historical basisfor it.155
Tuition is only a fraction of the cost of goingto college. Even with the tuition waiver, in the1993-94 school year, it costs Native Americanstudents, either in State or out of State, $4,491for room, board, insurance, and fees in addi-tion to transportation, clothes, and othercosts. Native Americans, like other students,may be eligible for other financial help fromFederal or school funds. Also, some tribesprovide financial help to their students, somemore generously than others.' Ms. Rossisaid, however, that some college financial aidoffices jump to the conclusion that NativeAmerican students do not need any other fi-nancial as sistance.157 Mary Jean Moseley saidthat financial aid offices have a tendency,when they see a tribal person applying, to say,"Oh well, we don't have to worry about Federalfunds or anything of that sort because thetribes are rich, and they can take care ofthem."158 This places Indian students at a realdisadvantage if they come from tribes that donot automatically pick up payments for theirmembers.159
Even when scholarship money is suppliedby the tribes, two problems are frequentlyencountered by the studentlate arrival ofthe funds provided and difficulty with man-agement of the money received. Typically, themoney goes from the tribe to the financial aidoffice and eventually to the comptroller, but it
151 Ibid., p. 196.
152 Ibid., p. 139.
153 Colorado Commission on Higher Education, 1993-94 Student Costs at Colorado Public Colleges and Universities,December 1993, tables 1 and 8.
154 Transcript, p. 160.
155 "Improving Retention of Native American Students," Native American Issues Research Team, Apr. 15, 1992.
156 Eugene Naranjo, executive director of the Southern Ute Tribe, Transcript, pp. 49-50.
157 Transcript, p. 80.
158 Ibid., p. 61.
159 Ibid., p. 80.
54
34
TA
BLE
2.6
Exp
ense
s fo
r F
ull-T
ime
Und
ergr
adua
te S
tude
nts
at F
ort L
ewis
Col
lege
and
Ada
ms
Sta
te C
olle
ge, 1
993-
94 A
cade
mic
Yea
r
Tui
tion
Man
dato
ryH
ealth
stud
ent
Tot
alIn
-Sta
teO
ut-o
f-S
tate
Roo
mB
oard
insu
ranc
efe
esIn
-Sta
teO
ut-o
f-S
tate
For
t Lew
is C
olle
ge1,
450
6,19
81,
686
1,82
065
832
75,
941
10,6
89A
dam
s S
tate
Col
lege
1,32
04,
478
1,65
01,
750
346
355
5,42
18,
579
At F
ort L
ewis
Col
lege
, 8.5
cre
dit h
ours
con
stitu
te fu
ll-tim
e en
rollm
ent,
and
atS
ourc
e: C
olor
ado
Com
mis
sion
on
Hig
her
Edu
catio
n, 1
993-
94 T
uitio
n an
d F
ees
Ada
ms
Sta
te C
olle
ge, 1
0 cr
edit
hour
s ar
e co
nsid
ered
full-
time.
at C
olor
ado
Pub
lic C
olle
ges
and
Uni
vers
ities
, Dec
embe
r 19
93.
5655
can be as long as 2 or 3 weeks after registra-tion before the money arrives.166 Tribal fund-ing is notorious for arriving late.161 Many Na-tive American students arrive in Durangowithout enough money to acquire text-books.162 To deal with this problem at FLC,the Native American Issues Research Teamrecommended a voucher system that wouldallow students to purchase books, or receiveshort-term loans, until tribal scholarship andFederal grant funds arrive.163 Fort Lewis Col-lege now has such a system, which permitsstudents to charge their books against finan-cial aid awards.'" School policy also allowsthe financial aid office to be more flexible inthe application of deadlines and the housingoffice to be more flexible in its operation.166
Management of money after it is receivedis also a major problem for some students.166Ms. Rossi said that some students need helpin knowing what to do when suddenly theyhave 4 months worth of money at one partic-ular time and have never been in that situa-tion before.167 Merchants of Durango love thefirst part of a term, Mr. Lundquist said. "Stu-dents take the financial aid money, buy some-thing neat, it's gone, and they withdraw from
school."168 He said no one takes the time tohelp the students understand money manage-ment.166 He believes that the administrationshould make every effort to assist students inmanaging money and suggests that before anystudent receives a financial aid check, thatstudent, assisted by the financial aid office ifnecessary, should be required to submit abudget showing how the money is to beused.170
Housing and TransportationHousing is a concern for Native American
students, as it is for all students. There isinsufficient campus housing to accommodateall students, so some must seek housing in thecommunity.171 Related to housing concernsare possible problems of transportation. Manystudents do not have transportation, either touse in looking for off-campus housing, or forgetting back and forth to schoo1.172
On-campus students are assigned roomsrandomly, but they have the opportunity tomove if they wish." Mr. Bolden believes suchrandom placement, and the mixing of stu-dents that results, works very wel1.174 TedBryant believes, however, that it is important
160 Lee Briggs, Transcript, p. 55.
161 Clifford Capp, Transcript, p. 184.
162 William C. Langworthy, Transcript, p. 30.
163 "Improving Retention of Native American Students," Apr. 15, 1992.
