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The Equity Scorecard: A process for building institutional capacity to educate young men of color

Frank Harris III, San Diego State University
Estela M. Bensimon, University of Southern California
Robin P. Bishop, University of Southern California

Abstract

This chapter frames postsecondary educational outcomes for men of color from the perspective of institutional accountability. It begins with a national statistical snapshot of the status of Black and Latino men in higher education. Following is a synthesis of the published research documenting the experiential realities of Black and Latino men in higher education, as well as programs and interventions that have been enacted nationally in response to the challenges that impede their participation and success. Highlighted are the ways that institutions target students as the point of intervention and overlook the ways that educators produce and reinforce outcome gaps for Black and Latino men. In response, the Center for Urban Education’s Equity Scorecard is presented as a tool to foster a more evidence-based approach to improving the success of men of color in higher education. Using the Equity Scorecard as a guiding framework, the chapter provides institutions of higher education with the data tools and data practices to assess the status of male students of color on indicators of access, academic progress, academic attainment, and excellence. These tools enable college administrators and others to set specific benchmark goals to remove roadblocks and reduce equity gaps for male students of color in higher education.

Suggested Citation

Harris III, F., Bensimon, E. M., & Bishop, R. (2010). The Equity Scorecard: A process for building institutional capacity to educate young men of color. In C. Edley, Jr. & J. Ruiz de Velasco (Eds.), Changing places: How communities will improve the health of boys of color (pp. 277-308). Berkeley: University of California Press.