Administrators and faculty members desperately need a new language to characterize minority, low-income and first-generation students -- one that frees us from dependence on labels such as “disadvantaged,” argues Byron P. White.
As institutions seek to advance their student success agendas, they should consider the insights of longtime -- yet often overlooked -- veterans in the field.
Higher education institutions must abandon a paradigm that allows them to deflect accountability and embrace the burden of being student ready, argues Byron P. White.
