Martinez, Aja Y. (2013). Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness about Arizona's Ban on Ethnic Studies. Across the Disciplines, v10 n3 Aug. he critical race counterstory in this essay takes on the form of allegory to raise awareness about Arizona's anti-immigrant/Mexican climate, and pays particular attention to legislation targeted at Tucson Unified School District's Mexican American studies (also RAZA studies) program…. [Direct]

Caro-Cabrera, Manuel Jes√∫s; Jim√©nez-Rodrigo, Mar√≠a Luisa; R√≠o-Ruiz, Manuel √Ångel (2015). The Shifting Financial Aid System in Spanish University: Grant-Recipients' Experiences and Strategies. Critical Studies in Education, v56 n3 p332-350. In 2012 Spain inaugurated a reform of its higher education financial aid system inspired by three principles: cost-sharing, increasing academic performance and school efficiency. This reform has shifted the aim of the system from equality of access to a type of meritocracy that can be defined as class-biased, as it is only applied to low-income students who require scholarships to fund their university education. After contextualizing this changing Spanish financial aid system, the life-experiences of grant-holders are discussed, based on in-depth interviews with scholarship recipients. Our analysis shows how the hardships and constraints that these low-income students endure during their university education have been toughened after the reform. The paper concludes that the reform increases and naturalizes the social inequalities that traditionally exist between youths of different social classes when planning, accessing and staying in university, as the critical sociology of… [Direct]

Black, Sandra E.; Cortes, Kalena E.; Lincove, Jane Arnold (2016). Efficacy versus Equity: What Happens When States Tinker With College Admissions in a Race-Blind Era?. Educational Evaluation and Policy Analysis, v38 n2 p336-363 Jun. We investigate the efficacy and equity of college admissions criteria by estimating the effect of multiple measures of college readiness on college performance in the context of race-blind automatic admissions policies. We take advantage of a unique institutional feature of the Texas higher education system to control for selection into admissions. We find that SAT/ACT scores, high school exit exams, and advanced coursework are all predictors of student success in college. However, when we simulate changes in college enrollment and outcomes with additional admissions criteria, we find that adding SAT/ACT or exit exam criteria to an existing rank-based admissions policy significantly decreases enrollment among minorities, low-income students, and students who attend low socioeconomic status high schools, with the most negative effects generated by the SAT/ACT, while inducing only minimal gains in college grade point average and 4-year graduation rates…. [Direct]

Douglass, John Aubrey (2014). International Berkeley: Enrolling International Students Yesterday and Today, Debates on the Benefits of Multicultural Diversity, and Macro Questions on Access and Equity. Research & Occasional Paper Series: CSHE.3.14. Center for Studies in Higher Education The argument that cultural and other forms of diversity enhance the educational experience of all students is generally associated with post-1960 efforts to expand the presence of disadvantaged groups on the campuses of America's universities and colleges. Yet, in the case of UC Berkeley, arguments on the merits of cultural diversity have much earlier roots in the historical enrollment of international students. Debates in the late 1800s and early twentieth century revolved around the appropriateness of enrolling foreign students, particularly those from Asia. The result was an important intellectual discussion on the merits of diversity that was eventually reframed to focus largely on underrepresented domestic students. In this short essay, I discuss how the notion of diversity, and its educational benefits, first emerged as a value at UC Berkeley. I then briefly discuss the significant increase of international students at UC Berkeley and other public universities. Thus far, the… [PDF]

Kahlenberg, Richard D. (2013). How Much Do You Pay for College?. Chronicle of Higher Education, Feb. At Middlebury College–and on campuses throughout the country–class is coming out of the closet. Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues–and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class. Today's young people have grown up in a world unlike that of their parents. Class inequality has taken on much greater salience than racial inequality. Today's youth didn't grow up seeing fire hoses being trained on peaceful civil-rights demonstrators. Instead they have grown up in a country where racism continues to exist, but where voters elected and then re-elected a… [Direct]

