Developing Scholars: Race, Politics, and the Pursuit of Higher Education

The 1960s saw the emergence of college access programs for students of color, which were a more radical view of college access than affirmative action policies. These programs admitted and supported students who did not meet regular admissions requirements and came from families who could not afford college tuition. Domingo Morel's book Developing Scholars explores the history and political factors that led to the creation of these programs and how protest has been instrumental in their maintenance. It also reveals that hidden forms of restriction have significantly impacted students of color.

Format: Hardback
Length: 240 pages
Publication date: 22 February 2023
Publisher: Oxford University Press Inc

Over the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. However, a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access, admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the identification of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education.

In his book, Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.

The programs that emerged in response to community demands offered a more radical view of college access, admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the identification of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education.

In his book, Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.

The programs that emerged in response to community demands offered a more radical view of college access, admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the identification of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education.

In his book, Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.

Weight: 490g
Dimension: 242 x 161 x 21 (mm)
ISBN-13: 9780197636992