(1983). Teaching Ethnic Psychology to Undergraduates: Course Development, Delivery, and Evaluation. This paper discusses the development, delivery, and evaluation of university undergraduate courses in ethnic psychology, which is defined as research and literature about four major racial/ethnic minority groups, Asian American/Pacific Islanders, Black Americans, Hispanic Americans, and Native Americans. Following a brief history of the role of professional psychology in addressing ethnic issues, especially the actions of the American Psychological Association (APA), research on the current status of ethnic psychology courses nationwide, is presented. An undergraduate ethnic psychology course offered in the fall of 1982 is described including format, course requirements and grade assignments (a list of presenters is included in the appendix). Issues in course delivery are addressed (e.g., student reactions, course content, assessment and grading), and characteristics of students enrolled in the course are described. Students' evaluations of the course and instructors' evaluations of…
(1982). Project Growth: A Program at the University of Alabama for the Identification and Support of Women and Minorities in Educational Research and Leadership. A federally funded project at the University of Alabama, Project Growth, was developed in response to the need for more participation by women and minorities in educational research and leadership. The project emphasizes both professional and personal growth experiences, with broad exposure to a variety of research topics. A comprehensive, specifically formulated search strategy is used to recruit pre- and post-doctoral scholars as candidates for the 1-year project. Stipends are offered, and personal and professional growth contracts are required of each participant. Program activities include workshops, seminars, practice information interviews, and attendance at local, state, and national professional meetings. Individualized programs of work, study, and writing are developed for each scholar, and opportunities are provided to refine speaking and presentation skills. Scholars are urged to expand their expectations and goals and to find one or more mentors to assist them in… [PDF]
(1981). Final Report on Project Growth at the University of Alabama for the Period November 1, 1978 to October 31, 1981. This four-part report describes a federally funded program at the University of Alabama which provided postgraduate personal and professional development activities to women and minority group scholars. The goals of Project Growth are described: (1) to provide opportunities for advanced study and research of significant educational problems; (2) to demonstrate institutional policies and practices that strengthen involvement, professional growth, and opportunity for advancement of minority persons and women who are involved in educational research; and (3) to increase and disseminate knowledge on methods of achieving the foregoing purposes. Part 1 gives background information on the inception of the project, its growth, and its position within the university. Part 2 describes accomplishments of the project, recruitment and selection procedures, and project activities. A list of the writings of participants is included. Part 3 consists of evaluative and descriptive comments by… [PDF]
(1984). On Campus with Women. Spring and Summer 1984. On Campus with Women, v13 n4 Spr 1984, v14 n1 Sum. Developments in education, employment, and the courts concerning the status of women are covered in these newsletter issues. A special article on the effects of the recent Supreme Court decision in "Grove City College v. Bell" is included. The Court held that when a college received federal money only through its financial aid program, then only the financial aid program is covered by Title IX; the institution can discriminate elsewhere in its programs. Title IX prohibits sex discrimination in federally-assisted education programs and activities. In addition to the Grove City decision and its implications, attention is directed to other court cases affecting female college faculty. Other news reported concerns: women college presidents, court litigation, men's studies, sexual harassment and discrimination, differences in the amount of financial aid awards to males and females; minority women in medical schools; a child care center at Purdue University; supporting women in…
(1982). Project ASSERT. Advanced and Specialized Study in Educational Research Techniques. Final Report, November 1979 to November 1981. Project ASSERT, an experimental project conducted at San Diego State University (California), was designed to prepare, demonstrate, and disseminate strategies to increase the participation of women and minorities in education research. The program trained faculty researchers in advanced research methodologies and provided practitioners with research skills. The training program for faculty researchers was a series of special projects symposia led by well-known researchers in education and other disciplines. Faculty researchers were given fellowships to pursue research on issues that affected minorities and women. Training for the practitioner participants consisted of intensive study and instruction from the faculty researchers, who acted as their mentors. Practitioners were given research associate internships. Research areas addressed by the practitioners are listed and described. Appendixes contain: (1) the selection procedures for mentors and practitioners; (2) material on… [PDF]
(1979). Setting Cut Scores in Selection: A Mathematical Structure for Examining Policies. Employers and school admissions officials must consider several factors when making choices among applicants, particularly when faced with a need to increase selection of minority group members. Should different standards be applied to different groups? Will acceptance of less qualified applicants from one group affect the overall quality of the work force or the student body? How much does the particular situation affect the degree of change in overall quality? How much of a drop in quality is acceptable? How does that drop in quality balance with the benefits to be obtained from increasing the employment or admission of minority group members? Such questions can be addressed by making a numerical estimate of the tradeoffs involved. The mathematical process for making such estimates can be used to test different policies for selecting employees or admitting students. The most beneficial policy can then be determined. This document describes the mathematical process and its…