Baker, Rachel; Klasik, Daniel; Reardon, Sean F. (2016). Race and Stratification in College Enrollment over Time. CEPA Working Paper No. 16-14. Stanford Center for Education Policy Analysis In this study we examine trends in segregation by race and ethnicity in higher education from 1985 to 2013. We have three key findings. Over the past 30 years, students from different groups have attended college at increasingly similar rates; gaps are decreasing. But these decreases have been driven largely by large increases in minority student enrollment at non-degree granting and two-year colleges. Once we condition on attendance at a degree granting school, we see "increasing" gaps over time. Finally, among only four-year colleges, attendance has been tilted in favor of White students and been relatively unchanged for nearly 30 years. The only exception to this has been for the very few minority students who are able to enroll at the most selective institutions…. [PDF] [Direct]

Ward, Kelly Marie; Zarate, Maria Estela (2015). The Influence of Campus Racial Climate on Graduate Student Attitudes about the Benefits of Diversity. Review of Higher Education, v38 n4 p589-617 Sum. This paper examines the relationship between campus racial climate and graduate student attitudes about the benefits of diversity. Grounded in the campus racial climate frameworks proposed by Hurtado, Carter, and Kardia (1998) and Milem, Chang, and Antonio (2005), the authors build a case for documenting how student attitudes about diversity may be influenced by campus environments. Multi-level regression analysis is applied to data from a climate survey administered to graduate students (N = 1052) at a large, public, research-based university. Findings support the authors' hypothesis, that campus racial climate influences student attitudes about the benefits of diversity…. [Direct]

Bloe, Diasmer (2015). Students at the Margins and the Institutions That Serve Them: A Global Perspective. Salzburg Global Seminar Session 537 (Salzburg, Austria, October 11-16, 2014). A Special Policy Notes, Spring 2015. Educational Testing Service In partnership with Educational Testing Service (ETS) and the Center for Minority Serving Institutions at the University of Pennsylvania's Graduate School of Education, Salzburg Global Seminar hosted an international strategic dialogue of 60 thought leaders, researchers, and practitioners from institutions serving marginalized populations to develop a platform for on-going dialogue, problem solving and solutions to common challenges. The program–"Students at the Margins and the Institutions that Serve Them: A Global Perspective"–was held October 11 to 16, 2014 at Schloss Leopoldskron in Salzburg, Austria and builds on Salzburg Global's track record of programs delivering on educational equity, quality and innovation. Program participants represented 19 countries and all regions of the world and engaged in five interactive days of issue framing, dialogue and strategic synthesis of global research, policy and expertise, and together assembled various frameworks for action…. [PDF]

Engerrand, Kenneth G.; Peters, Scott J. (2016). Equity and Excellence: Proactive Efforts in the Identification of Underrepresented Students for Gifted and Talented Services. Gifted Child Quarterly, v60 n3 p159-171 Jul. The identification of gifted and talented students and the accompanying fact that most identification systems result in the underrepresentation of students from African American, Hispanic, Native American, English language learning, and low-income families are two of the most discussed and hotly debated topics in the field. This article provides an overview of past efforts to mitigate inequity in both K-12 and higher education program identification, highlights successes and limitations, and presents a particular perspective in order to help facilitate broader thinking about the purpose of identification, the development of talent, and how academic excellence can be fostered while simultaneously increasing equity in gifted education…. [Direct]

Jackson, Regine; Sweeney, Kathryn; Welcher, Adria (2014). It Just Happens: Colorblind Ideology and Undergraduate Explanations of Racial Interaction on Campus. Education, Citizenship and Social Justice, v9 n3 p191-208 Nov. This article examines student perceptions of racial segregation on campus in terms of interaction across racial groups. Theories of colorblind racial ideology are used to interpret data from 14 group interviews focusing on 1.) the degree to which cross-group interaction is desired, 2.) perceptions of racial separation among students at a predominantly White elite university, and 3.) the rationale for lack of contact. In part because we are not limited to one race or to comparing only Black and White students and because we highlight student's stories and explanations, our findings provide better explanations of how students perceive and experience lack of racial interaction. We discuss implications including continued and possibly increased racial hostility towards underrepresented groups, social isolation of groups with less representation, effects on academic success, and the perpetuation of racial/ethnic stereotypes…. [Direct]

