American higher education widely viewed as a worthwhile investment benefiting individuals and society

American higher education is a hotly contested subject among the public. Building off our first public opinion study in 2017, this research brief seeks to extend our understanding of public views of American universities and colleges. We consider three related issues: (a) Americans' views towards public investment in higher education; (b) perceived contributions of higher education to American society (a public good) and to graduates (a private benefit); and (c) attitudes towards public spending on 2- and 4-year institutions. Using a representative sample of adults in the US (n=2,019), we show that most Americans (69%) view public spending on higher education as an excellent or good investment, and that majority of Americans recognize the positive contribution of colleges and universities to individuals and society. Public views vary by socio-demographic characteristics, with a sharp divide based on political ideology

Historically Black Colleges and Universities: Recent Trends (2007)

The nation’s historically black colleges and universities (HBCUs) are diverse. Although we discuss them as a category based on their historical racial makeup, these institutions are in fact quite different from one another. According to the government’s definition, black colleges are bound together by the fact that they were established prior to 1964 (the year of the Civil Rights Act) with the express purpose of educating African Americans. These institutions, of which there are 103, are public, private, large, small, religious, nonsectarian, selective, and open-enrolling. They educate 300,000 students and employ over 14,000 faculty members.1 Some black colleges are thriving, others are barely making ends meet, and many fall in between. Regardless, most of them are providing a much needed education to African American students (and many others)

The Path to Graduate School in Science and Engineering for Underrepresented Students of Color

Over the past decade, the numnber of Black, Hispanic, and American Indian/Alaska Native students attaining bachelor\u27s degrees in science and engineering fields has increased substantially. In 2004, 13.9% of all bachelor\u27s degrees in science and engineering fields were awarded to students from these three groups, up from 11.2% in 1995 (Hill & Green, 2007). Although Blacks, Hispanics, and American Indians continue to be underrepresented among bachelor\u27s degree recipients in science and engineering fields relative to their representation among all bachelor\u27s degree recipients (13.9% versus 16.9% in 2004, Hill & Green, 2007), these trends suggest that progress is being made

Cultivating a culture of giving: An exploration of institutional strategies to enhance African American young alumni giving

African Americans give a larger percentage of their disposable income to nonprofits than any other racial group, including Whites. However, there is a lack of literature on Black giving to higher education. This lack of research is particularly acute in our current state of decreased funding to higher education. This study enhances our knowledge of how institutions instill the idea of ‘giving back’ in students and why young people decide to support higher education through a case study of the United Negro College Fund\u27s (UNCF) National Pre-Alumni Council (NPAC). NPAC aims to teach students about the importance of giving. Guided by prosocial behavior, organizational development, and relationship marketing theories this organizational case study explores how NPAC instills the importance of giving to students and what influences participants\u27 philanthropic behaviors. The study includes 25 interviews of NPAC participants and advisors from 13 institutions, representing one-third of the UNCF. This research broadens our understanding of how African Americans in the millennial generation think about and choose to act philanthropically and the role that Black colleges play in the cultivation of these behaviors. NPAC\u27s programs use both extrinsic and intrinsic motivations that stimulate college students to respond with participation as both donors and fundraisers. They motivate students with gifts and opportunities that are appropriate for the developmental stage of college students. Further the use of messages and opportunities to participate in racial and community uplift adds to NPAC\u27s success and the participants\u27 desires to be involved. NPAC continually connects their work to the African American experience. Additionally, NPAC\u27s education of students on the importance of giving and needs of the UNCF and the member colleges is extremely important to involving students in their work. Parental modeling and the African American church are also found to be important influences on these students\u27 prosocial behaviors and decisions to participate. This work is supported by and advances our understanding of the theoretical literature surrounding philanthropy, fundraising, and prosocial behavior

Cultivating a culture of giving: An exploration of institutional strategies to enhance African American young alumni giving

African Americans give a larger percentage of their disposable income to nonprofits than any other racial group, including Whites. However, there is a lack of literature on Black giving to higher education. This lack of research is particularly acute in our current state of decreased funding to higher education. This study enhances our knowledge of how institutions instill the idea of ‘giving back’ in students and why young people decide to support higher education through a case study of the United Negro College Fund\u27s (UNCF) National Pre-Alumni Council (NPAC). NPAC aims to teach students about the importance of giving. Guided by prosocial behavior, organizational development, and relationship marketing theories this organizational case study explores how NPAC instills the importance of giving to students and what influences participants\u27 philanthropic behaviors. The study includes 25 interviews of NPAC participants and advisors from 13 institutions, representing one-third of the UNCF. This research broadens our understanding of how African Americans in the millennial generation think about and choose to act philanthropically and the role that Black colleges play in the cultivation of these behaviors. NPAC\u27s programs use both extrinsic and intrinsic motivations that stimulate college students to respond with participation as both donors and fundraisers. They motivate students with gifts and opportunities that are appropriate for the developmental stage of college students. Further the use of messages and opportunities to participate in racial and community uplift adds to NPAC\u27s success and the participants\u27 desires to be involved. NPAC continually connects their work to the African American experience. Additionally, NPAC\u27s education of students on the importance of giving and needs of the UNCF and the member colleges is extremely important to involving students in their work. Parental modeling and the African American church are also found to be important influences on these students\u27 prosocial behaviors and decisions to participate. This work is supported by and advances our understanding of the theoretical literature surrounding philanthropy, fundraising, and prosocial behavior