(1997). Academic Senate for California Community Colleges: 29th Spring Session Resolutions (San Francisco, California, April 10-12, 1997). Documenting the spring 1997 session of the Academic Senate for the California Community Colleges (CCC), this six-part report details 44 resolutions that were adopted by the Senate, 3 that were determined to be non-urgent, 3 that were referred, and 8 that failed. The first part presents adopted resolutions organized by the following areas: (1) the Academic Senate, including redefining faculty productivity; (2) affirmative action and cultural diversity, including a change in the CCC anti-discrimination statement; (3) articulation and transfer; (4) budget and finance, related to budget development and alternative funding mechanisms; (5) state and legislative issues, related to faculty hiring and part-time faculty office hours; (6) consultation with the CCC Chancellor's Office; (7) counseling, including standards of practices; (8) curriculum, including good practices and a model; (9) a disciplines list; (10) technology, including requirements for distance learning; (11) general… [PDF]

(1997). The Twentieth Annual Report of the Academic Senate for California Community Colleges, 1995-1996. The Academic Senate for California Community Colleges was established to promote the best interests of higher education in the state and to represent community college faculty at the state level. This 20th annual report summarizes the activities of the Academic Senate for 1995-96. The first part presents a report from the Senate President, a financial statement, lists of goals and committee priorities for 1995-96, and minutes from the Senate's fall 1995 and spring 1996 sessions. The second part presents annual reports from Senate standing committees on affirmative action/cultural diversity, revised accreditation standards and liaison, common course numbering, counselor and librarians, curriculum, educational policies, elections, faculty development, legislative issues, publications, relations with local senates, resolutions, standards and practices, technology, and vocational education. Next, reports are provided from Senate advisory committees on basic skills, review of the capital… [PDF]

Droge, David (1992). The Five Dogs of Politically Correct Speech on Campus. "Politically correct" has become an all-purpose pejorative epithet conflating and condemning a number of initiatives, such as affirmative action in hiring and admissions, multicultural education, broadening the "canon" of classical texts to include women and minority groups, protests against unpopular, usually conservative ideas, and changing vocabularies for representing particular groups. Kenneth Burke's elaboration of five distinct variations on the meaning of the simple word "dog" suggests a method by which the complex issues surrounding the term "politically correct" might be analyzed. Thus a, systematic application of Burke's notion of "Dramatism" can be made to the politically correct controversy. There are five different canine categories, then, concerning the notion of politically correct: (1) the hegemonic dog, emphasizing the different terminologies used by advocates of both sides; (2) the ancestral dog, which decenters… [PDF]

(1981). The Statewide Plan for Higher Education, State of New Jersey Board of Higher Education. The 1981 statewide plan for higher education in New Jersey is presented. The following challenges for the future are briefly addressed: education in a technological society, liberal education for social change, the size and composition of the college population, public priorities and fiscal resources, the role of government, the Board and Department of Higher Education, the chancellor, institutional quality, affirmative action, international education, research, and cultural responsibilities. Policy for the decade ahead is considered in relation to opportunities for higher education, quality of educational programs, research and advancement of knowledge, and management and accountability. The role and mission of specific institutions of higher education and of each sector are considered. Enrollment goals and projections are specified regarding undergraduate enrollment goals, the proportion of high school graduates going to college, the role of out-of-state students, the retention of…

(1979). Discrimination in Canada: A Survey of Knowledge, Attitudes and Practices Concerned with Discrimination. To identify attitudes of the Canadian public toward discrimination, the Canadian Human Rights Commission surveyed a representative sample of 2,000 Canadians. This document describes the survey, presents highlights, and explains how the survey is being used. The specific purpose of the survey was to provide information on public opinion regarding discriminatory practices based on factors having nothing to do with the activity from which a person is excluded. Five categories of questions were presented to respondents–(1) knowledge, judgments, and attitudes relative to human rights agencies and legislation in Canada, (2) personal knowledge and experience of discriminatory practices, (3) changes in patterns of discrimination, (4) special programs or affirmative action for disadvantaged groups, and (5) the extent of tolerant attitudes. Findings from analysis of responses to questions in these categories indicated that 68% of respondents considered the commissions effective in removing…