164 Clifford Capp, Transcript, p. 184.
165 Joel Jones, Transcript, p. 29.
166 Robert Lundquist, Transcript, p. 198.
167 Transcript, p. 70.
168 Ibid., p. 198.
169 Ibid.
170 Ibid. p. 202.
171 William Bolden, Transcript, p. 216.
172 Yolanda Rossi, Transcript, p. 70; and Ronald Felix, Transcript, p. 160.
173 William Bolden, Transcript, p. 215.
174 Ibid., p. 216.
5736
to make room assignments for Native Ameri-can students together or next door, especiallyduring their first critical exposure to theschool and away from the reservation.176
Looking for housing off campus can be es-pecially difficult for Native American stu-dents who have never had the experience ofhaving to look at ads, knock on doors, andmake deposits.176 Mr. Bolden intimated thatsome Native American and black studentshave difficulty in obtaining off-campus rentalsbecause of their race, but on the other hand,he said, white and Japanese students alsohave problems. He said that the off-campushousing office has begun to investigatecharges by students of racially motivatedtreatment.177
Noting that transportation and housing is-sues arise again and again as major problemsfor Native American students, the NativeAmerican Issues Research Team made a num-ber of recommendations to ameliorate theproblems:178
The distribution of students of colorthroughout the system, but with the pro-vision of ethnocultural activities;The offering of "how to rent" trainingsessions; and
The improvement of off-campus referralservices to match student renters andlandlords.
Career ObjectivesThough the present study did not include
research into job opportunities available forminority students after graduation, it seemsimportant to mention that such opportunitiesare necessary incentives to stay in school andgraduate. It is a concern of students that aftergraduation there are not a lot of jobs forthem.179 Mr. Naranjo said that there are notas many employment opportunities on theSouthern Ute Reservation as they would liketo have, and that his tribe is working closelywith nearby communities like Durango andFarmington to provide jobs.' For collegegraduates with degrees in fields like engineer-ing or law, as much as the tribe would like toretain them at home, the need for their ser-vices on the reservation is simply not there,and they are referred to firms or businesses inthe area.181 He said, however, that most grad-uates do get jobs somewhere, but to do so theyleave home, taking some of the most talentedpeople out of the community.182
175 Letter to William F. Muldrow, Mar. 8, 1993.
176 Yolanda Rossi, Transcript, p. 54.
177 Transcript, pp. 216-17.
178 "Improving Retention of Native American Students," Apr. 15, 1992.
179 Eugene Naranjo, Transcript, p. 60.
180 Ibid.
181 Ibid., p. 61.
182 Ibid.
5837
3. Adams State College
College History, Setting, andAffirmative Action Policy
Adams State College (ASC), named afterWilliam "Billy" Adams, a former Statesenator and Governor of Colorado,
opened June 15, 1925, as a normal schooloffering a bachelor of arts degree in education.It maintains its role in teacher educationthroughout southern Colorado, and now offersbachelor of science, bachelor of arts, master ofarts, and associate degrees in selected pre-professional programs of study.' The collegeaffirmative action policy affirms that there isno place in its academic community for dis-crimination based on race, creed, sex, or eth-nic background. It states also that it will useits influence to discourage such discrimina-tion on the campus and in the community.2
The college is located in Alamosa, Colorado,and situated in Alamosa County in the SanLuis Valley, a largely rural area the size of theState of Connecticut. Alamosa County andfour contiguous counties (Conejos, Costilla,Huerfano, and Rio Grande) have a total pop-ulation of 41,039 which is 47 percent Hispa-nic.3 It is also in the proximity of Native Amer-ican populations in northern New Mexico,Colorado, and Arizona. Economically, the SanLuis Valley is one of the more impoverishedareas in the United States.4 Only 30 to 35
percent of the high school graduates go on tocollege, with an even lower number of thosewho are Hispanic continuing in higher educa-tion.6
Enrollment, Persistence, andGraduation Rates
Total enrollment at ASC has grown stead-ily through the years and, in 1992, was about2,500 students.6 As seen from data in table3.1, the proportion of minority students en-rolled at ASC has varied little since 1985,remaining within three points of 30 percent.The number and proportion of Native Ameri-can, black, and Asian students is quite small,with little noticeable pattern of changethrough the years, except that there has beena small but steady increase in the proportionof Native Americans in the student body. Byfar, the largest minority group at ASC isHispanic, which has remained consistentlyclose to 25 percent of the student body sinceat least 1985. This proportion is considerablybelow that of the 47 percent Hispanic popula-tion in the general area, but double the 12.9percent Hispanic representation in the State'stotal population (table 1.8).
As well as being the predominant minoritygroup on campus, Hispanic students also havethe highest persistence rate as shown in table
1 Adams State College, General Catalog; 1990-1992, p. 9.
2 Ibid., p. 29.
3 Bureau of the Census, 1990 Census of the Population, Summary of Population and Housing Characteristics:Colorado, Publication 1990 CP H-1-7, table 3, pp. 18-27.