(2013). AERA et al. Amicus Brief: "Fisher v. University of Texas at Austin". Educational Researcher, v42 n3 p183-197 Apr. Pursuant to Supreme Court Rule 37, the American Educational Research Association (AERA) et al. submit this brief as "amici curiae" in support of Respondents. "Amici curiae" comprise several of the nation's leading research associations: the American Educational Research Association, the American Association for the Advancement of Science, the American Sociological Association, the American Statistical Association, the Association for the Study of Higher Education, the Law and Society Association, the Linguistic Society of America, and the National Academy of Engineering. "Amici curiae" have a longstanding interest in the accurate presentation of research relevant to the important questions of law raised by this case. "Amici curiae" are also particularly concerned about the possible misapplication of research findings in this case and with the possibility that the Court might be influenced by the presentation of flawed research and unreliable… [Direct]

Clegg, Roger; Rosenberg, John S. (2012). Against "Diversity". Academic Questions, v25 n3 p377-388 Sep. The Supreme Court has granted review for the 2012 term in the case "Fisher v. University of Texas." Abigail Fisher, a rejected white applicant to the University of Texas, has challenged the use of racial and ethnic admission preferences, which the Court had allowed in its 2003 decision involving the University of Michigan law school, "Grutter v. Bollinger." The claim that "diversity" requires that each classroom be diverse is both novel and radical in its implications, as Judge Edith Jones noted in a blistering dissent for herself and four Fifth Circuit colleagues. In any event, new evidence and new developments make it appropriate for the Court to reconsider the holding in Grutter that the purported "educational benefits" from student body "diversity" justify the use of racial and ethnic preferences in the first place. Numerous amicus briefs urge it to do so, and the plaintiff herself explicitly raises that possibility. According to… [Direct]

Antonio, Anthony Lising; Clarke, Chris Gonzalez (2012). Rethinking Research on the Impact of Racial Diversity in Higher Education. Review of Higher Education, v36 n1 p25-50 Fall. While the court-approved use of race in college admissions rests on the ability of institutions to produce educational benefits associated with diversity, existing research provides little practical insight for institutions, particularly with regard to the types of relations that foster such benefits. The authors review current research and conceptualizations in the study of racial diversity, revealing incomplete theories of socialization, unspecified mechanisms, and problematic assumptions. Using Gurin (1999) as a starting point, the authors propose a new framework and research agenda for examining the impact of racial diversity on students, integrating insights from network theory, social psychology, and sociology. (Contains 4 figures and 1 footnote.)… [Direct]

Jackson, Taharee Apirom (2011). \Which\ Interests Are Served by the Principle of Interest Convergence? Whiteness, Collective Trauma, and the Case for Anti-Racism. Race, Ethnicity and Education, v14 n4 p435-459. A primary principle of critical race theory is \interest convergence,\ or the notion that progress toward racial equality will only be made when it converges with the interests of whites. Although I generally concur, I posit that \interest\ must be rendered more complex in order to fully understand the pernicious effects of racism on all people, and on whites in particular. While laws, cultural norms, institutional practices, and even the election of Barack Obama indeed serve the material and emotional interests of whites, their psychological and moral interests are simultaneously undermined. I complicate the meaning of \interest\ to show that while whites indeed benefit from racial hierarchy in numerous ways, a full deconstruction of racism and the collective trauma it induces must be considered with a more nuanced and disaggregated definition of \interest\ in mind. I put forth that while whites are advantaged in real and tangible ways in an endemic system of racial dominance, the… [Direct]

Benatar, D. (2010). Just Admissions: South African Universities and the Question of Racial Preference. South African Journal of Higher Education, v24 n2 p258-267. South African universities and other institutions of higher education currently give preference to student applicants from designated \races\. This paper argues that such a policy is morally indefensible. Although the imperative to redress injustice is endorsed, this, it is argued, does not entail that applicants may be favoured on the basis of their (purported) \race\. Nor can the pursuit of diversity be used to defend racial preference. Next, it is argued that any policy on racial preference must have both a racial taxonomy and a method of assigning individuals to different taxonomic categories. It is argued that both competing methods of categorizing individuals–one subjective and the other objective–are unacceptable. Finally, the paper highlights a number of fallacious responses to criticisms of racial preference. (Contains 2 notes.)… [Direct]