Wells, Janet (1980). Achieving Sex Equality in Vocational Education: A Citizens' Guide to the 1976 Vocational Education Amendments. This handbook is intended as a guide for individuals and groups to use in designing and carrying out activities to monitor their state and local educational agencies (SEAs and LEAs) for compliance with the 1976 Vocational Education Amendments and Title IX. (This legislation requires affirmative action for sex equity in vocational education.) Section 1, Monitoring State Vocational Education Programs, contains seven chapters. Chapter 1 describes briefly the relationship between the federal and state governments with regard to implementation of the Vocational Education Act (VEA), and Part A of each succeeding chapter describes the requirements of the 1976 VEA Amendments which affect equal opportunities or which provide for public participation in the state planning process. Part B of each chapter suggests appropriate monitoring activities. Section II, Monitoring Local Vocational Education Programs, describes the relatively few VEA regulations that directly affect LEAs and the more…

(1998). The Academic Senate for California Community Colleges. Twenty-First Annual Report, 1996-1997. This 21st annual report summarizes the activities of the Academic Senate for California Community Colleges for 1996-97. The first part presents a report from the Senate President, a financial statement, lists of goals and committee priorities for 1996-97, and minutes from the Senate's fall 1996 and spring 1997 sessions. The second part presents annual reports from Senate standing committees on: (1) affirmative action/cultural diversity; (2) counseling and library faculty issues; (3) curriculum; (4) educational policies; (5) elections for Senate posts; (6) faculty development; (7) legislative issues; (8) relations with local senates; (9) Senate resolutions; (10) standards and practices; (11) technology; and (12) vocational education. Next, reports are provided from Senate advisory committees on: (1) basic skills; (2) distance learning technical assistance; (3) library and learning resources programs; (4) matriculation; and (5) the Regional Counselors Facilitator Committee. Finally,… [PDF]

Slark, Julie; And Others (1990). Rancho Santiago College Climate Survey Report. Research, Planning and Resource Development Report. In February 1990, a study was conducted by the Rancho Santiago College (RSC) Research Committee and Planning Council to assess institutional effectiveness, using college climate as one correlate of RSC's success. A staff morale survey instrument, distributed to all full- and part-time faculty and staff, yielded an overall response rate of 36%, and a full-time staff response rate of 46%. Major findings included the following: (1) on a scale of one to eight, with eight being highest, satisfaction with position received an average rating of 6.4 (5.6 by full-time classified staff, 5.4 by supervisory staff, 6.8 by faculty, and 7.0 by administrators); (2) respondents generally expressed satisfaction with work environment, cooperation within their work units, interaction with their immediate supervisor, and college communication; (3) all respondents rated satisfaction with their salary at 5.5, though ratings varied by employee group; (4) respondents confirmed RSC's commitment to advancing… [PDF]

West, P. R. (1994). The Recruitment, Selection, Occupational Adjustment, Development and Retention of Culturally Diverse Educators: A Mandate for Inclusion in the Academic Professions. Building an appreciation and respect for others is an important educational goal in an increasingly global society. Several methods can be used to promote these goals such as cross cultural teacher training and hiring culturally diverse teachers. Cultural competency can help both mainstreamed and culturally diverse students, and role modeling is an effective method to use in teaching students cultural competencies. Thus, obtaining culturally diverse employees should remain a priority until all teachers can be trained to teach from a multicultural perspective. The task of recruiting, selecting, hiring, and retaining culturally diverse educators, however, poses special problems for most personnel offices. Cultural competency among many teachers may be limited by their desire to learn, and their pedagogy affected by whether they value diversity or not. Generally K-12 hiring practices can be classified as: best qualified, affirmative action, or otherwise qualified. All of these are in… [PDF]

(1988). Improving the Labor Market Status of Black New Yorkers. Policy and Program Recommendations. Report of the Labor and Employment Subcommittee. Volume 6, Labor and Employment. Effective strategies to raise the employment and income levels of blacks in New York State must be comprehensive, balanced, and informed. Past efforts have failed because they have been narrow, short-run, imbalanced, or based on poor or incomplete information. The State's black population is most heavily concentrated in New York City, where the economy has dramatically shifted from industry to services. While black enterprise development is symbolically useful, better programs to develop small enterprise will have a greater effect. The following effective program approaches deserve special attention: (1) better use of on-the-job education and training, more accessible pathways to higher level jobs, and tutorial and personal support to insure upward mobility for lower level workers; (2) targeted affirmative action efforts to improve the strength of employer resources used to recruit, train, retrain, and upgrade workers; (3) elimination of employer requirements which limit or exclude…

