(1980). Equality in Vocational Programs. General Reference. This document is one of three publications designed to establish guidelines for the elimination of sex bias and sex stereotyping and the establishment of sex fairness in vocational education programs in Colorado. Intended as a general reference, it provides background information about the problem and supplies a rationale for the institution of sex-fair programs. Topics covered include what sex equity is–the educator's role; legislation; national/state data on employment and earnings; definitions; sex equity policies and procedures; sex equity mission statements and goals; and statistics on vocational education students and staff by sex. (KC)…
(1981). The Administrator's Guide to Equitable Opportunity in Vocational Education. Research and Development No. 208. The primary objective of this administrator's guide is to make vocational administrators aware of their equity obligations under the law so that they can discharge their responsibilities to meet the needs of special groups as realistically as possible. In addition, the guide is designed to remind administrators that they have a choice in developing their own philosophy of equity as it relates to vocational education and in reconciling their idea with the pragmatic concerns of helping special groups according to federal mandates. Major sections of the guide define those who may experience discrimination on the basis of handicap, academic or economic disadvantagement, limited-English proficiency, aging, race or ethnic origin, and sex. The guide concludes by listing major laws and implementing rules and regulations that affect selected administrative responsibilities or functions in working with individuals who are discriminated against. (LRA)… [PDF]
(1981). A Plan for Sex Equity in Postsecondary Vocational Programs, State of Hawaii. Pilot projects to achieve sex equity in vocational programs at the community colleges of Hawaii have existed on an individual campus basis since 1977. The plan contained in this document continues the sex equity efforts of the community colleges and provides a new approach–based on systemwide coordination–to reducing sex bias and stereotyping in vocational programs. It seeks to effect a better balance of female and male students in programs that are nontraditional to their sex by integrating the efforts at all seven campuses. After an introduction to the Plan and its objectives in Section 1, Section 2 of this report describes the plan, specifying goals and objectives, and how to achieve them. Section 3 provides the rationale for the plan, i.e., an analysis and assessment of the problem including enrollment data, sex equity barriers, and pilot projects attempted that the plan is intended to address. In the last section, the actual documents and list of references reviewed in the…
(1978). The Bakke Decision: Retrospect and Prospect. Summary Report on Six Seminars Held by the College Board in July-August 1978. During the summer of 1978 the College Board sponsored a series of six seminars throughout the United States to provide a forum for discussion of the Supreme Court's decision on the case of Regents of the University of California v. Allan Bakke. The first section of this report summarizes the discussions in the seminars, outlining the salient issues raised. Appended are three background papers prepared for the College Board: "The Decision in Regents v. Bakke: Legal Implications for the College Admissions Process" (Alfred B. Fitt); "Some Educational and Social Implications of University of California v. Bakke" (Warren W. Willingham); and "Implications of the Bakke Decision for Undergraduate Admissions Policies and Practices" (prepared by a team of practicing admissions officers). A list of the seminars and speakers is included. (MSE)…
(1978). Surviving in Wonderland: Factors for Success in Upward Bound Students Attending Selective Colleges. This paper examines the unique make-up of selective colleges as opposed to those with open admission policies, variances in individual colleges, and how Upward Bound students can be prepared for selective colleges. Some orientations of selective colleges have been described as realistic, scientific, enterprising, and conventional. All of these orientations give low priority to interpersonal relations, the social sciences, and arts and humanities; the environments are highly competitive academically and little concern is manifested for the individual student. This failure to emphasize interpersonal relations will constitute an obstacle for the Upward Bound student. Students and staff on a selective college are less likely to be aware of or support the special needs of Upward Bound students. The staff of educational opportunity programs need to insure that the student's psychological, spiritual, financial, and physical needs can be met by the school they choose. In selective colleges…