Malcom, Shirley M.; Malcom-Piqueux, Lindsey E. (2013). Critical Mass Revisited: Learning Lessons from Research on Diversity in STEM Fields. Educational Researcher, v42 n3 p176-178 Apr. Numerous legal scholars and social scientists have highlighted the ways in which research has informed judicial decision making. Because, in part, of convincing empirical research presented in several landmark cases (e.g., "Grutter v. Bollinger," 2003; "Parents Involved in Community Schools v. Seattle School District No. 1," 2007), the consideration of race in educational policies has been deemed permissible, albeit in limited, narrowly tailored ways. "Grutter" also represented an affirmation of the importance of research for social scientists whose work provided empirical evidence of the educational benefits of diversity and the importance of a "critical mass" of underrepresented students, which served as a basis for the Court's decision. Although the Court upheld the University of Michigan Law School's admissions policy in "Grutter," the opinion of the Court also stated the expectation that race would no longer need to be considered… [Direct]

Hawkins, B. Denise (2011). The Greatness Agenda. Diverse: Issues in Higher Education, v28 n20 p10-13 Nov. For Dr. Freeman Hrabowski III, nothing beats the view from the top of the world that he helped shape during the past 20 years. Even on a day when storm clouds hover, the president of the University of Maryland, Baltimore County, or UMBC, humbly acknowledges that his academic kingdom looks mighty good. He has been key in shaping the university into a STEM success story. Stephanie Bell-Rose, head of TIAACREF, said Dr. Hrabowski's leadership at UMBC and commitment to underrepresented groups in science and engineering have had a powerful impact on both the Maryland system and on higher education as a whole…. [Direct]

Erasmus, Z. (2010). Confronting the Categories: Equitable Admissions without Apartheid Race Classification. South African Journal of Higher Education, v24 n2 p244-257. South Africa's government requires information on apartheid race classification to implement and monitor racial redress. This has sparked resistance to race classification as a criterion for redress in higher education admissions. I argue that (1) jettisoning apartheid race categories now in favour of either class or "merit" would set back the few gains made toward redress; (2) against common sense uses of "race" and against the erasure of "race" through class reductionism; and (3) for developing and testing new indicators for "race" and class disadvantage with a view to eventually replacing apartheid race categories. I offer a critical-race-standpoint as an alternative conceptual orientation and method for transformative admissions committed to racial redress that is socially just. I conclude that admissions criteria should encompass the lived realities of inequality and be informed by a conception of humanism as critique. This requires… [Direct]

Shircliffe, Barbara J. (2012). Desegregating Teachers: Contesting the Meaning of Equality of Educational Opportunity in the South Post "Brown". History of Schools and Schooling. Volume 57. Peter Lang New York This book explores the battle to desegregate public school teachers in the South. It also considers the implications of linking racially balanced school faculties to equal educational opportunities for African American students. This book demonstrates that the legal struggle to desegregate teachers and other school personnel is critical to understanding the politics of school desegregation in the South and perhaps elsewhere. Its premise is that the status of educators–far from being at the margins of the desegregation story–was central in shaping the desegregation process and outcomes. This is important today as student populations became largely resegregated. To capture the dynamics of faculty desegregation at the district level, this book explores the process in two distinct southern metropolitan areas: Jackson, Mississippi and Tampa, Florida. This is an important book for researchers, professors, and pre-service teachers…. [Direct]

Briel, Don (2012). Mission and Identity: The Role of Faculty. Journal of Catholic Higher Education, v31 n2 p169-179 Sum. Although Catholic universities face a number of challenges in an increasingly unsettled economy, the situation also provides significant opportunities for Catholic universities to highlight the central importance of their Catholic identity in order both to recover their deepest commitments and to realize an advantage in an increasingly competitive market. The most fundamental requirement in responding to this opportunity is a renewed focus on the role of faculty reflected in new approaches to recruitment and hiring for mission, and in the development of new faculty development programs that provide sustained opportunities for faculty to explore the implications of the Catholic university's commitment to the unity of knowledge and the ultimate complementarity of faith and reason. These commitments will require a new institutional resolve but offer very significant rewards. (Contains 9 footnotes.)… [Direct]