4 Transcript of the proceedings of the Colorado Advisory Committee to the U.S. Commission on Civil Rights fact-finding meeting held in Durango, CO, Mar. 4,1993 (hereafter cited as Transcript), Lawrence Gomez, dean of studentaffairs, Adams State College, p. 32.
5 Ibid., pp. 32-33.
6 Lawrence Gomez, Transcript, p. 45.
5938
TA
BLE
3.1
Und
ergr
adua
te S
tude
nt E
nrol
lmen
t at A
dam
s S
tate
Col
lege
by
Rac
e an
d E
thni
city
, Fal
l Sem
este
rs 1
985-
1991
1985
1986
1987
1988
1989
1990
1991
No.
%N
o.%
No.
%N
o.%
No.
%N
o.%
No.
%
Nat
ive
Am
er.
140.
815
0.8
221.
229
1.4
341.
634
1.6
492.
2N
on-H
isp.
bla
ck39
2.3
412.
336
1.9
482.
433
1.6
492.
243
2.0
Asi
an13
0.8
181.
020
1.1
221.
128
1.3
251.
111
0.5
His
pani
c44
526
.746
025
.345
124
.045
622
.549
723
.851
423
.557
726
.1T
otal
min
oriti
es51
130
.653
429
.452
928
.155
527
.459
227
.862
228
.568
030
.8N
on-H
isp.
whi
te1,
150
68.9
1,27
170
.01,
340
71.2
1,46
172
.01,
518
71.4
1,55
271
.01,
518
68.7
Non
res.
alie
n9
0.5
100.
613
0.7
120.
615
0.7
120.
612
0.5
Tot
als
1,67
010
0.0
1,81
510
0.0
1,88
210
0.0
2,02
810
0.0
2,12
510
0.0
2,18
610
0.0
2,21
010
0.0
Sou
rce:
Way
ne F
arle
y, d
ean
of a
cade
mic
ser
vice
s, A
dam
s S
tate
Col
lege
,O
ct. 3
0, 1
992.
6160
3.2. For example, 51.8 percent of Hispanicstudents in the fall entering class of 1986remained in school at ASC after 4 years, orhad transferred and were enrolled elsewherein Colorado, a figure slightly exceeding thatfor white students and much higher than anyother racial or ethnic group. Lawrence Gomez,dean of students, said that approximately 60percent of the freshman class at ASC returnsafter the first year, and approximately 41percent stay until graduation. He reportedthat this compares with 40 percent nation-wide who stay until graduation. The retentionrates for minority and Caucasian students arequite comparable at ASC, about 1 percentlower for minorities than for Caucasians.7
Mr. Gomez stated that when students en-roll at ASC, the school's particular concern isthat they end up being graduates. Each fresh-man is given a facsimile degree to hang on thewall and asked to say each morning, "I am oneday closer to receiving that goal."8 He ex-pressed pleasure that graduation rates forminorities compare favorably with their pro-portion in the student population. However,data in tables 3.1 and 3.4 show that in mostyears, the proportion of minority graduates isbelow their percentage in the student body.The year-2000 minority graduate rate goal setfor ASC by the Colorado Commission onHigher Education is 21.7 percent (table 1.12),a figure which ASC has consistently exceededsince 1989 (table 3.4). Table 3.3 also showsthat, as is true statewide and across the Na-tion, only a small percentage of students atASC graduate within 4 years, or even 6 years.The percentage of minority students who fin-ish within this time is even smaller. Tables1.10 and 3.3 show some comparisons between
graduation rates at ASC and at Colorado pub-lic institutions of higher education for theState as a whole. For example, at ASC, 17.2percent of all first-time, full-time students inthe entering class of 1986 graduated within 4years, but only 4.8 percent of Hispanic stu-dents in that class did so. These figures forASC compared with 19.8 percent for all stu-dents who graduated within 4 years statewideand 10.7 percent for Hispanic studentsthroughout the State who graduated withinthis time. Hispanic students in the enteringclass of 1987 at ASC did much better than inthe entering class of 1986. In that class, thepercentage of Hispanic students at ASC whograduated in 4 years increased to 11.4 per-cent, exceeding the figure of 10.6 percent forHispanic students in that class statewide whograduated in 4 years. In succeeding classes,4-year graduation rates of Hispanic studentsat ASC continually increased, so that for theentering class of 1989, the rate was 13.4 per-cent, exceeding that for white students at ASCand for Hispanic students in institutionsstatewide.9 Numbers of black, Asian, and Na-tive American students enrolled, and of thosewho graduated, are too small to make validcomparisons.
Student RecruitmentWayne Farley, dean of academic services,
said that ASC takes an aggressive approachto recruitment and makes a special effort tomaintain statewide representation by seekingstudents from throughout the State, but italso targets out-of-State cities such as Albu-querque and Phoenix. 19. ASC school adminis-trators meet annually to discuss recruitment
7 Transcript, p. 47.
8 Ibid., p. 34.
9 In a June 21, 1994, letter to William F. Muldrow, Dean Lawrence Gomez noted that statistics for minority studentsare more impressive after the fourth year. He said that Hispanic students, of whom nearly 100 percent requirefinancial assistance, typically cannot complete a baccalaureate degree within a 4-year period because of financialobligations, not only for their education, but also for their families.