Davidson, Mary E.; And Others (1984). The Town Meetings. Occasional Paper Number One. During the 1983-84 school year the Office of Equal Educational Opportunity (OEEO) of the Chicago (Illinois) Board of Education organized 11 Desegregation Town Meetings to enlist parents and citizens in carrying out a court-mandated school desegregation plan. The meetings provided the following information: (1) the priorities of the desegregation plan; (2) the functions of the OEEO; (3) the relationship of parents to the local schools; and (4) the allocation of OEEO funds. Each meeting included presentations on several of the following topics: (1) effective schools; (2) magnet schools/student transfers; (3) finance and budget; (4) bilingual education; (5) affirmative action; (6) special education; (7) the High School Renaissance Program; and (8) the Uniform Discipline Code. Audience size varied according to the location of the meeting, and the racial composition of the audience generally reflected the racial composition of the respective neighborhood. Questions and comments from the…

Johnstone, Ronald L. (1981). The Scope of Faculty Collective Bargaining: An Analysis of Faculty Union Agreements at Four-Year Institutions of Higher Education. Contributions to the Study of Education, Number 2. Based on an analysis of 89 collective bargaining agreements (representing 95 percent of all those in existence at four-year institutions), this book provides an overview of what has been bargained for faculty and where it has been bargained on unionized campuses. After a discussion of the history of union activity in higher education, the report explores the results of negotiations of faculty rights–due process, grievance, machinery, access to personnel records–and faculty involvement in decisions on hiring, firing and promotion. Issues of compensation, fringe benefits, working conditions, and faculty duties are also considered, along with the official rights of the union and its role in college governance. Within these broad categories, some issues of academic employment are discussed: tenure, merit pay, course load, sabbatical leave, and attendance at commencement exercises. Among the conclusions are the following: affirmative action commitments seldom are included in collective…

(1980). Motion of the American Council on Education and the National Institute of Independent Colleges and Universities for Leave to File Brief Amici Curiae and Brief Amici Curiae in Support of Petitioners. University of Texas, et al., Petitioners, v. Walter Camenisch, Respondent. In the Supreme Court of the United States, October Term, 1980. No. 80-317. The motion of the American Council of Education (ACE) and the National Institute of Independent Colleges and Universities (NIICU) to reverse the Fifth Circuit Court of Appeals decision in The University of Texas vs. Walter Camenisch is presented. The decision had ordered the university to provide free interpreter services to Camenisch, a deaf student. The ACE and NIICU argument revolves around whether, under Section 504 and the Court's ruling in Southeastern Community College v. Davis, colleges and universities that receive federal aid are required to procure and compensate interpreters for hearing-impaired graduate students. The argument presented includes the following suggestions: (1) the Fifth Circuit's interpretation of the Departmental regulation (504) is not supported by the language of the provision at hand; (2) the Court of Appeals' holding conflicts with the Supreme Court's decision in "Davis" because it operates to establish an affirmative action obligation not…

Turner, Brenda; Wood, Mary (1998). Hispanics in Oregon's Workforce, 1998. This report describes the Latino workforce in Oregon, outlining employment, income, education, and unemployment data. A brief history of Hispanics in the state notes that most of Oregon's Hispanics are of Mexican origin and that the state's Hispanic population grew 66 percent between 1990 and 1997. The history of migrant agricultural labor in Oregon is reviewed, and one chapter notes that increasing numbers of Hispanics are participating in politics, showing special interest in bilingual education, English-only legislation, immigration and welfare reform, and affirmative action. A chapter on general labor force issues reveals that Oregon's Hispanic labor force has more than doubled since 1990, unemployment rates and high school dropout rates are higher for Hispanics than any other group, and less than two percent of postsecondary degrees awarded in Oregon were earned by Hispanics. An examination of employment trends shows that Hispanics are represented in all major occupational… [PDF]

