Lebrato, Mary T., Ed. (1986). Help Yourself: A Manual for Dealing with Sexual Harassment. This manual provides an overview of sexual harassment and what can be done about it. Although it deals with laws in California, its general sections and sections of federal laws could be used by persons in any state. The guide contains 12 chapters. Chapter 1 includes a discussion of what sexual harassment is and how it affects society and the individual. Chapters 2 through 11 discuss in detail the various options available to deal with the sexual harassment experience. They include information on the advantages and disadvantages of these options and what may be expected in the pursuit of a particular course of action. These chapters discuss documenting the experience, which is critical regardless of which avenue is pursued, remedies, the use of the criminal justice system, the employment complaint system, the military service complaint system, and the prison complaint system. The final chapter includes a discussion of various miscellaneous issues including personal and community…

Bender, Louis W.; Richardson, Richard C., Jr. (1986). Helping Minorities Achieve Degrees: The Urban Connection. A Report to the Ford Foundation. Drawing from a study of the progress of minority students to the baccalaureate degree, this report raises questions on how institutions and states can intervene to speed the process of reducing inequities that are clearly the product of past differences in minority access to education and jobs, and identifies practices of particular promise. Chapter 1 presents the issues, framework, and methods of the study; identifies the participating institutions; and gives an overview of the report. Chapter 2 provides contextual information about the environments for postsecondary education in each of the states represented in the study, while chapter 3 introduces the concept of conflicting cultures as an approach to understanding the barriers urban students experience in their pursuit of a degree. In chapter 4, students attending urban colleges are introduced through their own words, and through comments of those who work closely with them. Chapters 5 and 6 examine urban community college and… [PDF]

Harris, Zelema (1988). Institutional Commitment to Cultural Diversity. In 1987, one-third of the kindergarten students in the United States were minority. These students will be the pool from which institutions of higher education will draw their college freshmen in the year 2000. The impact of this increase in cultural and ethnic diversity will be pervasive, especially with respect to broadening European-oriented curricula to make them more inclusive of other cultures. The changes that the colleges will face must be approached systematically. Institutional commitment to ethnic and cultural diversity from the executive level must be in place before progress can be achieved. This commitment must be reflected in recruitment and retention efforts to increase the number of minority and female faculty members, in activities to educate faculty members who are insensitive to minorities and non-traditional students, and in efforts to involve minority faculty members in guiding institutional responses to diversity. Student recruitment and retention efforts must…

(1983). On Campus with Women. Vol. 13, No. 1, Summer 1983. On Campus with Women, v13 n1 Sum. Developments in education, employment, and the court system concerning the status of women are covered in this newsletter issue. In addition to the news items, an article criticizing the Reagan-appointed Advisory Council on Women's Education is presented. The article, which was prepared by the Citizens Council on Women's Education, is entitled \What Is the Record of the 1982-3 National Advisory Council on Women's Educational Programs?\ News topics include the following: violations of Title IX by many student health policies and by underrepresentation of women in community college vocational education programs; the University of New Hampshire's efforts to prevent sexual harassment and rape; a request for information on campus gang rape; how to distinguish sexual harassment from flirtation; sex bias in reference letters; minority women in academics; research on Chicanas in higher education; a research fund for work by Latin American women; sex discrimination in faculty salaries;…

(1984). Collective Bargaining Agreement between the University of Connecticut Board of Trustees and the University of Connecticut Chapter of the American Association of University Professors, July 1, 1984-June 30, 1986. The collective bargaining agreement between the University of Connecticut Board of Trustees and the University of Connecticut Chapter (1,410 members) of the American Association of University Professors (AAUP) covering the period July 1, 1984-June 30, 1986 is presented. Items covered in the agreement include: unit recognition, exclusions, academic freedom, governance, nondiscrimination, affirmation action plans and procedures, board of trustees prerogatives, meetings and discussions, contractual grievance procedure, additions to the by-laws grievance procedures, personnel files, members of the unit not in a tenure track, reduction of staff for discontinuance of programs and financial exigency, selection and review of department heads, AAUP rights, AAUP security and payroll deductions, salary scales, minimum terms, continuation of services, mergers and acquisitions, savings clause, research assistants and associates, merit, temporary employees, and discipline for tenure and/or…