Miranda, Maria Eugenia (2011). Taking Stock. Diverse: Issues in Higher Education, v28 n18 p14-15 Oct. During the past 10 years, Cornell University has made significant strides in recruiting underrepresented minorities and women in its faculty ranks, but a new internal study at the university is revealing that its success is a mixed bag. The number of minority faculty has grown about 52 percent, and the number of female faculty members has increased more than 38 percent in the last decade, according to a 2008 report by Dr. Robert Harris Jr., the former vice provost for diversity and faculty development. Meanwhile Dr. Zellman Warhaft was commissioned by the university provost to conduct follow-up study on Cornell's diversity recruitment. So far, Warhaft concludes that women and minorities still think that the campus climate is less favorable to them, based on initial feedback from e-mail surveys and in-person interviews. However, overall, women perceive the environment at Cornell to be more favorable to them than do underrepresented minorities, says Warhaft. Warhaft adds that Cornell… [Direct]

Michaels, Walter Benn (2011). The Trouble with Diversifying the Faculty. Liberal Education, v97 n1 p14-19 Win. The widespread sense that faculties at US colleges and universities need to be more diverse is tied to the sense that the students at US colleges and universities have become more diverse, which indeed they have. The increase in diversity in higher education over the last forty years has been matched by an increase in wealth. Thus the question about who should be on the faculty is a question about who should teach the rich kids, and although no one has argued that professors should be both as diverse as their students and as rich, the incomes of the teachers have, in fact, risen. The general rule of American upper-class life is that inequality is not a problem except when it comes to race and sex; the application of that rule to American colleges and universities is the call for faculty diversity. (Contains 4 notes.)… [Direct]

Stephan, Karl D. (2012). Authority in Engineering Education. American Journal of Engineering Education, v3 n2 p123-136. Authority as a philosophical concept is defined both in general and as it applies to engineering education. Authority is shown to be a good and necessary part of social structures, in contrast to some cultural trends that regard it as an unnecessary and outmoded evil. Technical, educational, and organizational authority in their normal functions in engineering education are described, and challenges to these types of authority in the form of laws, accreditation changes, and the rise of the discipline of engineering education research are detailed. The principle of subsidiarity (basically, devolution of authority to the lowest feasible level) is applied to the issue of authority in engineering education organizations…. [PDF]

Karkouti, Ibrahim Mohamad (2016). Professional Leadership Practices and Diversity Issues in the U.S. Higher Education System: A Research Synthesis. Education, v136 n4 p405-412 Sum. This paper examines the effects of negligence toward diversity issues on campus racial climate, describes how exclusionary practices affect minority students' (i.e., Asian American, Hispanic, Black, and Native American) educational experiences, and addresses faculty issues relevant to diversity. In addition, the paper identifies the factors that prevent, hinder, and promote the careers of faculty of color. Finally, two leadership frameworks that enable educational leaders to transform their organizational culture and diversify the racial and ethnic makeup of their institutional character are proposed…. [Direct]

Collins, William (2011). Authentic Engagement for Promoting a College-Going Culture. Journal of Higher Education Outreach and Engagement, v15 n4 p101-118 Dec. The United States has lost ground internationally as a leader in educational attainment. Personal empowerment, national economic progress, and democratic ideals are enhanced through education, yet inequalities persist in the educational attainment of certain groups, such as low-income families or underrepresented minorities. Because the evolving economic landscape increasingly demands a diverse, highly trained, and well-educated labor force to fill the kinds of jobs required of the information age, the United States cannot afford to let large portions of its population languish educationally. Higher education outreach efforts to engage communities and promote the broad embrace of a college-going culture are seen as vital to achieving increased educational attainment. (Contains 2 tables.)… [PDF]