Spaeth, Joe L. (1979). The Determination of Earnings Among College Graduates. Differences in levels and determinants of earnings for men and women college graduates are examined. Perspectives from human capital theory, research on the socioeconomic achievement process, and research on segmented labor markets are used to design models of the determination of earnings. Data are taken from the National Opinion Research Center longitudinal survey of college graduates for 1961. Earnings measured in 1962, 1964, and 1968 demonstrate a growth in the earnings gap between men and women over time, with greater earnings for men. A gap of $1,900 in 1964 is attributed to men's greater returns from hours worked, by their likelihood of working for profit-making employers, by the concentration in high-paying occupations, and by their higher 1962 earnings. It is suggested that in 1968 men made more money than women because their 1964 earnings were greater, they were more likely to hold doctorate degrees, they were more likely to work in high-paying professions and management,…

Negroni, Peter J. (1990). The Urgency for Change: School Reform and Quality Education for Hispanic Youth. Publication No. 90-03. This paper looks at the successful initiatives and unforeseen problems that have arisen in Massachusetts public education since the passage of the Public School Improvement Act of 1985, with a focus on the needs of Hispanic Americans. There is overwhelming evidence that the specific needs of Hispanic Americans are neither being identified nor met by the three major reform initiatives that have been introduced in the areas of state-parental choice, privatization of schools, and site-based governance. In view of the estimated future need for skilled workers, the business community has begun to spend resources on basic skills education and advanced training for employees or to form alliances with schools. The paper suggests the following planning efforts to address Latino needs: (1) early intervention programs; (2) parent training and involvement; (3) linkages with colleges and universities; (4) personalized and cooperative learning and peer tutoring; (5) involvement of community and…

Levine, David O. (1979). The Condition of Women in Higher Education: A Decade of Progress, an Uncertain Future. Background Paper. Information on the participation of women and minorities in all fields and at most levels in American colleges and universities is presented, the condition of these underrepresented groups in the academic profession is examined, and future trends for the profession are projected. Enrollment data by type of institution, level of study, and various fields of study are presented for a number of decades, and in some cases from 1920-77. The number of doctorate degrees granted to women from 1973-76 by the 99 leading institutions is indicated. Appended materials provide a more detailed analysis of the availability of recent doctorate recipients with a detailed listing of subfields. Data indicate that since 1965, the number of women baccalaureates produced in an academic year has nearly doubled, and the proportion of women awarded doctorates has doubled in the past decade. Minority students are underrepresented in universities and professional programs: over 50 percent of all black college…

Newman, George Charles; Person, Ruth J. (1988). Selection of the University Librarian. An OMS Occasional Paper. This report on the process by which a university librarian is selected is based on interviews with key participants in searches for library directors at five medium to large universities, each of which had selected a new university librarian within the two years prior to the survey. It was found that the five universities–one private, one state-related, one member of a statewide university system, and two state universities (one rural and one urban)–had a number of common characteristics which contributed to a successful search, including relative openness with respect to the process, a clear understanding of affirmative action guidelines, a commitment to the library by academic officers, and interest from the three major constituent groups, i.e., librarians, faculty, and administrators. Several critical factors in the search process that were common to the searches were also found: (1) careful attention to the composition of the search committee; (2) management of group dynamics…

(1981). Transition from School to Work: Issues Affecting Young Women. Discussion Paper by the National Advisory Committee on Women and Education. With a rising level of female school leaver unemployment, and recent cutbacks in traditional areas of women's employment, it has become a matter of urgency for positive, comprehensive action to be taken within the education system of New Zealand to encourage young women into a wider range of vocational opportunities. A coordinated policy from intermediate school level through tertiary is needed; and it must take account of the sex segregation in prevocational and vocational preparation and the concept of sex role stereotyping and its effect on the socialization of girls and boys. Issues requiring consideration include (1) the common core curriculum in forms 1-4 and the availability of all subjects to both girls and boys; (2) subject choices of girls and boys at senior secondary level when prevocational choices are made; (3) the quality and impact of career education programs; (4) the preparation and training of the counseling and teaching staff; and (5) affirmative action programs…

