What people say about Color and Money-

"Anyone interested in the inequities of the selective college admissions process will find Color and Money clear-eyed, hard-hitting, enlightening, and informative."--Rachel Toor, author of Admissions Confidential: An Insider's Account of the Elite College Selection Process.
"For those concerned about why the march toward social justice in America has faltered badly for nearly forty years, Peter Schmidt's Color and Money is a highly instructive--and greatly disturbing--guidepost." --Richard Kluger, author of Simple Justice: The History of Brown v. Board of Education and Black America's Struggle for Equality.
"An indispensible guide to the debate over affirmative action in the United States."--Michael Lind, author of The Next American Nation.
"This book is a must read for anyone concerned with access to higher education, especially to the nation’s elite universities, as well as with larger questions of social policy and social justice."--Terry MacTaggart, Former Chancellor, University of Maine System
"Books on the highly-charged issue of affirmative action are usually one-sided and inflammatory. Peter Schmidt's Color and Money is a wonderful exception. It provides an honest and fair examination that is also passionate and illuminating."--Richard D. Kahlenberg, Senior Fellow, The Century Foundation, and author of The Remedy: Class, Race, and Affirmative Action

Peter Schmidt is available as a speaker

Peter Schmidt is available to speak at colleges, bookstores, schools, churches, and at gatherings of education associations. His past speaking engagements are listed at the bottom of this Web site. If interested in having him appear, e-mail him at schmidt_peter@msn.com. He also is available as an expert source for journalists covering affirmative action. Those on a tight deadline should email him at peter.schmidt@chronicle.com.

Hear interviews with Peter Schmidt

Jack Lessenberry of Michigan Public Radio talked to Peter Schmidt about Color and Money in August. You can hear the interview here. Reading the book inspired Jack to write an essay on it, which you can read here. You also can hear Peter Schmidt talk about his book on the NPR program Justice Talking and in a Chronicle of Higher Education podcast.

Color and Money Is a College Course!

Many college professors are now using Color and Money in their classes, but Jack Dougherty, the director of the educational studies program at Trinity College in Connecticut, has gone a big step beyond. He has decided to name a freshman seminar "Color and Money" and to structure the class around the book. He has graciously agreed to share his syllabus, available here, for faculty members at other colleges who may have the same idea.


Monday, September 15, 2008

Study Finds Blacks, Hispanics, Women Take Longer to Earn Doctorates

A new report from the Council of Graduate Schools suggests that blacks, Hispanics, and women are less likely to earn their PhDs partly because they end up taking longer to get through doctoral programs.

While 23 percent of whites or Asian Americans who earned doctorates within 10 years did so after the seventh year in doctoral programs, 27 percent of blacks and 36 percent of Hispanics who earned doctorates within a seven-year period.

Women are three percentage points less likely than men to complete their doctorates than men in 10 years, but the gap would be even wider if not for women's persistence in such programs. Six years into such programs, women are nine percentage points less likely to have earned their PhDs. The gap narrows as women stick it out and finish sometime after the seven-year mark.

William B. Russel, dean of Princeton University's Graduate School, told The Chronicle of Higher Education that a disproportionate share of minority students enter doctoral programs academically and, in some cases, culturally unprepared for the demands that will be placed on them, causing them to fall behind early on.

Pamela J. Benoit, dean of the Graduate School at the University of Missouri at Columbia, told the newspaper that the report's findings highlight the need for student-retention efforts to take into account where students are in their doctoral studies. "There is a real difference between issues that have to do with early attrition and late attrition," she said. Students who drop out of such programs early on may do so because they chose the wrong programs or lacked access to strong mentors, while students who abandon their quest for a doctorate late in the process often do so because of some conflict with a faculty adviser or a dissertation committee.

The report is titled Ph.D. Completion and Attrition: Analysis of Baseline Demographic Data From the Ph.D. Completion Project. A Chronicle of Higher Education article on it is available to Chronicle subscribers here.