Gappa, Judith M.; Uehling, Barbara S. (1979). Women in Academe: Steps to Greater Equality. AAHE-ERIC/Higher Education Research Report No. 1, 1979. A review of current research and literature about women in higher education is presented in this monograph in the context of equality of opportunity. The following areas are addressed: the status of women students, institutional practices that affect the participation of women students, the socialization process, women's studies and women's colleges, women faculty and administrators, academic careers, legislation pertaining to the rights of women in higher education and current enforcement efforts, and recommendations for the future to achieve greater equality. The research indicates that there have been and continue to be powerful constraints affecting the participation of women; the status of women as students and employees is still not equal to that of men. Reasons for the discriminatory situation are documented and examined, although there are limitations in the information provided by available research. Recommendations consist of five steps that institutions, agencies, and…

Bailey, Robert L.; Hafner, Anne L. (1978). Minority Admissions. The changing role of admission policies and practices as higher education institutions deal with the problems of miniority acess and admissibility is examined in this book. Sections dealing with admission requirements, academic prediction, and major problems in admission practices provide background information on the workings of student selection. A history of minority preference in admission is presented, and testing and the race relevance are examined as an important factor in the admissibility of minorities. Policy issues are discussed in the case for/against minority preferences, constitutional and legislative strategies, and long-range issues, including the role of an admissions policy in meeting societal needs. Suggestions are offered for designing an action implementation plan to make possible minority access and admission in accordance with the Bakke decision. It is concluded that higher education institutions should pursue actively early outreach programs that parallel or…

Gibson, Juanita M.; And Others (1974). Report of the Florida Public Community College Equal Access/Equal Opportunity Consulting Team. This report presents the findings and recommendations of a consulting team dedicated to helping the Florida Division of Community Colleges achieve its goal of enrolling and employing Blacks and other minorities in approximate proportion to the 18- to 64-year-old population of the State by 1980. This report includes: (1) a detailed description of a data system designed to collect the information on attrition and retention needed to monitor progress toward this goal; (2) a discussion of methods of developing alternative instructional delivery systems for ensuring successful learning by minority students; (3) a review of testing as a screening and diagnostic device, accompanied by recommendations that group or standardized tests yielding IQ scores be discontinued for use in the community colleges of Florida and that student advisors be urged to utilize other tools to assess student potential; (4) discussions of the elements of an optimum human relations atmosphere at community colleges… [PDF]

Garfin, Molly, Ed.; And Others (1976). Collective Bargaining in Higher Education. Bibliography No. 4. The fourth annual bibliography of retrospective and current searches in the field of collective bargaining in higher education represents an attempt to survey the literature of the field as it relates to faculty in public or private colleges and universities. The scope includes 1975 and pre-1975 references. Relevant information from major journals plus material relevant to arbitration awards, court decisions, NLRB, and PERB rulings are included. The bibliography, arranged alphabetically by subject, includes topics on: academic freedom, administration, collective bargaining in Canada, faculty attitudes, grievance procedures, legislation, retrenchment, strikes, students, tenure, unions, and women. (Author/KE)… [PDF]

Buckner, Donald R.; Samuels, William M. (1975). Minority Barriers Identification Conference (Arlington, Virginia, December 15-17, 1975). Final Report. Papers, workshop reports, and pertinent recommendations from a conference concerned with barriers faced by minorities seeking training in the allied health professions are presented. Data provided for the conference, gathered from Northeast, Southeast and Southwest United States during a 2-year period, related to barriers encountered by Black, Indian, and Spanish-surnamed students attempting to enroll in allied health professions in their geographical areas. These barriers were validated and placed under the major headings of need for financial assistance, need for role models, poor academic preparation and lack of tutorial services, lack of career information and counseling, and cultural and social gaps. Five priority recommendations for attacking the barriers were presented: (1) Initiation of a national comprehensive allied health manpower development program, (2) development and enforcement of a strategy to identify and remove culturally biased admissions criteria and procedures,…