(1980). Management Manual. This manual articulates the rights, responsibilities, entitlements, and conditions of employment of management personnel at San Joaquin Delta College (SJDC). The manual first presents SJDC's mission statement and then discusses the college's management goals and priorities. An examination of SJDC's administrative organization and a list of management and confidential employee positions follow. Information is then presented on: (1) the responsibilities of management personnel prior to and during employment; (2) the college's statement of ethics; (3) contract guidelines governing hiring and termination; (4) employee benefits, including vacation, leaves of absence for various purposes, holidays, remuneration, retirement, extra employment, travel, mileage, and vehicle use procedures; (5) current salary schedules; (6) the employee insurance program; (7) the five steps in the college's work planning system (review job descriptions, review the performance appraisal process and forms,…
(1980). A Matter of Culture: The Educative Styles of Afro-American Children. Debate about the relative influence of class and of race on the condition of blacks in the United States is relevant to the issue of the educational achievement of black youth. Neither race nor class, but culture is most likely to affect black children's behavior in schools and, as well, the school's response to black children. The emphasis blacks place on emotional expression, their orientation toward people rather than objects, reliance on interpersonal relationships, proficiency in nonverbal communication, utilization of a relational cognitive style as opposed to an analytic cognitive style, and encouragement of expressiveness, spontaneity and assertiveness all contrast with typical behavior of whites and contradict standard expectations for conduct in educational settings. Additionally, the speech of blacks differs in many ways from the speech of whites and the language practices of the schools. Black children are more active and have more physical energy to expend than white…
(1980). Indian Education: Selected Programs and Practices. On-site visits and surveys of parents and students, as well as tribal, education, and government officials were utilized to gather information regarding selected Indian education programs and practices in Alaska, Minnesota, Montana, Oklahoma, and South Dakota. Many local and federally funded programs existed to provide Indian students with a bilingual/bicultural atmosphere and aid in the mastery of basic skills. Bilingual programs were particularly numerous, but basic skills programs were less so. Although Indian education curriculum development varied greatly from state to state and locality to locality, many school districts made concerted efforts to provide counseling, tutoring, and retention programs to help Indian students. Indians, however, felt that Indian-operated programs and schools were more responsive than public schools to the needs of Indian children. Indians supported alternative programs (usually federally funded) such as alternative K-12 schools, experimental… [PDF]
(1979). A Methodology to Study Promotion, Tenure, and Termination Among Academic Faculty at the University of Tennessee, Knoxville. A research methodology developed at the University of Tennessee for determining differences in rates of promotion, tenure, and termination that are linked to employee sex or race is discussed. Data were compiled for each full-time faculty member covering rank, degree, salary, sex, college, department, time at the university, and number of years in present rank. It is suggested that analyses and interpretations stemming from this research will allow universities to respond to government guidelines and requirements with concrete and reliable information that can serve as a basis for monitoring promotion, tenure, and termination. Comparisons were made for male/female and black/nonblack faculty. The computer coding structures, statistical methodology, and data elements are explained. Appended are the coding structures for data elements; a data sample; and tenure, and termination reports. (Author/SF)…
(1976). Access to the Legal Profession in Colorado by Minorities and Women. A Report Prepared by the Colorado Advisory Committee to the U.S. Commission on Civil Rights. The Colorado Advisory Committee to the U.S. Commission on Civil Rights investigated the accessibility of the legal profession to minorities and women in Colorado and the difficulties encountered by minorities and women at the professional education level and in the bar examination. Local and national statistics were provided by the American Bar Association and other organizations related to the legal profession. Law school professors, minority and women law school students and attorneys, State Supreme Court judges, and other interested persons were interviewed. Information was also collected from the University of Colorado School of Law and the University of Denver College of Law. Testimony on the subject was heard at an open, public meeting on May 10, 1975. Findings included: despite recruitment efforts the lack of minority and female faculty and administrators was a serious problem at both law schools; minority and female students voiced strong complaints that negative attitudes… [PDF]
