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Minorities and the Online University
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Author(s): Kathy Enger (North Dakota State University, USA)
Copyright: 2009
Pages: 5
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch204
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Abstract
Throughout the literature on higher education, it has been shown that few minorities complete an undergraduate degree; even fewer complete master’s, doctoral, and professional degrees (American Society for Higher Education, 2005; Jackson, & Moore, 2006; McClellan, Tippeconnic Fox, M. J., & Lowe, 2005; Sequist, 2005; Shabazz, A., 2004; Tierney, 1992; Ward, 2006). Many reasons for lack of participation exist, particularly in areas of acculturation (Ibarra, 2001). College and university environments often represent a homogenous environment that results in cultural gaps between the minority student and the institution. Campuses that follow in this tradition often create a conflict for students between their specific ethnic and cultural values and the dominant values of academe (Hall, 1993). The roots of the modern American university can be traced to the great German universities of the late 1800s (Rudolph, 1990). The online university provides a bridge between academe and students from diverse cultures.
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