Yavorsky, Diane K. (1988). The State Leadership Role. Journal of State Government, v61 n2 p66-68 Mar-Apr. States must take the following initiatives to ensure equal opportunity to higher education for minorities: (1) set the tone and the imperative; (2) demonstrate will to effect change and enforce accountability; (3) remove barriers to college attendance; (4) encourage cooperation across all sectors of society; (5) make equity integral to excellence; and (6) create a climate that supports diversity. (BJV)…

(1998). The New Face of the University of California: Undergraduate Admissions in the Aftermath of SP-1. [Hearing Transcript of the] Senate Select Committee on Higher Education Admissions and Outreach [and] Senate Select Committee on Higher Education (May 5, 1998). These proceedings present testimony from the California Senate Select Committee on Higher Education Admissions and Outreach and the California Senate Select Committee on Higher Education regarding undergraduate admissions at the University of California (UC) in the aftermath of Proposition 209 and California Board of Regents' Special Proposal 1 (SP-1), which eliminated the use of race as a basis for admissions. Four panels of witnesses focused on alternative solutions to increasing access to the university; the admissions process; student views of the admissions process; and access to college preparatory courses and outreach. The testimony noted the declining number of African Americans and Hispanics and the increasing lack of diversity at UC institutions, especially at the two flagship Berkeley and Los Angeles campuses since implementation of SP-1; the biased effect of Scholastic Assessment Tests (SAT) scores on admissions; the biased effect of grade point average (GPA) on…

Davis, Maurice, Comp.; Hollins, Anthony, Jr., Comp.; Horne, Devonaline T., Comp. (2001). Kids into Health Careers Kit. This complete Kids into Health Careers (KIHC) information package contains guidance materials to use when working with local school systems. It provides operating instructions on how to choose and address an audience, either at a school or community-based organization. (KIHC is an initiative being developed to supplement the pool of qualified applicants from economically and educationally disadvantaged and underrepresented minority populations for entry into health professions training.) The packet includes an overview booklet; a poster with information on the back about what KIHC is, why it is so important, who KIHC is trying to reach, examples of career opportunities in the health professions, and reference guides; an operating instructions booklet covering qualifying, financial aid, fulfilling a need, selection criteria, addressing target audiences, and reporting elements; and a booklet with presentation models for students K-5, students 6-12, parents, and teachers, counselors,… [PDF]

Jensen, Arthur R. (1991). Spearman's g and the Problem of Educational Equality. Oxford Review of Education, v17 n2 p169-87. Criticizes approach to equal education that seeks equality of outcome as well as equality of opportunity. Discusses Spearman's theory of g that attempts to explain individual differences in intelligence. Contrasts efforts at genuinely reducing equality of outcome, including Aptitude X Treatment Interaction, Mastery Learning, and Thinking Skills Training, with forced appearance of equality of outcome among different racial groups. (DK)…

(2003). News and Views. Journal of Blacks in Higher Education, n41 p6-70 Aut. Contains articles on such topics as the progress of black student enrollment at highly ranked institutions; academic performance of black athletes at highly ranked universities; racism on official U.S. maps; sharply deteriorating black enrollments at U.S. medical schools; crime on the rise at many black college campuses; the annual black college reunion; and pork barrel grants (tidbits for black colleges). (SM)…

Bibb, Sharon; And Others (1976). How to Find a Job: Exit Booklet for Graduate Students. This booklet is prepared for the graduate community with the intent of helping students find employment at the end of their studies. Some information is specific to the University of Washington, but much could be used by graduate students of any institution. Resources within the community as well as within the university are outlined, and techniques for finding jobs are described: resume writing, letter writing, the job interview, jobs in higher education, government jobs, and one's rights as a job-seeker (fair and unfair pre-employment inquiries). Information is supplied by University of Washington departments about employment in those professional fields. The information includes job possibilities, job advertising sources, professional societies in the field, and other relevant information. (MSE)…