Edwards, Flora Mancuso; Mann, William (1988). Minorities in Urban Community Colleges: Tomorrow's Students Today. An analysis is provided of trends and issues related to minority enrollment in urban community colleges. Following introductory comments, trends are examined in the areas of urban demography, elementary and secondary school enrollment, postsecondary enrollment, retention, major fields of study, degree attainment, and staffing patterns. The next section looks at ways in which urban community college trends parallel or diverge from those present throughout postsecondary education. Next, issues confronting urban community colleges as they endeavor to assure continued access and excellence to all of their constituencies are discussed, including the recruitment and retention of minority students; financial aid; academic preparation; sociocultural adjustment; minority student transfer to four-year baccalaureate institutions; the recruitment, retention, and promotion of minority faculty and staff; program and curricular development; community linkages; and research efforts to further… [PDF]

(1985). On Campus with Women. On Campus with Women, v15 n2-n3 Fall 1985-Win 1986. Developments in education, employment, and the courts concerning the status of women are covered in these two newsletter issues. In addition to news items, the article \United Nations World Conference on Women, 1985: Some Random Reflections on the Nairobi Conference\ by Bernice Sandler is included. The article provides an overview of the overall conference and workshops and considers implications for the future of women's activities. News topics include the following: women's education; women faculty; developments in other countries affecting women's education and employment; sexual harassment and rape on campus; contracts; faculty salaries; nontraditional careers for women; court litigation; sex discrimination; rural women; minority women; black women and feminism, disabled women, women's studies programs; women's sports; the climate for women faculty, administrators, and graduate students; textbook bias against women, women in land-grant colleges, financial aid for women students,…

Sechler, Judith A. (1981). Communication Skills. Sex Equity Training Package. Unlocking Nontraditional Careers. Research and Development Series No. 215A. This training package provides materials to build communication skills in vocational students in order to help them adapt to a changing work world in which traditional and nontraditional workers interact. Intended for use in a group setting, the four units of the package offer vocational students the opportunity to practice, through hands-on experiences, new and different communication patterns in a "safe" environment. (While overtly concerned with sex equity, the materials are adaptable to other equity groups, since communication skills are a universal concern.) Unit 1 is designed to assess the communication patterns of traditional and nontraditional students alike, as well as show how irrational ideas influence messages. Unit 2 focuses on skill training in verbal communication, while the third unit builds on unit 2 with skill training in nonverbal communication. The last unit addresses sexual harassment and the consequences of defensive messages in efforts to prevent or… [PDF]

(1973). Seminar/Workshops on Women in the World of Work. U.S. Office of Education Regions III, IV and V. Final Report. A final report on the regional seminar/workshops on women in the world of work conducted for selected leaders in vocational education and industry, this document contains the following information: a discussion of the current political, social, and economic patterns affecting vocational and career education; policies and procedures recommended by workshop participants to correct discrimination against women in education and employment; and the assessment of the success and impact of the seminar/workshops based on a follow-up survey of the participants. The appendixes include the follow-up questionnaire and results, lists of the general and local planning committees, the agenda, and the participants list. Also included in the appendix and comprising a major portion of the document are the speeches delivered by the seminar workshops by educators, lawyers, and government officials. The speeches are concerned with these topics: the composition of the nation's labor force; the laws and…

Mosley, Charlotte Graff (1982). The Role of Women as Educational Leaders in the Public Schools. The annotated bibliography describes the content of 71 documents treating the role of women as public school administrators. Of the documents, 16 discuss current trends in the employment of women as administrators, 28 concern the attitudes and perceptions of society concerning the presence of women in leadership positions in education, 13 review studies of the performance of women in administrative roles, and 14 analyze programs and procedures for increasing the representation of women in educational leadership. The compiler introduces the bibliography with a brief history of the role of women in education, describes the research effort prompting development of the bibliography, and defines critical terms. The bibliography concludes with a brief summary of the major implications of the literature reviewed and presents nine recommendations addressed to the educational establishment, to government agencies, and to women regarding policies for increasing the participation of women in…

(1976). Second Annual Desegregation Status Report for Public Postsecondary Education in Maryland. Volume 1. Summary Tables. This volume of the Maryland desegregation status report provides detailed data on the efforts of public postsecondary education institutions. The data collected for the fall of 1975 includes race composition information on applications rates, residence, financial aid awards, degrees, progression rates, and enrollment by program area for students. Also collected were data on full-time and part-time employees, changes in status of employees, salaries of full-time faculty, and information on faculty by program area. Racial composition data for employees of state agencies and members of boards associated with higher education are included. The percent of black full-time undergraduate students has increased from 13.3 percent in 1970 to 20 percent in 1975; the percent of black full-time graduate students has increased from 7.7 percent in 1970 to 10.2 percent in 1975. The percentage of other race students among the full-time undergraduate students has increased since 1974 for 23 of 28…

