Research shows that holds on registration and transcripts disproportionately harm students of color, older students, first-generation students, and students from lower socio-economic backgrounds (Jones & Andrews, 2020; Karon et al., 2020; van Leir, 2020). In addition, these holds can effectively trap students in low-wage jobs by preventing them from re-enrolling, accessing financial aid, or applying for higher-paying jobs that require an academic transcript (Jones & Andrews, 2020; Kelliger, 2022; van Lier, 2020). Academic holds can also negatively affect college enrollment (Karon et al., 2020) and can, in fact, cost institutions future tuition exceeding the amount of student debts (van Leir, 2020).
In recognition of this, the Policies Task Force of the CSCU Library Consortium’s Equity, Diversity, Inclusion & Social Justice Team recommends that CSCU libraries only apply holds as a last resort and take into consideration the cost of and demand for the non-returned materials prior to placing a hold. If the materials are determined to be easily replaceable (based on cost, availability, etc.) and/or unlikely to be in demand by others (e.g. low-use materials rather than textbooks, technologies, and other reserve items), the Task Force recommends that holds not be placed on student accounts in Banner.
The Task Force also recommends that CSCU libraries ensure that they follow communication procedures that:
- Convey to the borrower the importance of returning materials to ensure access to as many users as possible.
- Focus on how students/alumni are most likely to receive and understand notifications and not simply on documenting that notifications have been sent.
- Position the library as an ally to the patron rather than an authority figure.
- Ensure that students/alumni have adequate opportunity to return materials before a hold is instated.
- Strive for flexibility. For example, consider procedures that allow for special arrangements that account for work and family life restrictions and/or inability to travel.
Works Cited
- Jones, S., & Andrews, M. (2020, August 17). Stranded credits: a matter of equity. Ithaka S+R. Retrieved April 25, 2022, from https://sr.ithaka.org/wp-content/uploads/2021/08/SR-Research-Report-Stranded-Credits-A-Matter-of-Equity-081721.pdf
- Karon, J., Ward, J. D., Hill, C. B., & Kurzweil, M. (2020, October 5). Solving Stranded Credits: Assessing the Scope and Effects of Transcript Withholding on Students, States, and Institutions. https://doi.org/10.18665/sr.313978
- Kelliher, R. (2022, February 10). Stranded credits from students with debt. Is a bigger shift starting? Diverse Issues in Higher Education. Retrieved April 25, 2022, from https://www.diverseeducation.com/students/article/15288165/cuny-suny-stopped-withholding-transcripts-from-students-with-debt-is-a-bigger-shift-starting
- van Lier, P. (2020, February 20). Collecting against the future. Policy Matters Ohio. Retrieved February 14, 2022, fromhttps://www.policymattersohio.org/research-policy/quality-ohio/education-training/higher-education/collecting-against-the-future