(1993). Increasing the Academic Pool of Minority Students for Higher Education in Virginia. This monograph discusses issues and problems in enhancing the academic and financial preparation of minority students in Virginia for college. Practices contributing to the disproportionately low percentage of minority students prepared for college are identified including inadequate preparation of teachers to instruct students from diverse backgrounds; failure of guidance counselors to identify and enroll minority students in academic programs; and use of ability grouping and disproportionate tracking of minority students into non-college preparatory programs. Five major recommendations are made: (1) ensure inservice and preservice training for administrators, counselors, and teachers on the learning styles and guidance needs of minority students; (2) promote increased parental involvement in and greater community support for the education of minority students; (3) empower minority students and their parents by providing them with information needed to prepare for college; (4)… [PDF]

(1994). Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. Annual Report: December, 1994. This report describes the activities and results of three programs instituted under Connecticut's Minority Advancement Program (MAP) to promote racial and ethnic diversity in Connecticut public higher education. The Connecticut Collegiate Awareness and Preparation Program (ConnCAP), which enrolled 1,585 students in 1993-94, is designed to give high school students from disadvantaged backgrounds the necessary skills and motivation for success in college. The Minority Enrollment Incentive Program (MEIP) monitors the access, retention, and graduation rates of underrepresented minorities in Connecticut public colleges and universities. It found an overall increase in minority access, retention, and graduation rates between 1990 and 1994. The Minority Staff Development and Recruitment Program (MSDRP) aims to achieve representative employment for minority faculty, administrators, and other professional staff at Connecticut public colleges, universities, and central offices. It found an… [PDF]

Castro, Raymond E.; Ingle, Yolanda R. (1991). Glimpses of Innovation: Efforts To Increase Chicano/Latino Teachers in the Southwest. This volume presents the results of an effort at the Tomas Rivera Center in Claremont (California) to determine what is being done in the southwestern United States to produce more Latino and other minority teachers, including descriptions of 31 programs currently implemented at colleges and universities. The first section describes the changes in demographics in the southwest in the population in general and in the teaching force, noting the decline in minority teachers and providing a set of conclusions derived from a review of teacher training programs serving a high proportion of Latinos. Section 2 summarizes the findings on the 31 programs in the areas of recruitment and retention with a note on cross-institutional and collaborative approaches. Section 3 presents the 31 project descriptions alphabetically according to the sponsoring organization and covering the purpose; a program description; any partnership relations; a progress report; and the name, address, and telephone…

(1992). In the Shadow of Opportunity: Removing Barriers and Creating Success for America's Homeless Children and Youth. A Policy Statement. This report highlights selected states' attempts to meet the requirements of the 1990 amendments to the Stewart B. McKinney Homeless Assistance Act (SMHAA), which lays the groundwork for assuring that homeless children and youth have access to and success in schools. A homeless child's success story and an issue that impacts a state's ability to respond to homeless children's and youth's educational needs are each summarized for 25 states and the District of Columbia. With increased funding for fiscal year (FY) 1992, some states are expanding after-school tutorial and homework assistance projects, local projects that provide support services to address the special needs of runaway and homeless youth, alternative school programs, or initiatives that address the need for school supplies, clothing, transportation, and self-awareness. Whether the issue is full funding, the 35-50 percent requirement, transportation, or the need to increase minimum state allotments, each state's challenge… [PDF]

(1984). Manual for the Evaluation of Local School Districts Pursuant to the Public School Education Act of 1975. The Public School Education Act of 1975 (Chapter 212) set forth certain responsibilities of the New Jersey State Department of Education. Among them is the monitoring of local school districts to assure that the necessary elements are in place to "provide to all children . . . the educational opportunity which will prepare them to function politically, economically, and socially in a democratic society." A comprehensive review of the act and its implementation concluded that the monitoring process did not support the key component of the act (i.e., local planning for educational excellence). This manual revises the monitoring process to reflect the objectives set forth in the document entitled "Implementation of the Public School Education Act of 1975–A Renewed Commitment, March 1983." Section 1 describes steps involved in the first-level monitoring process and worksheets used in such monitoring. Section 2 describes steps involved in a second-level review…

