Running Head: ACCESS AND UNDERREPRESENTED POPULATIONS 1

Access and Underrepresented Populations

Rachel Fielding
Seattle University

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Access and Underrepresented Populations

It is clear from the course readings on access and underrepresented populations that the

path to higher education for marginalized populations has been a journey full of barriers to

overcome. In their articles, Sharon Lee (2006) and MacDonald and Garcia (2003) each provide a

detailed analysis directly pertaining to access to higher education for two underrepresented

populations, while Mark Connolly (2000) focuses less explicitly on access, but identifies

misrepresentation, in his discussion of the use of Native American nicknames and symbols on

college campuses. A critical point relevant to the history of access in higher education for

underrepresented populations is that they have had to fight extremely hard for their place within

the system. Underrepresented populations in history have had to fight for their right to obtain

higher education (Lee, 2006; MacDonald & Garcia, 2003), and while strides have been made,

regression has also become apparent over time.

Asian Americans of the 1960s were recognized as minorities and included in

governmental and educational affirmative action programs, however in the late 1970s and

beyond, their minority status has been challenged, resulting in their de-minoritization and a

decrease in their access to higher education (Lee, 2006). As a result of affirmative action

policies and an increase of the overall Asian American population in the United States, Asian

American enrollment in education rapidly increased, creating the image of the model minority

(Lee, 2006). In other words, as Asian Americans began to see statistical growth and success in

higher education, they were perceived to be over-represented in comparison to other racial

minorities. This statistical generalization is not representative of the whole Asian American

population, and hinders access for the underrepresented community still facing racial

discrimination, classism, and poverty. Regardless of continued protest relevant to these factors,

Asian Americans were removed from special admissions considerations at the University of
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California in 1984, resulting in the decline of admission rates and a regression in access to higher

education for this population (Lee, 2006).

Similar to Asian Americans, the Latino/a population has faced an uneven path in their

journey to higher education. Macdonald and Garcia (2003) discuss Latinos journey in access to

higher education over the course of five eras. In the early eras, the small number of Latinos

present in higher education were either from the most privileged classes, or were youth sent from

Puerto Rico to mainland colleges as a form of Americanization (MacDonald & Garcia 2003). At

the turn of the century, however, a decline in status resulted in a decline of access to higher

education and enrollment for the Latino population. As the 1920s began, philanthropy

organizations became involved, the GI bill was implemented, and we saw the entrance of Latino

faculty into higher education, resulting in a slow increase in access for Latinos (MacDonald &

Garcia 2003). Moving into the 1960s we began to see a radicalization in which Latino youth

began to take ownership of their access to higher education. This era saw the creation of MEChA

and the fight for curriculum to include Latin history. In addition, affirmative action initiatives

began to bring more Latinos into colleges, and as time went on the creation of the Hispanic

Access to Higher Education Act implemented programs like TRIO. Additionally, Hispanic

serving institutions were recognized and improved access to quality education for this population

(MacDonald & Garcia 2003). While MacDonald and Garcias article provides a good historical

account of the strides made in Latino access to higher education, they also noted that Latinos

remain underrepresented for various reasons including the climate of affirmative action and

financial hardship (2003).

Finally, Connolly (2000) provides an interesting discussion of Native Americans and the

use of their nicknames and symbols in higher education. Connolly (2000) examined history and

implications of the use of Native American nicknames and symbols at The University of Illinois
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at Urbana-Champaign, Miami University of Ohio, and Eastern Michigan University. The

common trend is that each of these institutions have faced controversies surrounding the use of

these cultural symbols and names. For some groups, the nicknames and logos inherent to an

institution represent allegiance, identity, and tradition; whereas others criticize use of these

symbols due to the misrepresentation, stereotypes, and discriminatory traits they invoke for

Native American culture (Connolly 2000). These differing views have caused conflict and

backlash among both campus communities and Native American tribes, placing pressure on

institutions to make decisions about whether they should continue the use of their historical

nicknames and logos, or change them. It is important to note that conflict started to arise in this

area during the civil rights movement, and this is significant to the misrepresentation of Native

Americans as an underrepresented population on campus. One final note, regarding access, is

that Miami University implemented scholarships for qualified members of the Miami Tribe of

Oklahoma, but it would be interesting to learn if these scholarships still exist now that the mascot

has been changed from the red-skins to the red-hawks.