Paris, Alice Somerville; Woolridge, Schadell (1979). Placing Rural Minority Women in Training Situations for Non-Traditional Jobs. Detailed practical information is provided in this guidebook describing the services and resources needed to increase the participation of rural minority women in training for non-traditional jobs. Designed for use by a variety of organizations (women's clubs, service organizations, government agencies, and vocational/technical schools), the manual covers program development stages from initial planning to evaluation. Chapter I discusses program design, staffing requirements, and the process of locating and equipping an office. Chapter II lists sources of information for determining career trends in the target area, locating job training opportunities for women, and protecting women's job rights. Chapter III identifies services typically needed, i.e., recruitment, counseling, job placement, training program placements, and referrals. Chapter IV describes promotional and fund raising activities and lists specific steps for using the media and personal appearances to gain community…

(1978). Higher Education Equity: The Crisis of Appearance Versus Reality. First Annual Report, 1977. The report describes the background, functions, and activities of the National Advisory Committee on Black Higher Education and Black Colleges and Universities during 1977. It also gives a statistical overview of blacks in American higher education, and proposes a plan of action to attain goals of access (increasing participation), opportunities for success (quality improvements), institutional diversity, national program system supports, and a 25-year plan. Appendixes give a list of advisory board members, with addresses; the committee charter; a letter to the Secretary of the Department of Health, Education, and Welfare regarding the Alan Bakke case; a letter to the commissioner regarding staff and budget needs for the advisory committee, and a list of historically and predominantly black colleges. (MSE)… [PDF]

Clement, Jacqueline Parker (1975). Sex Bias in School Leadership. This study documents the pervasiveness of male dominance in educational leadership roles. Statistics demonstrate that only a very small number of women occupy positions in top-level administration. Legislation and regulations affecting women in higher education and at the elementary and secondary education levels are identified. The study concludes that progress to date in improving the status of women has been largely in two areas: (1) conditions of employment that deny women equal access to employment and its benefits in educational institutions, and (2) consciousness-raising to the extent that there is now some realization that a problem does exist. Considerations are offered for steps to change public policy to hasten the demise of institutionalized sex discrimination. Appendixes contain data on women as public school professional employees, and on federal laws and regulations concerning sex discrimination in educational institutions. A bibliography is included. (Author/MLF)…

(1975). Whatever Happened to Debbie Kraft? An Awareness Game for Educators, Counselors, Students, and Parents. An educational game relating to alternate career and life-style choices of an 18-year-old female high-school senior comprises this booklet. The game is designed to aid young women in their attempt to make decisions about their lives. Choices offered at the beginning of the game are: You decide to go to college in the fall, You decide to get a job, You decide to marry your boyfriend, and You decide to spend your summer at the beach and wait until next fall to make a decision. Each choice is followed by several options, all requiring the player to turn to another page and encounter yet another set of options. All game options eventually lead to seven questions: (1) Do you feel the failure was Debbie's fault? (2) What do you think will happen to Debbie next? (3) What groups and agencies in Debbie's community could have given her information, encouragement, and moral support? (4) How could Debbie's situation have changed? Who could have changed it? (5) How could Debbie's parents,… [PDF]

Keller, Edmond J. (1988). Crisis in Graduate Education for Minorities. Journal of State Government, v61 n2 p62-65 Mar-Apr. Action is needed now to recruit and keep minorities in graduate education, so that we produce the engineers, scientists, and doctorates we need. Data on minority college and graduate school attendance are provided. (Author/BJV)…

Lerner, Robert; Nagai, Althea K. (1997). Racial Preferences in Colorado Higher Education. Racial Preferences in Undergraduate Admissions at the Public Colleges and Universities of Colorado. This study examines the extent to which racial preferences are used in Colorado's 12 public colleges and universities and attempts to determine how the elimination of racial preferences would affect enrollment patterns in these schools. It uses actual admissions data from the State Commission on Higher Education. Detailed analysis shows that all public colleges and universities in Colorado use racial preferences in undergraduate admissions to increase black enrollment. There was no school at which the black median Scholastic Assessment Test (SAT) score, American College Testing Program score (ACT), or grade point average (GPA) was higher than the white median in 1995. Most of the public colleges and universities in Colorado use racial preferences to increase Hispanic enrollment. There were only a few schools at which whites did not have a higher median SAT or ACT score, or GPA, than Hispanic American students in 1995. Asian Americans appeared to receive very few or no preferences at… [PDF]

Stern, Ralph D. (1982). The Law and Public Education: Projections for the 1980s. Education and Urban Society, v14 n2 p211-34 Feb. Examines past Supreme Court decisions that have affected public education to explain currently held views concerning the Supreme Court in the 1970s. Observes that the 1980s will be a period of consolidation and clarification of court decisions and legislation of the 1960s and 1970s. (Author/MJL)…

