Issue
27(2)
Minority
Student Retention-The Best of the Journal of College Student Retention:
Research, Theory & Practice
(2007) Alan Seidman, Baywood
Publishing Company, 320 pp., $49.00 (hardback), ISBN # 978-0-89503-331-4
Review
by: Anita L. Carter
University
Advising Center
Wayne State
University
It is a
well-known fact that more and more minority students are entering
our institutions of higher education. What is not as well established
is why graduation rates continue to be lower for African-American
and Latino/a students. This book showcases some of the best articles
that have appeared in the Journal of College Student Retention:
Research, Theory & Practice.
The
book is well-organized with sections related to each minority
population, as well as a section that offers an institutional
perspective. The studies, selected by a group of highly-respected
experts from articles published over the span of issues since
1999, are a good representation of articles regarding the subject.
The studies within this book highlight factors, both cultural
and institutional, that contribute to the attrition of minority
students. Each minority group presents a different set of cultural
realities that impact their persistence to the degree. It is important,
then, for academic advisors to be aware of these cultural realities
if we are to effectively work with these students and advocate
for them within the institution.
Although
there is only one article that addresses the specific issues of
Native Americans, the discussion is enlightening and the conclusion
very meaningful and comprehensive. I was impressed by the inclusion
of a study on biracial students, who present their own set of
issues that can be different from those of the two groups from
which they come. These students often don’t fit in with any racial
group on campus and experience perceived diversity very differently.
The recommendations offered were specific and made sense.
The
section on Asian students identifies differing characteristics
between Asian and Asian Pacific students that affect persistence,
with Asian Pacific students experiencing much lower rates of persistence.
This is important and enlightening information for those of us
who don’t think about sub-sets of students within minority groups.
The
strength of this book is its organization into distinct chapters
by minority group; this lends itself well to focusing on a particular
group at a time. There is no need to feel overwhelmed by the comprehensive
nature of the book when it is so easy to digest a piece at a time.
Even a busy advisor could digest the entire book over a period
of time, without difficulty. I would highly recommend this book
as a great resource. It offers the benefits of research, while
being practical enough to offer workable recommendations that
are given in understandable language.