Significance to Education and My Understanding

Each of these readings related to access and underrepresentation of marginalized

populations are extremely significant to the history of higher education. Lee, MacDonald and

Garcia, and Connollys articles each document the struggles marginalized populations have

encountered in attainment of access to education, as well as the misrepresentation they also

encounter. These readings make it evident that racial categorizations influences how the

government serves and does not serve certain populations in higher education. Additionally,

these articles are significant to the history of higher education because they help to inform

current practice by encouraging institutions and the system of higher education as a whole to
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admit to their histories and existing faults in order to address historical oppressions for

improvement in the present climate.

As a member of the dominant racial group, each of these readings has deeply informed

my understanding of underrepresented groups in higher education. These articles show it is

critical to understand the history of access and inclusion for marginalized and underrepresented

populations to appropriately inform our practice and serve our students. As a member of this

program, it has become increasingly evident to me that I need to learn the history of racially

minoritized groups, in order to understand how far they have come, and the ways in which they

are still deeply marginalized. This program has challenged me personally and professionally by

introducing me to new frameworks like Popes model of multicultural competence and Yossos

community cultural wealth model, and reading and reflecting on these articles has deepened my

understanding of these concepts as well. Recently, much of my focus has been on realizing my

privileges and how I unknowingly perpetuate them. Examining these articles has helped me to

continue this process and consider ways that I can best use some of the privileges that I do hold

to work toward a more inclusive and accessible system of higher education, specifically for those

who remain marginalized and underrepresented.

Implications for Student Affairs

In thinking about the history of access and underrepresented populations, and its

implication on student affairs, it is extremely important to consider the regressions we have seen

so we can understand how to best support our current underrepresented students. Connolly

(2000) offered three recommendations related to removing Native American nicknames and

symbols from deeply engrained university cultures, and I would argue that two of these

recommendations are also applicable in the fight for access to higher education for all

populations. These recommendations include gathering and disseminating historical information

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to create understanding, and capitalizing on opportunity to teach staff, students, and faculty how

to identify and expose oppressive attitudes and practices (2000). By employing these

recommendations in student affairs practice, there is potential for growth in understanding, and

deeper acceptance of marginalized and underrepresented identities, in the dominant group. It is

also important to note that it is impossible to please everyone, and implementing these

recommendations in student affairs will likely not eliminate all conflict or backlash in the face of

change or the advocacy of access to higher education.

Additionally, we discussed in class that due to the current political climate,

underrepresented populations may see more declination than improvement in regard to their

access to higher education, and because of this it is important for us to determine how to best

support our underrepresented students now. As student affairs practitioners, it is important to

consider that many of our underrepresented students are undocumented and facing many other

pressing issues that may cause them to run away from help rather than seeking it. It is our

responsibility as practitioners to be cognizant of the struggles these communities are

encountering, and to recognize that financial aid and student support services for

underrepresented groups may be placed on the chopping block first. To continue to advocate for

access to higher education for underrepresented communities in these trying times, student

affairs practitioners should employ a critical race theory perspective and work to educate others

on multicultural competence. It is also important for practitioners to help underrepresented

students recognize their cultural capital and the skills that they possess, so that they can navigate

the system of higher education, in addition to life after school. Finally, by applying a critical

race theory lens and pushing for multicultural competence among the dominant racial group, we

may be able to make small strides to eliminate the marginalization and discrimination our

underrepresented students continue to face.

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References

Connolly, M. R. (2000). Whats in a name? A historical look at Native American-related

nicknames and symbols at three U.S. universities. The Journal of Higher Education

71(5), pp. 515-547.

Lee, S. S. (2006). Removing Asian Americans from minority status: A historical analysis of

affirmative action admission policies at the University of California. History of Education

Society Meeting University of Illinois at Urbana- Champaign, pp. 1-17.

Macdonald, V. M., & Garcia, T. (2003). Historical perspectives to Latino access to higher

education, 1848-1999. In eds. Castellanos, J. & Jones, L. The majority in the minority

expanding the representation of Latina/o faculty, administrators, and students in higher

education, pp. 15-43.