(2003). News and Views. Journal of Blacks in Higher Education, n40 p6-74 Sum. This collection of articles focuses on such topics as the black-white higher education gap in large U.S. cities; online fundraising at historically black colleges; the white university that awards the most doctorates to blacks; the high ranking colleges and universities most forthcoming in disclosing racial statistics; the most highly cited black scientists; and improved black enrollments in graduate science programs. (SM)…

Gruhl, John; Welch, Susan (1990). The Impact of the \Bakke\ Decision on Black and Hispanic Enrollment in Medical and Law Schools. Social Science Quarterly, v71 n3 p458-73 Sep. Examines effects of the Supreme Court decision, \Regents of the University of California V. Bakke\ on Black and Hispanic enrollment in medical and law schools. Uses time-series analysis on aggregate enrollment trends between 1968 and 1987. Finds decision had little impact but notes decline in these applications beginning in 1984. (NL)…

Prewitt, Jeff (1992). Reducing Adverse Impact: One City's Efforts. Following a workshop on "Innovations in Employment Testing that Improve Validity and Reduce Adverse Impact," the City of Louisville (Kentucky) implemented a strategy to develop a comprehensive testing and recruiting program for police recruits. To improve candidate expectations and preparation, the following activities were undertaken: intense recruitment of minorities; revision and validation of a Test Preparation Manual (TPM) that provided motivated candidates from a disadvantaged educational background a means of focused study; and test-taking classes, study skills classes, support groups, and classes covering material in the TPM as well as mini-academies to answer questions about the TPM. Practice tests were also used to help candidates prepare. The city addressed the testing format and content by implementing the TPM approach, offering classes over the material in the TPM, and adding an oral examination to the process. The Angoff method was used to establish a cutoff… [PDF]

Kuykendall, Crystal (1992). From Rage to Hope: Strategies for Reclaiming Black & Hispanic Students. Schools are not serving our Black and Hispanic youth well, as standardized test scores reflect. The problem of educating these students must be addressed. This book offers suggestions to educators who have the interest, intent, and inspiration to facilitate achievement motivation among these students, but who may lack the information or teaching techniques. The first three chapters lay a foundation for implementation of the strategies and activities that are suggested in chapters 4, 5, 6, and 7. The final two chapters provide thoughts for the future and an opportunity for professional assessment. The following are the chapter titles: (1) \Dealing with Differences\; (2) \The Impact of Student Self-Image on Achievement and Motivation\; (3) \School-Related Obstacles to Achievement\; (4) \Motivating the Un-Motivated\; (5) \Addressing the Need for Discipline\; (6) \Creating a Good School and Classroom Climate\; (7) \Strengthening the Home-School Bond\; (8) \Focusing on the Future\; and…

Mort, Heidi; Reisman, Janet (1989). Women and Nontraditional Work. This fact sheet summarizes labor market statistics on nontraditional jobs for women and public policy, barriers, and strategies regarding such employment. Among the data presented are the following: nontraditional jobs for women are jobs in which 75 percent or more of those employed are men; 9 percent of all working women are employed in nontraditional jobs; the Job Training Partnership Act and the Carl Perkins Vocational Education Act are public policy efforts that support but do not ensure the entrance of women into nontraditional employment and training; lack of enforcement weakens the intent of laws and policies supportive of women in nontraditional jobs, including Title VII of the Civil Rights Act of 1964, Equal Employment Opportunity Commission Guidelines of 1980, Title IX of the Educational Act Amendments of 1972, Equal Pay Act of 1973, and Executive Order 11246; the barriers that inhibit entry of women into nontraditional training and employment are complex and interrelated;…

Simeone, Angela (1987). Academic Women Working towards Equality. The status of efforts to achieve equality for women faculty members in higher education is considered. The method used by Jessie Bernard in \Academic Women\ is replicated: presenting a wide variety of studies pertaining directly or indirectly to faculty women and then suggesting larger trends indicated by the findings. In addition, interviews were conducted with 20 female faculty members at a large, prestigious, northeastern research university representing a wide range of disciplines. Topics of discussion cover: career choices and the factors that lead women to these choices; the formal indicators of women's status in academe, such as salary, rank, and tenure; the differences in perceptions of women and men faculty members as well as their interpretation of their academic role; the informal relationships between academic women and their colleagues and sponsor/mentor relationships between women students and faculty members and between junior and senior faculty members; and marital…

