Abstract

Being one of the last states to integrate its higher education systems, North Carolina has had a tumultuous relationship with equitable education. This study focuses on UNC Asheville, and its varying enrollment and application rates for Black students since its integration. For new college students, there is a plethora of new, sometimes daunting experiences that come with the new environment of a university. Black students are often forced to consider the racial component of all of these factors when applying to, and enrolling, in colleges. Entering a Predominantly White Institution (PWI) can be especially challenging, as Black students must navigate white spaces constantly. As Black students navigate their way through white spaces at PWIs, they will often seek reprieve in courses which speak to their experiences. An observational study is conducted to assess the relationship between the proportion a race-based courses offered at UNC Asheville, and the application and enrollment rates for Black students in the following year. A bivariate regression analysis showed a positive relationship between the proportion of race-based courses and Black enrollment and application rates. However, a multiple regression analysis, which included other control variables, only showed a positive relationship between race based courses and Black application rates. This suggests that an increase in race based courses can lead to an increase in Black applicants, potentially creating a larger pool of accepted Black students.

How to Cite