10 Interview with William F. Muldrow, Oct. 30, 1992,
6240
TA
BLE
3.2
Per
sist
ence
/Com
plet
ion
Rat
es fo
r F
irst-
Tim
e, F
ull-T
ime
Stu
dent
s E
nter
ing
Bac
helo
r P
rogr
ams
at A
dam
s S
tate
Col
lege
'
EN
TE
RIN
G F
AL
L C
LA
SS19
8619
8719
88
Tot
al n
o.Pe
rcen
t aft
erT
otal
no.
Perc
ent a
fter
Tot
al n
o.Pe
rcen
t aft
erE
thni
city
stud
ents
4 yr
s.5
yrs.
6 yr
s.st
uden
ts 4
yrs
.5
yrs.
6 yr
s.st
uden
ts4
yrs.
5 yr
s.6
yrs.
Bla
ck10
20.0
10.0
10.0
Nat
ive
Am
eric
an10
40.0
30.0
40.0
Asi
an4
25.0
0.0
25.0
His
pani
c83
51.8
45.8
49.3
Whi
te25
851
.253
.153
.1A
ll236
549
.949
.050
.4
530
.060
.010
30.0
30.0
862
.537
.588
40.9
43.2
295
53.9
52.2
409
50.4
49.4
Per
sist
ence
/com
plet
ion
rate
s in
clud
e st
uden
ts w
ho w
ere
still
enr
olle
d at
Ada
ms
Sta
teC
olle
ge o
r so
me
othe
r C
olor
ado
publ
ic in
stitu
tion
of h
ighe
r ed
ucat
ion,
or
who
com
plet
ed th
eir
bacc
alau
reat
e de
gree
.
-11
19.2
1020
.08
87.5
6352
.432
753
.542
251
.9
2 T
otal
s fo
r al
l stu
dent
s in
ent
erin
g fa
ll cl
asse
s in
clud
es th
ose
who
se r
ace/
ethn
icity
was
not r
epor
ted,
and
non
resi
dent
alie
ns.
Sou
rce:
Com
pile
d fr
om in
form
atio
n pr
ovid
ed b
y th
e C
olor
ado
Com
mis
sion
on
Hig
her
Edu
catio
n, J
anua
ry 1
994.
TA
BLE
3.3
Gra
duat
ion
Rat
es fo
r F
irst-
Tim
e, F
ull-T
ime
Stu
dent
s E
nter
ing
Bac
helo
r P
rogr
ams
at A
dam
s S
tate
Col
lege
'
EN
TE
RIN
G F
ALL
CLA
SS
1986
1987
1988
1989
Tot
al n
o.E
thni
dty
stud
ents
Perc
ent a
fter
4 yr
s. 5
yrs
. 6 y
rs.
Tot
al n
o.st
uden
tsPe
rcen
t aft
er4
yrs.
5 yr
s.6
yrs.
Tot
al n
o.st
uden
tsPe
rcen
t aft
er4
yrs.
5 yr
s. 6
yrs
.T
otal
no.
stud
ents
Perc
ent a
fter
4 yr
s. 5
yrs
. 6 y
rs.
Bla
ck10
10.0
10.0
10.0
50.
040
.040
.011
0.0
18.2
-7
14.3
-N
ativ
e A
mer
.10
10.0
20.0
30.0
100.
020
.020
.010
0.0
20.0
-8
--
Asi
an4
--
-8
12.5
37.5
37.5
825
.062
.5-
922
.2-
His
pani
c83
4.8
22.9
32.5
8811
.425
.033
.063
11.1
27.0
-75
13.4
-W
hite
258
22.1
38.7
42.2
258
16.6
34.3
41.7
327
25.0
30.3
-32
811
.9-
AII2
365
17.2
33.4
38.4
409
14.9
32.0
39.2
422
13.7
29.7
-43
212
.3-
-In
clud
es s
tude
nts
who
tran
sfer
red
to o
ther
inst
itutio
ns b
efor
e re
ceiv
ing
thei
r de
gree
.S
ourc
e: C
ompi
led
from
info
rmat
ion
prov
ided
by
the
Col
orad
o C
orm
issi
on o
n H
ighe
r2
Tot
als
for
all s
tude
nts
in e
nter
ing
fall
clas
ses
incl
udes
thos
e w
hose
rac
e/et
hnic
ity w
asE
duca
tion,
Jan
uary
199
4.no
t rep
orte
d, a
nd n
onre
side
nt a
liens
.
6 4
TA
BLE
3.4
Bac
helo
r G
radu
ates
at A
dam
s S
tate
Col
lege
by
Rac
e an
d E
thni
city
, 198
3-19
92'
Bla
ckN
ativ
eA
mer
ican
Asi
anH
ispa
nic
Nam
es.
alie
nA
Im
itorit
ies2
Whi
teT
otal
No.
