About C. Rob
C. Rob Shorette II, PhD is the Director of Special Initiatives for Academic Success & Inclusive Excellence at the California State University Office of the Chancellor. His scholarship has examined issues of diversity and equity in higher education, with particular attention placed on college access and success for underrepresented students, and historically Black colleges and universities (HBCUs). In addition to his work as an administrator in student services at both public and private universities, which most recently included serving as the executive director of the Cal State Student Association (CSSA), Dr. Shorette has worked with nonprofit higher education research organizations such as The Campaign for College Opportunity, Institute for Higher Education Policy, Southern Education Foundation, and NASPA’s Research & Policy Institute. He received his PhD in Higher, Adult, & Lifelong Education from Michigan State University, his master's degree in Higher Education Administration and Educational Policy from The George Washington University, and his bachelor's degree in English Education from Florida A&M University.
In the News
Finds that low-income students and students of color are disproportionately paying the price. Suggests that current financial aid resources don't stretch far enough to account for students' total costs of attendance beyond tuition. Highlights the need for the State of California and the federal government to strengthen need-based aid programs to better support students.
Examines the complex issues of diversity at HBCUs, ranging from the unique needs of LGBT students to giving a voice to non-Black students of color. Introduces innovative ways for increasing the prominence of HBCUs in higher education policy efforts and proposes new directions for HBCU research, practice, and policy.
Presents findings from a qualitative study involving six black male graduates of HBCUs, which suggest that HBCUs: (a) affirmed the potential of the participants and allowed them to develop or enhance their self-concept; (b) provided strong support systems for the participants; and (c) exposed participants to aspects of racism that informed the way they now navigate racist systems beyond HBCUs.
Closely examines trends in White student enrollment at four-year HBCUs between 1987-2012 and discusses the implications of those trends for policy, practice, and future research.