Lachman, Seymour P., Ed. (1978). Proceedings, Conference on Public Policy and Education: The Making of Policy. Case Study: The Impact of Office of Civil Rights Rulings on Local Policy Making in Education. This document presents an overview of issues concerning the relationship between Federal, State, and local governments in education, the impact of Office of Civil Rights' (OCR) rulings on educational policy-making in New York City, and views held by various individuals towards the impact of such rulings on local policy-making in education. Michael Usdan points out the impact of politics on such issues as educational finance, civil rights and affirmative action, church-state relationships, Federal influence, and teacher negotiations. Norman Redlich provides a geographical review of racial desegregation in the United States as an introduction to his case study presentation of New York City and Office of Civil Rights rulings. Ongoing litigation between the New York City Board of Education and the Department of Health, Education, and Welfare (HEW) concerning HEW's rejection of the Board's application for a basic grant under Emergency School Aid Act (ESAA) is described in the case study…

(1977). The University of Alabama: A Study in Bureaucracy. Some of the bureaucratic forces that affect the University of Alabama are discussed. External forces include the federal and state governments, the statewide coordinating body for higher education, accrediting agencies, and the university system under which the institution operates. Other forces are at work internally that compound the bureaucratic process, usually in the name of planning or efficiency or accountability. One way in which the Legislature of Alabama responded to its growing interest in education was the creation of the Alabama Commission on Higher Education (ACHE). Three different budget requests are compiled by the university: one for the university system, one for ACHE, and a third for the state budget office. While each contains essentially the same dollar figures as the others, it is prepared in different forms, based on the requirements of each agency. Passage of a budget by the state legislature is not the end of the process, because the next budgeting cycle…

Smith, James P.; Welch, Finis R. (1986). Closing the Gap: Forty Years of Economic Progress for Blacks. This report presents the findings on the long-term economic progress of American blacks. The report consists of seven sections. The first is a general introduction. Section 2 describes major changes in the racial wage gap for males from 1940 to 1980 and identifies the distribution of wage gains among important subgroups in the black population. Section 3 describes differential racial trends in schooling and the income benefits associated with education. Section 4 deals with the influence of two dimensions of geographic location: black migration to the North and the increasing urbanization of the black population. The extent to which education and place of residence \explain\ trends in black-white wage ratios are summarized in Section 5. Section 6 discusses the implications of three historical developments in recent black economic history: the invention of the mechanical cotton picker, the declining workforce participation rates of low-income blacks during the 1970s, and affirmative… [PDF]

Camp, William E., Ed.; Connelly, Mary Jane, Ed.; Lane, Kenneth E., Ed.; Mead, Julie F., Ed. (2000). The Principal's Legal Handbook. Second Edition. This handbook for elementary and secondary school principals contains several chapters on topics important to building level administrators. Each chapter summarizes relevant state and federal court decisions and statutes, concluding with recommendations for practice. The handbook is divided into four sections: students and the law, special education and the law, teachers and the law, and school and the law. The first section contains seven chapters on topics covering the First (expression), Fourth (search and seizure), and Fourteenth (procedural and substantive due process) Amendments; student discipline; child abuse; student-to-student sexual harassment; and student records. The second section contains seven chapters on topics that cover the federal laws protecting students with disabilities and recent relevant cases in which the courts have interpreted those statutes as they apply to student discipline and transition, parents' rights, infectious diseases, and physical access. The…

(1987). Current Crisis/Recent Trends: The Black Family in New York State. Report of the Task Force on the Black Family. There is a crisis in the black family; at its core is the inextricable linkage of low educational achievement, high unemployment levels, and limited opportunities for access to stable jobs at adequate wages. This report is directed at an examination of the causes and the consequences of this essentially economic crisis, providing a brief historical overview of major social and economic trends affecting black families in New York State. The following major categories define the underlying trends in New York: (1) poverty; (2) low income; (3) unemployment; (4) lack of family formation because of limited economic options; and (5) inadequate human services in areas such as education, health care, child care, foster care, and housing. Each of these is explored in detail. Data on the following are provided: (1) causes of the crisis; (2) blacks in the labor market; (3) the labor market and family heads; (4) occupations, industries, and geographic location; and (5) the labor market status of…