%N
o.%
No.
%N
o.%
No.
96N
o.96
No.
%N
o.%
1983
83.
60
0.0
20.
944
19.6
10.
455
24.4
170
75.6
225
100.
019
846
2.9
00.
00
0.0
5023
.92
1.0
5827
.815
172
.320
910
0.0
1985
10.
50
0.0
00.
040
19.1
10.
542
20.0
168
80.0
210
100.
019
864
1.8
00.
01
0.5
4922
.50
0.0
5424
.816
475
.221
810
0.0
1987
31.
40
0.0
00.
047
21.6
20.
952
23.9
166
76.2
218
100.
019
884
1.7
10.
41
0.4
3715
.80
0.0
4318
.419
181
.623
410
0.0
1989
103.
70
0.0
20.
764
23.4
20.
778
28.4
197
71.6
275
100.
019
901
0.4
31.
06
2.1
6020
.82
0.7
7225
.021
675
.028
810
0.0
1991
31.
21
0.4
20.
866
26.2
20.
874
29.4
178
70.6
252
100.
019
926
2.2
62.
20
0.0
4416
.24
1.5
6022
.321
277
.927
210
0.0
'Tot
al o
f sum
mer
, spr
ing,
and
fall
sem
este
rs.
Sou
rce:
Way
ne F
arle
y, d
ean
of a
cade
mic
ser
vice
s, A
dam
s S
tate
Col
lege
, Oct
.2
Incl
udin
g no
nres
iden
t alie
ns.
30, 1
992.
66
65
strategy." Special emphasis is placed onminority recruitment in high schools withinthe region, as well as in Indian populations ofnortheastern Arizona, southwestern Colo-rado, and northern New Mexico.12 Mr. Gomezsaid that because ASC does not have all of thewonderful surroundings of other Colorado in-stitutions to attract minority students, it mustassure that this is compensated for by beingreceptive to their needs.° A more intensiverecruitment effort is conducted in the SanLuis Valley than elsewhere. As part of thiseffort, meetings are held in school districtsand information supplied on admissions andscholarships. Followup is conducted with stu-dents who express interest at these meet-ings.14
ASC low-income and minority recruitmentefforts are also affected by the school's use ofthe admissions "window," through which theCCHE allows up to 20 percent of students tobe admitted under standards that are lowerthan those normally required. ASC uses thewindow for only 8 to 10 percent of the studentsit admits, because it requires students fromthe rural San Luis Valley area, who may beunable to meet normal academic require-ments, to seek a place in its 2-year collegeprogram, or to attend a community collegeelsewhere, before applying later for the ASC4-year bachelor program when their academicqualifications allow it.15
Despite local recruitment efforts, fewerthan 35 percent of ASC students come from
the San Luis Valley.16 However, over 60 per-cent of the school's students come from ruralareas and small towns. Eighty-two percent ofthose enrolled are Colorado residents, and 18percent are from out of State, including 11percent from New Mexico. Most of the restcome from the surrounding States with a fewfrom other parts of the country.17 Many stu-dents who enroll at ASC come expecting totransfer to larger institutions to complete pro-fessional degrees in such areas as medicine,law, nursing, engineering, and agriculture.
Special effort is made to contact parents inthe recruitment effort to help them under-stand the benefits of education for their chil-dren and to inform them of the support systemavailable to their sons and daughters.19 Tworetreats are held during the summer to whichparents and students are invited to live in theresidence halls, eat the school's food, and meetthe faculty and administrators.19
A mother-daughter program sponsored bythe college and designed for both recruitmentand retention purposes has been highly suc-cessful. The mother and daughter movethrough the system together as a team, help-ing each other, and this has created a positivechange in the attitudes both have toward theireducation."