Frankenberg, Erica; Siegel-Hawley, Genevieve (2011). Redefining Diversity: Political Responses to the Post-PICS Environment. Peabody Journal of Education, v86 n5 p529-552. This article examines the federal and local political response to the "Parents Involved" decision. At the federal level, developments suggest a reaction to "Parents Involved" that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also been seeking to enforce more traditional race-based civil rights cases. Locally, even though reactions to the decision are as varied as the districts themselves, three broad categories of political responses emerge from our review of post-"Parents Involved" student assignment policies. They are the adoption of multifactor student assignment plans, the adoption of class-based (e.g., race-neutral) student assignments, and the elimination of efforts to pursue diversity. This article is particularly interested in examining the first two categories of responses. In doing so, we argue that some school districts are pursuing a redefined… [Direct]

Flores, Stella M.; Horn, Catherine (2012). When Policy Opportunity Is Not Enough: College Access and Enrollment Patterns among Texas Percent Plan Eligible Students. Journal of Applied Research on Children, v3 n2 Article 9. In 1998, Texas initiated a bold new statewide university admission policy aimed at increasing college access for traditionally underserved students in the state. House Bill 588 (known as the Texas Top 10 Percent Plan (TTPP)) guaranteed automatic admission to the college or university of their choice for all top performing students in Texas public high schools. Fourteen years after the plan's implementation, we see great strides and complexities in understanding student outcomes as a result of the percent plan. However, the legal controversy over the percent plan both in Texas and other states incorporating similar yet distinctly motivated alternative admissions plans continues to play out from institutional decision boards to the highest court in the nation. This study seeks to add to that discussion by exploring two questions. Descriptively, what are the admission and enrollment patterns within racial/ethnic groups of percent plan eligible students, over time, for Texas elite,… [PDF]

Lewis, Jioni A.; Neville, Helen A.; Spanierman, Lisa B. (2012). Examining the Influence of Campus Diversity Experiences and Color-Blind Racial Ideology on Students' Social Justice Attitudes. Journal of Student Affairs Research and Practice, v49 n2 p119-136 May. This study examined the relationships between color-blind racial ideology (CBRI) and social justice attitudes among a racially diverse sample of first-year college students (N = 431). Results indicated that CBRI scores partially mediated the relation between participation in campus diversity experiences and social justice attitudes for Black, Latino, and White students differentially by racial group. CBRI scores accounted for 34% to 47% of this association. Implications for student affairs research and practice are discussed. (Contains 3 tables and 2 figures.)… [Direct]

Gouws, A. (2010). Race as Seriality: A Response to David Benatar and Zimitri Erasmus. South African Journal of Higher Education, v24 n2 p313-317. In this article I draw on the Sarte's notion of \seriality\ as theorized in his book \Dialectic of Reason\ and as interpreted by Iris Marion Young. I argue that seriality can be used to escape the false essentialism and identity politics of race as a category for admissions to universities. A series is a social collective whose members are unified passively by the objects around which their action is oriented, while a group is a collective where members recognize themselves and others pursuing the same goal (often leading to identity politics). Race as a series designates structural relations to material objects produced by prior history and material necessities of past practices, but disconnected from a racial identity. (Contains 2 notes.)… [Direct]

Sander, Libby (2012). On University of Texas' Flagship Campus, Soul-Searching over Diversity. Chronicle of Higher Education, Oct. The author reports on a Supreme Court case that is echoing across the University of Texas at Austin, and for some students, it is personal. Not long after the U.S. Supreme Court agreed to hear Abigail Fisher's case against the University of Texas at Austin, a lighthearted joke made the rounds at the Warfield Center for African and African-American Studies here on the flagship campus. At its core was a high-energy fifth-year student from Houston named Tedra Jacobs. Ms. Jacobs, an administrative assistant at the center, was admitted in 2008 as part of the freshman class Ms. Fisher had sought to join. Neither Ms. Jacobs nor Ms. Fisher graduated in the top 10 percent of her high-school class, a status that would have entitled her to admission under Texas law. So both were considered for admission under the university's "holistic review" policy, which includes race and ethnicity among many factors in weighing applications. Ms. Jacobs, the daughter of a single black mother and a… [Direct]