(1988). Comments on Educational Equity Plans of the Segments. A Staff Report on the Development of Plans by the State Department of Education, the California State University, and the University of California To Achieve the Educational Equity Goals of Assembly Concurrent Resolution 83 (1984). Commission Report 88-6. In 1984 the California Legislature enacted Assembly Concurrent Resolution 83 (ACR 83), which established specific goals for enhancing the participation and success in postsecondary education of students from economic, racial, and ethnic backgrounds historically underrepresented in higher education. The Postsecondary Education Commission was mandated to review existing and planned programs to determine how they can best serve the goals of ACR 83. Responding to reports and recommendations from various segments of public education, the Commission addressed the following policy considerations: (1) the Department of Education's suggestions (offered in "Caught in the Middle–Educational Reform for Young Adolescents in California Public Schools" and "High School Curriculum and University Admissions Requirements: A Critical Linkage") that high schools set requirements that will prepare students for college, study the extent that students are currently prepared for… [PDF]

McLaughlin, Gerald W.; And Others (1982). Equity in Instructional Workload. AIR Forum 1982 Paper. Differences in instructional workload between men and women college faculty were studied at a large, land-grant university. The following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. Fall 1979 data were considered for full-time assistant professors in the academic colleges. Weighted student credit hours, derived in part from a state budget formula, were applied to credit hour production by student level. Didactic hours, which were an estimate of the amount of effort required for an instructional activity, were based on the type of course taught. For classroom only, the course credits were considered. For nonclassroom instruction, the number of didactic hours taught were considered in terms of student credit hours. When male and… [PDF]

(1977). Collective Bargaining Agreement Between State College American Association of University Professors and Board of Trustees for the Connecticut State Colleges. The collective bargaining agreement between the Connecticut State College American Association of University Professors, Inc. (CSU-AAUP) and the Board of Trustees of the Connecticut State Colleges (Central Connecticut State College, Eastern Connecticut State College, Southern Connecticut State College; and Western Connecticut State College) is presented. Items covered in the agreement include: recognition of SCU-AAUP; non-discrimination; professional rights and responsibilities such as tenure, academic freedom, appointments and faculty evaluation; faculty participation procedures; counselors; librarians; working conditions; workload; summer school and intersession; compensation; and leaves and fringe benefits. Also covered are: travel and energy comservation; grievance procedure; termination; and research. The appendices contain samples of the letter of an appointment and tenure letter, and a grievance form. (SPG)…

(1977). Agreement Between Rhode Island Board of Regents and University of Rhode Island Chapter American Association of University Professors, 1977-1979. The agreement reached between the Rhode Island Board of Regents and the University of Rhode Island Chapter of the American Association of Univeristy Professors (AAUP) is presented. Items covered in the agreement include: recognition of AAUP; non-discrimination; academic freedom; selection of deans, department chairmen, and faculty members; workload; salaries; fringe benefits; annual review; and promotion process. Also covered are tenure, leaves, outside consultation, and grievance procedure. Appendices contain items on salaries (1977-78 and 1978-79), exceptional salary increases, chairman's supplement, student evaluation of teaching, and retrenchment study committee. (SPG)…

Kane, Roslyn D.; And Others (1976). Sex Discrimination in Schools: Evaluating Employment Practices. This guide outlines how school districts can identify sex discrimination against women teachers and women administrators in their employment practices. It offers step-by-step instructions for collecting and analyzing data relevant to hiring patterns, promotional processes, salary, and fringe benefits. The first section of each chapter provides background information to determine why an issue is an important factor in determining if discriminatory practices are occurring. The second section of each chapter serves as an example of a hypothetical school situation. Finally, the third section of each chapter provides specific instructions to follow in an examination of discriminatory practices. Worksheets to record findings are provided. (Author/LD)…

Synnott, Marcia Graham (1979). The Half-Opened Door: Discrimination and Admissions at Harvard, Yale, and Princeton, 1900-1970. Contributions in American History, Number 80. The origins, history, and final demise of discriminatory admissions policies at Harvard, Princeton and Yale are examined. It is reported that by the early 1920's the Big Three racial and religious quotas were fully operative in response to the influx of Jews, Catholics, and other new groups that threatened the hegemony of the old-stock Americans who traditionally composed the student body. The discrimination suffered by the Jewish and Catholic students who were admitted to these universities is revealed. Change in the admissions policies came after World War II with the increase in democratization. It is shown how admissions on the basis of merit helped these colleges preserve their traditions of academic excellence. Chapters discuss the changing campus, various policies and philosophies held by college presidents, admissions policies, student experiences at these colleges, and events leading to change and growth. Tables offer statistical information such as: percentage of Jewish…