Churgin, Jonah R. (1978). The New Woman and the Old Academe: Sexism and Higher Education. Discrimination against women in U.S. society and the academic world is detailed in the eight chapters of this book. Inconsistencies in American society, and arbitrary societal standards that have perpetuated discriminatory behavior toward women are examined. Part I focuses on the socialization process that women undergo as Americans and as women students. It is suggested that historically women who have come from the lower class have not had the funds or parental encouragement to pursue a college degree. Women from middle class backgrounds have been confronted with a homemaker role model they were expected to emulate. The major portion of the volume, Part II, deals with sexism on campuses and the role of women in academe. Arguments concerning single sex colleges and the need for changes in higher education to meet the challenges of a modern world are presented. The arguments are illustrated with reports from Vassar College and Smith College. Alternative course offerings and women's…

Gillett-Karam, Rosemary; And Others (1991). Underrepresentation and the Question of Diversity: Women and Minorities in the Community College. Within the context of the history of educational discrimination and related social movements in the United States, this book examines the underrepresentation of women and of racial and ethnic minorities in community college leadership. Chapter 1, \Finding Equality in Egalitarian Educational Institutions,\ presents the premise of the book, that community colleges have not met their responsibilities to these underrepresented groups. In chapter 2, \Confronting the Language of Diversity,\ the debates concerning equality and inequality, the meaning of justice, the critical role of culture, and American democracy and pluralism are explored. Chapter 3, \Women: Expression and Experience in Academic Literature,\ looks at the historical and philosophical premises upon which the \woman question\ rests, and reviews recent findings concerning the role of women in education and leadership. In chapter 4, \Minorities: Expression and Experience in Academic Literature,\ the dilemmas and controversies… [PDF]

Riley, Richard W. (2002). What Matters Most. American School Board Journal, v189 n9 p28-30 Sep. Argues that school boards must focus on improving academic achievement within the context of budget cuts, the No Child Left Behind Act, and the U.S. Supreme Court's recent decision that educational vouchers are constitutional. Recommends affirmative school-board action such as developing school-community partnerships. (PKP)…

(1988). One-Third of a Nation. A Report of the Commission on Minority Participation in Education and American Life. After the year 2000 one-third of the American population will be members of minority groups; neglecting minorities will have disastrous effects on the nation. The United States has made some progress in improving the lives of minorities, but America is presently moving backward–not forward–in its efforts to achieve the full participation of minority citizens in the life and prosperity of the nation. Statistics on American minorities are provided. Past federal programs that have benefited minorities are reviewed. A national commitment must be made toward the goal of enabling America's minorities to attain a quality of life as high as that of the white majority. The following strategies for success are identified: (1) institutions of higher learning should strengthen their efforts to increase minority recruitment, retention, and graduation; (2) national leaders should identify and implement policies to stimulate economic growth and restore national solvency; (3) elected officials… [PDF]

Dobson, Ashley (2018). Not a Monolith: Recognizing and Championing Asian-American Diversity. Journal of College Admission, n241 p54-56 Fall. Bias–both perceived and real–dictates how Asian-Americans view the college admission process. "The Harvard case" is a lawsuit brought by Students for Fair Admissions Inc. (SFFA). The group, led by conservative legal strategist Edward Blum, sued Harvard in 2014, claiming there was evidence proving bias against Asian-American students in the admission process. The US Department of Justice backed the lawsuit in early September and the case has a chance of making it to the US Supreme Court. If it does, it could be used as a vehicle to rewrite federal law on the use of race as one factor in the college admission process. Asian-Americans are often lumped together as a monolith in the world of college admission but there are so many factors to consider. How many generations a student's family has been in the US, the various languages spoken by Asian-Americans, and the fact that many Asian students are undocumented–it all plays a role…. [PDF]

Kotzee, Ben (2018). The Epistemic Goods of Higher Education. Philosophical Inquiry in Education, v25 n2 p116-133. In this paper, I investigate two clashing perspectives regarding the good of the university: a socioeconomic and an epistemic perspective. I position current writing on the university in the philosophy of education as being largely socio-economic and contrast this view to an earlier tradition of writing about the university that I position as mostly epistemic. Following on from this discussion, I review the university's role in the distribution of social and epistemic goods. I hold that the university directly controls only the latter, not the former and hold that whatever socio-economic roles the university plays in society, it must do so through the distribution of knowledge in society. Next, I explore what this means for the university's socio-economic functioning: I hold that seeing the good that the university distributes as knowledge places limits on its socio-economic functioning. Lastly, I ask what the university can do to promote epistemic justice in how it conducts teaching… [PDF]