(1975). The Impact of a Taste for Equal Opportunity. The purpose of the study described here was to identify indices of state efforts to promote equal opportunity in higher education that might have influenced state appropriations. In addition, an attempt was made to discover common economic and demographic characteristics of the 50 states that appear to influence state egalitarian efforts. The models that resulted are based on human capital theory and created by multiple regression analysis. They explain the relationships between state economic, demographic, and policy action characteristics and the level of state financial investment in higher education for fiscal year 1968-69 and were tested on data from later years. Several data charts are appended, and a brief bibliography is included. (MSE)…
(1978). Florida's Commitment to Equal Access and Equal Opportunity in Public Higher Education. The "Amended Criteria Specifying the Ingredients of Acceptable Plans to Desegregate State Systems Of Public Higher Education" and documents created by the State of Florida in response to it are consolidated under this cover. The three documents generated to devise and implement a program of equal education are: (1) "Florida's Commitment to Equal Access and Equal Opportunity in Public Higher Education" including an outline of goals and timetables; (2) "The State Equal Access–Equal Opportunity Plan for the Florida Public Community College System" including implementation guidelines and projections; and (3) "The State University System Revised Plan for Equalizing Educational Opportunity in Public Higher Education in Florida" including specific commitments and actions to increase black student enrollment, in support of student goals, and in support of employment goals. (WI)… [PDF]
(1979). Understanding The Lau Decision. In a question and answer format, this booklet describes the Lau v. Nichols decision in which the Supreme Court ruled that the San Francisco Unified School District was guilty of discrimination because non-English speaking students were not given special language instruction. The booklet presents the basis for the Lau decision, describing a Department of Health, Education and Welfare memo which interpreted Title VI of the Civil Rights Act of 1964 as making school districts responsible for providing equal educational opportunities to national origin minority group children deficient in English language skills. The impact of the decision is explained in terms of the Lau Remedies, the guidelines set to assist school districts in compliance. The requirements of the Lau Remedies are described, as well as descriptions of appropriate programs. The Equal Educational Opportunities Act of 1974 is also explained as an additional guarantee that non or limited English speaking students receive…
(1978). Questions and Answers about Writing a Lau Compliance Plan. The Lau v. Nichols decision and its implications for school districts are explained in this question and answer format paper. Lau compliance plans are described in full. The number of students necessary for development of a plan or program, what a Lau plan should include, and appropriate program types are detailed. (MK)…
(1975). Minorities and Women as Government Contractors. The stated objectives of the study reported here were to determine the answers to the following questions: what Federal, State and local programs provide contracting opportunities for minorities and women equal to those provided to nonminority males; if not, what the barriers to their full participation are; to what extent special State or local contracting programs have been established to facilitate contracting with firms owned by minorities and women; whether distinct organizational mechanisms have been established to implement such special contracting programs, and if so, whether such mechanisms are adequately equipped to carry out their task; whether goals have been established for such programs and are these programs achieving their goals; whether the type and size of contracts being awarded through the special programs aid the development of the firsts they are designed to assist; whether there is an edequate flow of information to minorities and women regarding Federal,… [PDF]
(1974). Faculty Handbook. Kansas State College of Pittsburg. The Kansas State College of Pittsburg's faculty handbook issued in 1974 covers the main sources of official information and assistance; the administration and governance of the college; general faculty policies; faculty rank and tenure; leave policy; general and other services; and academic and personal services for faculty. The document also contains the faculty senate's constitution and by-laws; policies and procedures in the event of campus disorder; a state of professional ethics; a statement on recruitment and resignation of faculty members; the design of the faculty association and planning committee; and information regarding terminations. (JMF)… [PDF]
(1975). 1975 Faculty Handbook: University of Arkansas at Little Rock. This 1975 faculty handbook is designed to provide the university community with a brief but comprehensive review of policies and procedures. Separate handbooks cover policies and procedures for staff and students. Much of the material covered is summarized in a form that does not cover all the details of complex policies or laws. In matters of special importance to faculty members, such as faculty governance, promotion, tenure, and appeals procedures, the overall university policies are provided in their entirety. Specific sections of the handbook deal with faculty service, grievance procedures, discrimination laws, retirement and leave policy, faculty responsibilities, research, fringe benefits, university publications, and use of university facilities. (LBH)… [PDF]
(1975). Faculty and Staff Handbook. The 1975 faculty and staff handbook contains seven major sections on organization and administration, faculty organization and procedure, academic policies, travel, general employment practices, and facilities and services. State and local governing boards and administrative personnel are described and an organizational chart is given. Specific details pertinent to faculty members deal with: recruiting, campus interviews, rules for tenure and termination, promotion, academic freedom, code of conduct, committees, patent policy, research and consulting, federal fund applications, examinations and grading, and fringe benefits. Appendices include the Faculty Senate Committee bylaws and sample forms. (LBH)… [PDF]
(1976). Complying with Title IX: Implementing Institutional Self-Evaluation. The materials contained in this handbook provide one framework for organizing a self-evaluation under Title IX. Local education agencies will need to review and adapt these materials for effective use in the context of particular situations and needs. Separate chapters are presented on: access to general courses; access to physical education courses; access to vocational education courses; counseling; treatment of students; student marital or parental status; athletics; financial assistance; employment; and planning, conducting, and reporting an institutional self-evaluation. (LBH)… [PDF]