(1984). On Campus with Women. [Fall 1983 and Winter 1984]. On Campus with Women, v13 n2-3 Fall 1983-Win. Developments in education, employment, and the courts concerning the status of women are covered in these two newsletter issues. Topics include the following: sexual harassment at colleges and universities, attitudes toward women on campus, campus rape, the scope of coverage of Title IX, sex bias rulings, the Reagan Administration's position on the Women's Educational Equity Act Program, testimony concerning the effect of the Equal Rights Amendment on higher education, scholarships for older students, the Equal Pay Act, salary differences between female and male faculty, antidiscrimination laws pertaining to not hiring women because of pregnancy, enrollment trends for minorities, the climate for women students outside the classroom, women and science, developments concerning black women in academe and the professions, conferences on black studies/women's studies, a directory of Hispanic women in psychology, resources for integrating the study of women into the college curriculum,…

(1984). Statement on Educational Diversity, Equality, and Quality. Self-Regulation Initiatives: Guidelines for Colleges and Universities, No. 9. Guidelines to help colleges and universities encourage equality and diversity within a framework of quality are presented. Recommendations are offered concerning: institutional leadership in promoting equal opportunity; effective recruitment, advancement, and support of personnel, especially of women, minorities, and disabled persons; the development and evaluation of teaching, scholarly activities, and curricular development; and diversity in student programs and campus. Ways in which leaders can promote equal opportunity include: designating the person responsible for institution-wide programs promoting equity and providing this individual access to top-level administrators. Successful efforts for recruiting previously underrepresented groups include: recruiting on the basis of departmental needs for excellence and diversity and developing job descriptions that include only job-related qualifications. The importance of constructive grievance procedures, support systems for…

(1988). Native Hawaiian Community Colleges Advisory Council. Final Report. Recent needs assessment reports show that Native Hawaiians are underrepresented in postsecondary education and in mid-level, supervisory, and white-collar occupations, and have higher than average dropout rates and lower than average basic skill levels. In February 1987, a study was conducted by the Native Hawaiian Community Colleges Advisory Council to assess the needs of Native Hawaiian students enrolled in vocational education programs at the University of Hawai'i Community Colleges. The study involved campus visitations; discussions with students, staff, and community members; a review of current literature; and an examination of existing data. The study identified seven barriers to educational access and success for Native Hawaiian students: (1) financial problems stemming from lack of information about financial aid, reluctance to disclose financial information, and difficulty filling out applications; (2) personal problems and a concomitant reluctance to speak to counselors;…

Chachkin, Norman (1984). State Enforcement of Civil Rights in Vocational Education: Partner or Stepchild? A Report on Implementation of Section II of the 1979 Vocational Education Guidelines by the Office for Civil Rights, U.S. Department of Education. An investigation was conducted of state enforcement of the Vocational Education Guidelines issued in 1979 to prevent discrimination on the basis of race, national origin, sex, or handicap in vocational training. The guidelines are administered by the Office of Civil Rights (OCR) through methods of administration (MOA) developed by the states that show how each state plans to fulfill its obligations to monitor the delivery of vocational training and to enforce the applicable nondiscrimination requirements of Federal law. The investigation found that less than 20 percent of the states were doing an acceptable job of enforcing civil rights. The blame for this situation was placed with OCR and the U.S. Department of Education, which have not provided effective information, guidance, and training together with sufficient Federal oversight to ensure that the results are adequate. It was charged that the Department of Education has been unwilling to undertake or to give appropriate…