Financial ConcernsMr. Farley deplored what he called the
"deterioration of Federal financial aid of
11 Ibid.
12 Ibid.
13 Transcript, pp. 34-35.
14 Ibid.
15 Wayne Farley, telephone interview with William F. Muldrow, June 13, 1994.
16 Lawrence Gomez, Transcript, p. 45.
17 Ibid.
18 Ibid., pp. 35, 36.
19 Ibid., p. 37.
20 Wayne Farley, interview Oct. 30, 1992; and Lawrence Gomez, Transcript, p. 34.
67 43
students from grants to loans."21 Like all pub-lic institutions of higher education in Colo-rado, it is expensive to attend ASC. Data intable 2.6 shows that for in-State students,tuition, room and board, health insurance,and mandatory fees amount to $5,421 for thecurrent year. In the 1991-92 academic year,books and supplies, personal expenses, andtransportation added another $2,256.22 Andthe cost of going to school at ASC normallyincreases at the rate of 4 to 7 percent eachyear.23
Over 80 percent of ASC students requirefinancial aid and over the 4- to 6-period, orlonger, that it takes most students to gradu-ate, a substantial debt load can be incurred.24The majority of minority students at ASC arefirst generation college students, and it isdifficult for their parents to consider the accu-mulation of such a heavy debt by the timetheir children finish their studies. DeanGomez said that, in speaking with parentsabout their children going to college, manypoint out to him that by the time their son ordaughter finishes an undergraduate degree,they will have a greater debt than their par-ents do. "It is a hard line to sell," he said.25Dean Farley said the cruel irony of it is thatstudents who drop out before graduation stillhave the debt, but with less chance of repayingit than if they had received a degree. 26 Fur-
thermore, the paperwork involved in applyingfor any financial aid is extensive. The enor-mous amount of effort required to qualify isvery frustrating to students. To add to thefrustration, the application may be delayedbecause parents have not filed their incometax returns on time, a task with which theymay need some help themselves.27
Student Support SystemsMr. Gomez said that, despite success in
minority recruitment and retention, whichare both seen as part of the same process, ASChas no magic formulas.28 The message is con-veyed to incoming students that, once re-cruited, they are expected to graduate.29Many students come from rural areas that arespecifically targeted in recruitment efforts,and Mr. Gomez said that such incoming stu-dents often need extensive support services.30Experience has shown that unless the needsof students, especially minority students, aretaken care of during the first or second weekof the school year, they will leave.31
ASC is surrounded by Hispanic communi-ties where families are encouraged to sharetheir homes and add to the comfort level ofstudents during these critical first 2 weekswhen they may be homesick.32 Mr. Gomezsaid that the living environment is critical tothe retention of minorities and that the school
21 Interview Oct. 30, 1992.
22 "Student Financial Aid: A Guide for New Students," Adams State College, 1992-93.
23 Ibid.
24 Lawrence Gomez, interview with William F. Muldrow, Oct. 30, 1992.
25 Transcript, p. 35.
26 Interview with William F. Muldrow, Oct. 30, 1992.
27 Lawrence Gomez,. Transcript, p. 37.
28 Transcript, pp. 31-32.
29 Ibid.
30 Lawrence Gomez, interview with William F. Muldrow, Oct. 30, 1992.
31 Lawrence Gomez, Transcript, p. 39.
32 Ibid., p. 29.
44 68
has strict policies against harassing studentsbecause of their racial or ethnic background.He said that racial incidents on campus areextremely rare.33
ASC makes known that it is the duty ofeveryone in the entire institution to assumethat students are respected and cared for."The role of the faculty in retention efforts isespecially emphasized.35 Mr. Gomez said,however, that the school does not have a suf-ficient number of minority faculty membersfor the number of minority students on cam-pus. Of the school's 97 faculty members, 13(13 percent) are from minority groups.36 Thistranslates to 1 minority faculty member forevery 52 minority students. Of 54 administra-tors at ASC, 17 (31 percent) are minoritygroup members.37 This amounts to 1 minorityadministrator for every 40 minority students.Despite the numbers, Mr. Gomez said thatsuccess in the retention of minority studentsis primarily due to the hard work of minorityfaculty and staff who also serve as role models.38 Teaching is stressed over research atASC and 68 percent of the faculty hold Ph.D.s.The school's motto is, "Quality education witha personal touch."39
ASC provides tutorial assistance at its Ac-ademic Enrichment Center, which is federallyfunded and designed primarily for students
33 Ibid., p. 33.
34 Ibid., p. 37.
35 Ibid.
36 Ibid., p. 44.
37 Ibid.
38 Ibid.
39 Lawrence Gomez,
40 Lawrence Gomez,
41 Ibid.
42 Lawrence Gomez,
43 Lawrence Gomez,
44 Lawrence Gomez,
45 Lawrence Gomez,
who come from low-income areas, with theneeds of minority students specifically tar-
geted.40 To avoid stigmatizing minority stu-dents, eligibility to participate in the centerhas been extended to all students.41 Not allparticipants are marginal students. Manyparticipate because they simply want to dowell. Approximately 500 students, most ofwhom are minorities, participate in the pro-gram each semester, and about 25 percent ofthose who graduate have used the center.42
There is a Native American organization oncampus, two Hispanic organizations, and twoblack organizations. Special effort is made toget minority students involved in these orga-nizations as quickly as possible.43 Mr. Gomezsaid, however, that minority students do notbunch together in these organizations, asmany Anglo and Hispanic students belong tothe Hispanic organization. The same, he said,is true of the black and Native American or-ganizations."
ASC also has an academic advisement cen-ter, that provides intensive care to minoritystudents and assigns a faculty advisor to eachof them in the beginning weeks to make surethey have an opportunity to express theirproblems.45 A policy of intrusive advising re-quires students to participate in the advisoryprogram. Mr. Gomez said that this mandate
interview with William F. Muldrow, Oct. 30, 1992.
Transcript, p. 43.
interview with William F. Muldrow, Oct. 30, 1992.
Transcript, p. 39.
interview with William F. Muldrow, Oct. 30, 1992.
Transcript, p. 29.
