The late 1950s and the early 1960s witnessed a shift of paradigm by educational practitioners and policymakers. The nation started questioning the wisdom of educating a few gifted students at the expense of the majority. Was the nation better off by doing this? Or was the nation denying itself the greater benefits to society by failing to educate a large number of students who would be the engine for a prosperous nation? The realization of this huge untapped human capital began to take shape. This shift in paradigm became the platform for the discourse on access for the under-represented, low-income and first-generation college students in HE. The nation started to pay attention to those Americans who were denied access to HE. These were, and continue to be, the low-income and firstgeneration college students. They represent the American national tapestry: They are white, African-American, Latino, Asian, Alaskan, Hawaiian Native and Native American. They are America.
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