Spain, Rodney K. (1981). Recruitment Skills. Sex Equity Training Package. Unlocking Nontraditional Careers. Research and Development Series No. 215D. These workshop materials are designed to aid recruiters of nontraditional vocational programs in publicizing their training opportunities. Information is included on convincing vocational educators to recruit nontraditional students, speaking effectively with journalists about program activities, and writing public relations materials. The workshop contains three units that can be presented independently. The first unit provides six sound reasons why vocational educators should recruit nontraditional students. The unit focuses on benefits for the vocational educators rather than on the value of nontraditional training to the students. Unit 2 helps recruiters to work more effectively with journalists. The unit helps recruiters to learn how to create newsworthy events that will entice media coverage and then explains how to interact professionally with reporters. The final unit trains vocational educators to write public relations materials without the help of professional… [PDF]

Menzer, Jeffrey A.; Simonson, Joy R. (1984). Catching Up: A Review of the Women's Educational Equity Act Program. Case histories of Women's Educational Equity Act (WEEA) projects are presented, along with information on WEEA's mandate, operation, and new directions. The WEEA projects support the development of curricula and training materials for the education of females at pre-elementary to postsecondary schools, along with efforts of private sector and community groups. The project descriptions cover: math and science, sex-role stereotyping in the curricula, infusing equity in educational institutions, Title IX implementation, inequitable and stereotyped teaching, disabled women and girls, reentry women, and demonstrations of educational equity in diverse school districts. The major steps for selecting grantees for funding are identified, along with the priority areas for making funding decisions. Historical highlights since the passage of the Women's Educational Equity Act (P.L. 95-561) in 1974 are also outlined. An overview of the role and activities of the National Advisory Council on… [PDF]

(1978). Planning for Postsecondary Education in California: A Five-Year Plan Update, 1978. This 1978 Update of the California Postsecondary Education Commission's Five-Year Plan reports on the progress that has been made in addressing the issues raised in the original plan and the 1977 update. Among the issues discussed are: (1) equal educational opportunity; (2) state-level postsecondary education information system; (3) financing postsecondary education; (4) student financial aid; (5) tuition, fees, and access; (6) adult education; (7) educational and career counseling; (8) vocational education; (9) regulation of private vocational institutions; (10) evaluation of the effectiveness of postsecondary education; (11) accreditation; (12) basic skills deficiencies; (13) regional planning; (14) collective bargaining; and (15) stabilized, declining, and shifting enrollment. The appendices contain a listing of reports issued by the Commission, tables on actual and projected undergraduate student enrollment, and a list of proposed programs representing possible duplication. (SPG)… [PDF]

(1976). A Study of Nationwide Availability of Women & Minorities for Positions in Officials & Managers & Professionals. Employment Categories. Final Report. A study was conducted to determine a nationwide availability conclusion percentage of minorities (Blacks, Spanish-origin persons, Asian Americans, and American Indians) and women particularly in job groups of two job categories: Officials and Managers, and Professional. The resulting availability conclusions would then be used to determine underutilization of these minority groups in the two categories. Subsequent to compiling a list of government agencies, colleges, universities, and various associations and societies, over two hundred letters were written and visits were made to collect relevant statistical data. Government agencies provided the most complete and updated data while generally, the private associations, did not provide useful information. Utilizing the eight factors to be considered in determining the availability of minorities and women according to federal regulations, seven factors were identified and considered for both minorities and women in this study,…

Reynolds, William Bradford (1981). The Focus of Equal Employment Opportunity Programs under the Reagan Administration. Remarks by William Bradford Reynolds, Assistant Attorney General, Civil Rights Division. The equal employment opportunity policies of the Reagan administration may be summarized in the following manner: while the administration will not retreat from the historic commitment to enforce federal civil rights laws, it will no longer insist upon, or in any way support, the use of quotas or any numerical or statistical formula designed to provide to nonvictims of discrimination preferential treatment based on race, sex, national origin, or religion. This policy has been adopted for several reasons: (1) Title VII of the 1964 Civil Rights Act, which mandates nondiscriminatory employment decisions, does not countenance racial quotas; (2) the economic and social strides gained by minorities in the 1960s demonstrated the capacity of minorities to compete effectively in a nondiscriminatory environment; and (3) there is no moral countenance for quotas. The number and nature of suits brought by the Justice Department to enforce equal employment opportunity legislation will not change… [PDF]