69 45
is resented because students want to betreated as adults, but after receiving the ser-vices they appreciate them.` A peer counsel-ing program is also in effect whereby incomingminority students are assigned to volunteerupper level minority students to guide themthrough their traumatic freshman year.47Roommates are provided "alert cards" to sendcounselors if a student displays signs of prob-lems, such as not getting out of bed, homesick-ness, absence from class, or making unduetrips back and forth to home.°
All freshman, especially minorities, areprovided an "opportunity" to visit with thedean of students in order to talk about theirpersonal needs.49 The dean also interveneswith parents to explain that the success oftheir sons and daughters in school requires
consistent class attendance, which is not pos-sible if they must miss school to help withfamily matters.50 The school's policy is to sendout midterm grades, and students with gradesbelow a C are required to visit, not only withthe professor of the particular course, but alsowith their academic advisor.51
Career counseling is mandatory at ASC forevery freshman, a majority of whom comewithout knowing what they want to do withthe rest of their lives.52 The career counselingprogram provides the opportunity to discussthis concern with another adult, plan for acareer, and receive an explanation as to therelevance of particular courses. In thesophomore year, career objectives are ex-plored further and visits made to prospectiveemployers.53
46 Ibid., p. 48.
47 Ibid. p. 32.
48 Ibid., p. 31.
49 Ibid., p. 42.
50 Lawrence Gomez, interview with William F. Muldrow, Oct. 30, 1992.
51 Lawrence Gomez, Transcript, p. 41.
52 Ibid., p. 39.
53 Lawrence Gomez, interview with William F. Muldrow, Oct. 30, 1992.
046
4. Findings and Recommendations
Finding 1Fort Lewis College has stated its determi-
nation to reflect its ethnic and regional heri-tage in its student body. Though ethnic andracial minorities make up 15 percent of thestudent body, two-thirds of them are NativeAmericans. Hispanic students account for lessthan 4 percent of the school's enrollment, andmost of these come from middle or upper in-come families and from academically eliteschools in Denver. Few Hispanic students useexisting academic support services providedby the college.
Recommendation 1.1Fort Lewis College should use the 20 per-cent admissions "window" allowed by theColorado Commission on Higher Educationto admit "at-risk" students from rural com-munities in southern Colorado that havehigh Native American and Hispanic con-centrations.
Recommendation 1.2Adequate staff should be provided for theHispanic and Native American studentcenters, and incoming high-risk studentsshould be motivated to use these and aca-demic support services provided by the col-lege.
Finding 2Fort Lewis College is well on the way to
meeting its year-2000 minority graduationrate goal set by the Colorado Commission onHigher Education. However, well over half ofthe school's minority graduation rate isachieved by its large enrollment of NativeAmericans, most of whom come from out ofState. Barely 5 percent of FLC graduates areHispanic, black, or Asian.
Recommendation 2.1Fort Lewis College should maintain its ef-forts to graduate Native Americans, andshould increase the graduation rates ofblack, Asian, and Hispanic students to
more closely match the high school gradu-ation rates of these racial and ethnic groupsin its service area, by increased enrollmentof students from these groups, and by gear-ing the school's retention support programsto their needs.
Recommendation 2.2The Colorado Commission on Higher Edu-cation should revise the minority gradua-tion rate goals set for Colorado public insti-tutions of higher education to assure thatgoals for each institution reflect the diver-sity of racial and ethnic high school gradu-ates in their service areas.
Finding 3The persistence rates, and the 4- and 6-year
graduation rates for Native Americans at FLCare below those of any other racial or ethnicgroup, and are approximately half of those forNative American students statewide. Despitecommendable retention programs im-plemented by the college, overall coordinationof these programs, and total commitment tothem by faculty and administration, is per-ceived by some faculty and students to belacking.
Recommendation 3The administration of Fort Lewis Collegeshould strongly and publicly proclaim itscommitment to the ethnic and racial diver-sity of its student body and faculty, andplace in high priority a holistic, com-prehensive, and adequately financed reten-tion program that enlists the support andhelp of the student body and the participa-tion of each individual member of the fac-ulty and staff.
Finding 4Despite commendable efforts to recruit mi-
nority faculty by FLC and notable results fromits efforts, the number of such faculty is insuf-ficient to provide the role models and sensitivesupport necessary for the success and reten-
71 47
tion of minority students. Faculty memberswho have firsthand knowledge of the languageand culture of many of their students are inshort supply, with the result that the values,culture, and history of ethnic minorities areneglected in instructional programs. Theschool has no comprehensive cultural sensi-tivity training program for faculty, and sucha program would be resisted by some facultymembers if offered.
Recommendation 4.1FLC should continue its efforts to recruitfull-time minority faculty. To partially com-pensate for their underrepresentation, itshould increase its use of part-time andvisiting faculty, especially those with ex-pertise in Hispanic and Native Americanhistory and culture.
Recommendation 4.2History, language, and social sciencecourses at FLC should include the contri-butions, diversity, and values of ethnicgroups of the southwestern United States.
Recommendation 4.3Sensitivity training in understanding theculture and values of racial and ethnic mi-nority groups within the student bodyshould be mandatory for all FLC faculty.
