Native American student enrollment in both graduate and undergraduate programs is low. This article explores the barriers to Native American student enrollment in higher education through a systematic review of the existing literature from 2019-2024. The article further aims to identify strategies from the existing literature that colleges and universities can take to improve Native American graduate and undergraduate student enrollment. The findings are applicable to graduate, undergraduate, online, and on-campus programs. An analysis of the literature indicated that geographic location, financial concerns, and a need for community were barriers for Native American students. Native American students are often from rural areas. They may struggle with the social and economic barriers of rural life and with leaving the community of their tribe to seek education. The key strategies that were identified among the literature for improving enrollment for Native American graduate and undergraduate students at colleges and universities were a) to provide increased student support services, b) to improve Native American students’ sense of presence and community on campus, c) to offer more online courses and degree programs, and d) to establish partnerships with Native American tribes in order to expand student opportunities for practicums and work placement. These barriers may also be concerns for graduate and undergraduate students from a variety of different backgrounds, such as adult learners. Implementing these strategies can help colleges and universities create a holistic approach to education that would benefit many graduate and undergraduate students.

Six years of experience with a summer program for minority students. This artical summarizes six years of experience of the University of Texas Medical Branch at Galveston (UTMB) with a summer program for the recruitment of minority students. During the six years, UTMB conducted six summer experiences for 112 Mexican-American and black premedical students and made numerous contacts with undergraduate college faculty and administrative staff for the purpose of increasing minority student enrollment in medical schools in general and in UTMB in particular. The program, which emphasized experiences which would increase the potential student's motivations, information, and academic skills, has resulted in numerous minority students entering medical school; but the impact on UTMB enrollments has been disappointing. Implications of the results of the program on future efforts to recruit minority students are discussed. Published in Journal of medical education (1976)

The overall goal of the John A. Hartford Foundation Centers of Geriatric Nursing Excellence (HCGNE or Center) program is to build academic geriatric nursing capacity. Thus, a key component of the program is to increase enrollment into geriatric nursing programs at the master’s and doctoral levels. The Centers successfully utilized a variety of recruitment strategies targeting prospective students who expressed an interest in geriatric nursing. These included exemplary use of media resources; participation in local, regional, and national recruiting events; establishing and maintaining personal contact with prospective students; garnering financial support; and curricular enhancements including new course/program offerings designed to meet specific needs. The aggregate outcome of the HCGNE student recruitment activities has been to enlist large cohorts of motivated and gifted students into graduate programs in geriatric nursing.

<h4>Background</h4>Within the academic health sciences, scholars from racially and ethnically minoritized backgrounds continue to remain underrepresented. Establishing institutional partnerships is one strategy that has accumulated evidence as a mechanism to diversify the academic health sciences and professionals within the health care system. Despite the evidence supporting institutional partnerships, guidance on implementing these partnerships is lacking within existing literature. The present study synthesizes existing literature and provides best practices for implementing institutional partnerships.<h4>Methods</h4>A pre-registered scoping review examined evidence-based strategies to advance racial equity, reduce institutional racism, and increase the recruitment, retention, and promotion of faculty, staff, and students of color. Articles that met the inclusion criteria were screened, and cross-cutting elements for establishing institutional partnerships were extracted.<h4>Results</h4>Of a total of 5578 articles that were screened and 366 that were reviewed, 6 articles were relevant to establishing institutional partnerships. Institutional partnerships that successfully diversified the academic health sciences were grouped into 3 categories: institutional partnerships between historically white institutions and minority serving institutions, institutional partnerships to create career advancement opportunities, and institutional partnerships as a form of resource sharing. Best practices for establishing institutional partnerships were identified.<h4>Conclusions</h4>These best practices offer a hopeful path for ensuring a diverse workforce in health care. Methodological weaknesses of existing literature were highlighted, providing guidelines and direction for future research.

Much has been written about increasing the cultural competence of students in recreation, parks, and leisure studies curricula. Little has been written, however: about how these programs can increase the actual number of individuals from underrepresented groups. This article discusses the reasons for problems in recruitment and retention of underrepresented groups in higher education. Data -specific to recreation, parks and leisure studies curricula are also presented. Additionally, the paper outlines the conceptual background and actual components of a case example that successfully increased the number of African American students in a therapeutic recreation program by 23% over four years. Finally, this article will offer specific recommendations and strategies gleaned from the case example as well as from the literature for ways to improve the contextual conditions of a department or institution in order to not only recruit but also retain students from underrepresented populations.