(1976). Sex Discrimination in Education: Access to Postsecondary Education. Executive Summary. A study was undertaken to identify the kinds and extent of sex discrimination in access to postsecondary education. The study examined: (1) the participation of women in educational activities (secondary schools and postsecondary collegiate and noncollegiate institutions); (2) the effect of differential socialization and socioeconomic status on women's aspirations, self-concept, and motivation; (3) institutional practices that may be discriminatory, individual behavior that may limit women's options, and specific aspects of the educational experience that contribute to women's progress; and (4) the mature woman's access to education. The implications of the study are that: (1) program efforts should be undertaken for high school preparation, participation in postsecondary education, and institutional practices and policies; (2) there is a need for both periodic data collection from high school students and studies to identify the factors that affect women's career decisions; and (3)… [PDF]
(1976). Correction of Sex Discrimination and Sex Stereotyping in Education. Questions concerning academic and vocational questions were answered by examining how legislation affects and corrects sex role stereotyping, societal attitudes and sex bias, and employment patterns of men and women at present and in the future. Educational practices that promote sex discrimination were investigated in the following areas: Enrollment in particular educational programs, counseling bias, teacher attitude, instructional materials, and educational leadership. Sex role stereotyping in vocational education was found to occur in all program areas and on all levels ranging from administrators to students. Through the identification of societal and attitudinal factors that contribute to sex role stereotyping in employment and educational practices, it was discovered that not one set of elements existed, but an interwoven set of circumstances, which are tolerated if not accepted by society. For vocational education to act as an example for change for other areas of education,… [PDF]
(2003). Employment of People with Disabilities. ERIC Digest. With its definitions of individuals' and employers' rights and obligations, the Americans with Disabilities Act (ADA) is a mandate and a statement of our moral and ethical values as a culture. Persons with disabilities and employers must apply ADA's "triple standard" of reasonable accommodations for performing essential job functions without undue hardship to find individuals that match jobs and jobs that match individuals. Ten years after ADA's passage, workers with disabilities are older, work fewer hours, and are more likely to be single and less likely to have a college degree. They are still disproportionately represented in low-growth, low-wage occupations. Under ADA, the individual has the right to choose when or whether to disclose his or her disability or related information, but employers cannot be expected to provide reasonable accommodation for an undisclosed disability. Job seekers are advised to script and rehearse disclosure, minimizing medical terms,… [PDF]
(2002). A Workplace Divided: How Americans View Discrimination and Race on the Job. Work Trends: Americans' Attitudes about Work, Employers and Government. U.S. workers' views on discrimination and race on the job were examined in a telephone survey of 1,470 adults across the 48 contiguous United States that yielded 1,005 complete interviews. White workers were far more likely than workers of other races to believe that everyone is treated fairly at work. Race was a more powerful indicator of opinion on workplace discrimination than income or education. Many U.S. workers worked in ethnically homogeneous environments. White workers were much less influenced by their company's diversity than nonwhite workers were. African-American workers were far more likely than white workers or workers of other races to support the idea of preferential treatment to address past discrimination. African-American workers were the least satisfied with how seriously their employer regards discrimination in the workplace. Workers employed at larger companies were more likely than those in smaller companies to say that their employer takes incidents of…
(1998). The New Face of the University of California: Undergraduate Admissions in the Aftermath of SP-1. [Background Information on the] Senate Select Committee on Higher Education Admissions and Outreach [and] Senate Select Committee on Higher Education (May 5, 1998). This report provides background materials related to the California Senate Select Committee on Higher Education Admissions and Outreach and the California Senate Select Committee on Higher Education hearing on undergraduate admissions at the University of California (UC) and the Board of Regents' Special Proposal 1 (SP-1), which eliminated the use of race as a basis for admissions following passage of Proposition 209. The materials include a background paper on the issues involved; a copy of SP-1 and a fact sheet on the implementation of SP-1; documents that focus on UC system undergraduate admissions policies (including admissions by exception); UC system fall 1998 freshmen applicants, admissions, and higher education performance indicators; and proposals for increasing fairness in UC admissions. Copies of related newspaper and magazine articles are also included. (MDM)…