Finding 5The dropout rate of incoming racial and
ethnic minority students is especially highduring the first weeks of the school year, inpart because these students face severe ad-justments to culture and environment differ-ent from those in their home communities.Peer counseling and intrusive advisory andoutreach orientation programs recently begunby FLC are valuable in helping students ad-just to their new situation. However, they fallshort of meeting the special needs of manyincoming students in making the transitionfrom reservation and other rural communi-ties.
Recommendation 5.1FLC should enlarge its peer counseling andintrusive advisory programs so that all in-coming students are assigned an advisorand peer counselor at registration who take
48
the initiative in seeking out and resolvingtheir problems.
Recommendation 5.2To increase present support, FLC shouldencourage parents of high-risk studentsfrom rural areas to participate in the orien-tation and registration process, and itshould provide accommodations for thosewho do.
Recommendation 5.3To maximize the mutual support of peers,FLC should assure that the living arrange-ments of incoming students allow them freeassociation with members of their own ra-cial and ethnic groups.
Recommendation 5.4To assist Native American students fromthe reservation in making the transition tocollege, and to enable them to build self-confidence, FLC should develop short-termprograms by which academic success can berecognized within the first few weeks ofschool.
Finding 6Despite efforts by FLC to promote under-
standing and acceptance of students from allracial and ethnic backgrounds, unfortunateracial tensions and incidents manifestingovert racial prejudice surface from time totime, causing distress and discomfort formany students. There are also reports of ra-cial discrimination by landlords and busi-nesses in Durango.
Recommendation 6.1FLC should make known in the strongestpossible terms that discrimination and ha-rassment against racial and ethnic stu-dents will not be tolerated. Through itscommittee on diversity, it should continueto promote sensitivity and understandingof cultural and racial differences amongstudents and faculty. It should develop aprocess that encourages students to reportincidents of prejudice and harassment, andtake prompt action to remedy problems ofdiscrimination.
72
Recommendation 6.2FLC should take the initiative in establish-ing ongoing communication and coopera-tion with community leaders in the allevi-ation of discrimination or mistreatment ofracial and minority students in Durango.Incidents of alleged housing discriminationshould be reported promptly to the Colo-rado Civil Rights Division, or to the Officeof Fair Housing and Equal Opportunity ofthe U.S. Department of Housing and UrbanDevelopment in Denver.
Finding 7Inadequate academic preparation for col-
lege is a problem for some students from res-ervations and other rural communities whoenroll at FLC. Remedial programs providedby the college to correct deficiencies are per-ceived by some to be demeaning and stigma-tizing. Summer conferences and college pre-paratory courses offered by the school may begeared more to motivating and preparing stu-dents for scientific and research careers,rather than to rectifying academic deficien-cies. The management of study time is also aproblem for some students in making the tran-sition from high school requirements to thoseof college.
Recommendation 7.1FLC should work closely with reservationschools, and those in other rural areas, toencourage improved instruction in writing,mathematics, and other college prepara-tory courses. Where possible, and when in-vited to do so, it should provide technicalassistance in the development of relevantcurriculum and improved teaching meth-ods.
Recommendation 7.2Precollege summer programs at FLCshould be expanded, specifically to bolsterthe academic preparation of at-risk stu-dents.
Recommendation 7.3Precollege summer programs offered byFLC should include a course in study skills.A seminar on this subject should be offeredat the time of orientation for those students
who do not take advantage of the summercourse.
Finding 8Increasing costs of college, and the reduced
availability and changing nature of financialaid, present special problems for studentsfrom low-income families who are often racialor ethnic minorities. The tuition waiver forNative American students at FLC is a greatassistance to them, but not sufficient to enablemany students to attend school there. Thewaiver is a source of much misunderstandingand resentment by some non-Indian studentswho believe Native American students get afree ride. Though some Indian tribes providescholarships for their students, others providelittle or no help, yet some financial aid admin-istrators fail to distinguish the difference inlevels of support provided for Native Ameri-can students. Late payments by tribes ofscholarship money for students is a problemdealt with by FLC through a voucher system,but poor money management by some stu-dents once the money is received continues tobe a problem.
Recommendation 8.1School administrators should continuallyeducate the student body and faculty re-garding the historical and legal back-ground of the Native American tuitionwaiver and the important place it has in theeducation of Native American students.
Recommendation 8.2A seminar in money management duringthe orientation program and the submis-sion of an annual financial budget shouldbe required of all FLC students who receivefinancial assistance.
Finding 9Foreseeable opportunities to use their col-
lege education in getting a job on the reserva-tion or elsewhere is an important factor inmotivating Native American and other stu=dents to attend college and continue to gradu-ation.
Recommendation 9.1FLC should make career counseling man-datory for all incoming students, with such
7349
a program continuing throughout thestudents' academic careers.
Recommendation 9.2In cooperation with Indian tribes, govern-mental agencies, and private business en-
50
terprises, FLC should develop and sponsora summer internship program to enablestudents to explore and gain work experi-ence in line with their career interests.
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