ACCESS IS NOT ENOUGH October 1989 CHAPTER 4 Graduate Students The opening statement of the text Minorities on Campus by the American Council on Education states: "Graduate and Professional schools are critical to increasing minority participation throughout society, for they train the next generation of leaders, not only in education, but in business and the professions. Today's graduate and professional students are tomorrow's doctors, lawyers, college faculty, administrators, and role models for the next generation." This statement along with the data and forecast noted in the document One Third Of A Nation highlight why the participation of Blacks in graduate school is critical to the nation's future. As noted in the introduction, the total number of Blacks enrolling in graduate schools nationally has fluctuated during the ten year period of 1976 to 1986. Similar to the national trend, our black graduate student enrollment has fluctuated. The total number of black graduate students increased from 409 (5.5 percent) in Fall 1978 to 456 (5.2 percent) in Fall 1988. During those ten years the percentage of black graduate students has risen as high as 7.0 percent (1980) but has gradually declined to its current point. According to the State's 1985-89 Desegregation Plan, UMCP is mandated to increase our graduate student enrollment to 12 percent. The problems hindering the campus from reaching this goal are directly related to the issues discussed in the previous three chapters. The graduate student pipeline concerns cannot be completely resolved until we have more fully addressed these earlier concerns as well as the issues identified in the findings below. Findings 1. The academic units (colleges & departments) have primary responsibility for recruiting and supporting graduate students. Appendix F (see file fappendix.txt) provides a listing of unit initiatives for recruiting and retaining black students as outlined in our 1989 Plan to Assure Equal Postsecondary Educational Opportunity. The College Park campus in 1988 established the Office of Graduate Minority Affairs in the Office of Graduate Studies and Research. This office plans to provide a variety of activities (see Appendix G (see file gappendix.txt)). It is expected that these activities will begin to address some of the factors that were previously inhibiting the campus from increasing the institution's black graduate student enrollment, retention and graduation patterns. 2. Because of the more "elite" nature of graduate school, many black students report encountering white faculty and students who presume black students are admitted because of affirmative action policies and not on the basis of merit. In addition to the normal transition issues (the famed "crisis of competence" syndrome, etc.) involved in moving from an undergraduate or work experience to graduate school, these students face the additional pressure of "proving" they belong in the classroom. In programs where there are only one or two black students, the first several weeks (or months) of school can be particularly isolating, as one is not yet invited into informal student networks. In addition, one typically has not established relationships with faculty (who are somewhat skeptical of one's suitability for graduate work), and one doesn't know black students in other programs. 3. Many students complain of campus and departmental norms, which communicate an expectation that a) only full-time students are serious students, b) serious students are only interested in certain kinds of research, c) serious students will confine their academic and social interactions to the department/program in which they are enrolled, d) serious students are only interested in theoretical, not applied, research, and e) serious students are not dependent on the presence/companionship of other black students/faculty members to thrive. While many of these expectations are unspoken, failure to observe them is frequently interpreted by faculty and other students as an unwillingness to "be a part of" the department/program, rather than as an expression of different needs, expectations, goals and values. As one student expressed it, the underlying message is "Don't be so Black". 4. The scarcity of black faculty in many graduate programs makes it very difficult for many black graduate students to arrange for advisors on minority related research; it also tends to preclude, for many, the establishment of the kind of mentoring relationships considered essential by many for excelling in graduate school. As it is often the one-on-one relationships between faculty and students that facilitate the definition of career goals, research interests, internship opportunities, and employment opportunities. This lack of "in-house" advocacy and support has a potentially serious impact on black students' chances of succeeding. The establishment of the Office of Graduate Minority Affairs in the Office of Graduate Studies and Research is a good first step to addressing our black graduate student enrollment, retention and graduation concerns. Expanded efforts, however, are warranted when you consider actions needed to achieve our established goals. The departments and colleges are key to these expanded initiatives, along with the coordinating efforts by the Office of Graduate Minority Affairs. Thus, the following recommendations are provided. Recommendations 1. Review the current practice of providing most black graduate students with fellowships rather than graduate assistantships. It has been the practice of many universities to provide black graduate students with fellowships instead of graduate assistantships. This practice allows these students to finance their education without the responsibility of working on campus. This practice, however, precludes many students from engaging in the kind of substantive work-related relationship in the department that can prove so beneficial to the effective social integration of the student. 2. Establish accountability measures at the college level for the recruitment and retention of black graduate students. Currently, no specific unit is held accountable for our performance in this area. Unlike for undergraduates, the recruitment and admission of graduate students occurs through the departments and are coordinated by the college. Thus, the proposal calls for the Office of Graduate Minority Affairs to continue to coordinate these efforts, but proposes that specific goals for the recruitment and retention of black graduate students be established for each college. 3. Improve and expand the recruitment efforts to encourage our black undergraduates to enroll in graduate school at UMCP. Establish a program that provides scholarships to our black undergraduates with junior standing and a 3.0 GPA. These students should also be provided guaranteed admission and financial assistance for graduate study at UMCP. Black students who have demonstrated their academic capabilities as well as ability to manage our climate are prime candidates to be successful graduate students. These proposed financial supports and incentives would reward and acknowledge these accomplishments. 4. Expand available on-campus graduate student housing. Locating affordable housing is a problem that all graduate students encounter. This additional concern, along with the many other black graduate students face could be eliminated if expanded facilities are provided.