Northup, James P. (1980). Old Age, Handicapped, and Vietnam-Era Antidiscrimination Legislation. Revised Edition. Labor Relations and Public Policy Series No. 14. This book brings together materials, cases, and opinions regarding the Age Discrimination in Employment Act of 1967, the Rehabilitation Act of 1973, and the Vietnam Era Veterans' Readjustment Assistance Act of 1974; analyzes these materials; and examines their impact on employer personnel policies. Also considered are the amendments to the 1967 age law establishing compulsory retirement at age 70. A section of the book is devoted to each of the three acts. The final section is concerned with questions of public policy that have been found to exist in the administration of the laws and that are probably inherent in complex legislation designed to regulate industrial relations and personnel administration. Summaries of laws, excerpts from legislation, and other supplementary information are contained in appendices. (Author/MLF)…

Mercer, James (1978). Educators' Handbook on Federal Anti-Sex Discrimination Laws. The document presents a summary of major federal legislation affecting the policy and operation of educational programs and activities. The handbook is intended to help educators locate information on the constitutional aspects of anti-discrimination laws. The document is presented in four chapters. Chapter I discusses the constitutional aspects of anti-sex discrimination efforts and presents examples of challenges to sex discrimination based upon the U.S. Constitution. Also discussed are legally permissible types of discrimination under the 14th amendment and tests used by the courts to determine whether a discriminatory law is constitutionally permissible. Chapters II and III focus on Title VII of the Civil Rights Act of 1964 and the Equal Pay Act of 1963. Information is presented on who is regulated by each act, what is prohibited, exceptions to coverage, and sources of additional information. Chapter IV discusses Title IX of the Education Amendments of 1972. Topics discussed…

Exum, William H. (1980). \Plus Ca Change…?\: Racism in Higher Education. The meaning, operation, and impact of institutional racism in higher education are examined with attention to both past and present conditions. Institutional racism is examined with reference to several specific issues: barriers to the entry of blacks, as both students and staff, into American higher education; curriculum and academic programs; and treatment and on-campus experiences of blacks once entered. Brief attention is given to facilities, and other differentials between white and black institutions of higher education, as well as the relationship between black communities and white universities. The role of the status allocation functions of colleges and universities, intergroup competition and conflict in the larger society, and on campus, organizational imperatives of the institution, general societal attitudes about race, and attitudes and bigotry are considered. A distinction is made between structural and adaptive reform in attempts to combat institutional racism and…

Rolph, John E.; And Others (1978). Predicting Minority and Majority Student Performance on the National Board Exams. A study was conducted to predict performance of majority and minority students in medical school by analyzing results of the National Board of Medical Examiners (NBME), Parts I and II. Data were collected from members of the 1975 and 1976 graduating classes of nine medical schools, and included Medical College Admission Test (MCAT) scores, undergraduate grade point averages (GPA), undergraduate school attended, sex, race, and medical school characteristics. Race was coded as Black, Asian, and other (mostly Mexican-Americans or Puerto Ricans) for minority students. It was concluded that: broad aptitude measures of the quantitative and verbal parts of the MCAT had greater predictive power for minority students than for majority students; measures of general aptitude were better predictors than measures of past achievement for minority students; the selectivity of the undergraduate college had a statistically significant positive effect on majority students' performance; the effects of…

Matthews, Martha; McCune, Shirley (1976). Why Title IX?. The implementing regulation for Title IX of the 1972 Education Amendments establishes detailed criteria for identifying and eliminating sex discrimination in education programs and activities. This document focuses briefly on answers to some of the questions that have arisen around the implementation. The purpose of Title IX is to prohibit sex discrimination against students and employees of education programs and activities receiving federal funds. It is necessary because of the demonstrated discrimination in admission practices and policies, awards of financial assistance, counseling and counseling materials, vocational education, athletic programs, student health services, and employment policies and practices. The educational and social effects of sex discrimination in education programs and activities are also documented. (JMF)… [PDF]