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.


Tuesday, October 28, 2008

Report: Disadvantaged College Students Least Likely to Be Exposed to Best Education Practices

The Association of American Colleges and Universities has issued a report concluding that the students most likely to benefit from several highly effective educational practices--those who are black, Hispanic, and "first generation"--are the least likely to be exposed to such practices while in college.

The report, discussed here in The Chronicle of Higher Education, notes that while 57 percent of white students have internships their employers view as highly desirable, only 46 percent of black and Hispanic students have comparable internship experiences. And while 36 percent of seniors whose parents had gone to college say they had to complete a capstone course or project integrating and applying what they have learned, just 29 percent of first-generation college students report having a capstone assignment. The lower a student's achievement levels when beginning college, the report says, the greater benefit he will get from the practices it describes.

Carol Geary Schneider, AACU's president, says the research contained in the new report shows that "we know what works, but we just aren't providing it to all students who could benefit."

Only 17 percent of all college freshmen take part in "learning communities," in which they take two or more linked courses together, even though involvement in such groups has been shown to improve retention, the report says. Just 19 percent of college seniors report having worked with a faculty member on a research project, even though students who have had such an experience report educational benefits such as a greater capacity for deep, integrative learning.

The author of the report is George D. Kuh, director of Indiana University's Center for Postsecondary Research.