Chapter 25: Applying an Engagement, Retention, and Advancement Model for Administrators of Color in Higher and Postsecondary Education

For those involved in some aspect of higher and postsecondary education, it is clear that American colleges and universities face many challenges and struggles with diversifying their administrative workforce. In 2011, approximately 28.0% of full-time administrators in higher and postsecondary education, specifically at Title IV institutions, were people of color, while the remaining 72.0% were White (U.S. Department of Education, 2011–12). While at the same time, students of color constituted approximately 39.0% of the student body (U.S. Department of Education, 2012). An even closer look at college and university presidents showed that in 2011, people of color held 13% of these positions (American Council on Education, 2012). Consequently, students of color are hard pressed to find role models and mentors who share similar backgrounds and characteristics in decision-making and/or administrative positions at their respective institutions. If the disproportionate racial composition of administrators is ignored, higher and postsecondary students can potentially face emotional and academic consequences. By increasing and maintaining a robust and diverse workforce, feelings of isolation, tokenism, loneliness, and alienation within students and administrators of color can greatly decrease. These and other challenges have combined to create a growing pressure on colleges and universities to demonstrate both efficiency and effectiveness in achieving administrative diversity.