(1994). Gender Equity in Education. Fastback 372. This position paper argues that sex discrimination still exists in education although Title IX legislation in 1972 and other subsequent legislation prohibits sex discrimination in educational programs that receive federal funds. Greater awareness of gender issues is needed along with an understanding of strategies for change. The Fastback offers a cyclical model for eliminating gender inequity, incorporating the stages of: (1) awareness; (2) analysis; (3) action; and (4) assessment. Strategies that various key individuals and responsible groups can implement to make a positive difference for both sexes, but particularly for girls and women, are described. Research on the topic is analyzed focusing on the key concerns of: (1) low self-esteem; (2) low academic achievement; and (3) low aspirations or limited educational and career goals for a high percentage of females. Recommendations for curricular considerations and teacher education are included. (EH)… [PDF]
(1991). A Plan for American Indian Education in Montana. Recommended Goals. This report lists recommendations made to the state administration, legislature, and various education administrative bodies, addressing the education of Indian people in Montana. The State of Montana and its education entities are asked to establish specific objectives, action plans, and evaluation strategies to complete the validation process of an educational sequence for American Indians in Montana. Problems include low educational attainment, high drop-out rates, high poverty rates, and high unemployment rates. Separate goals and suggested actions are recommended to the governor, the legislature, the Board of Regents, the Board of Public Education, the Office of Public Instruction, and the Local Boards of Trustees. The set of recommendations to each body includes statements of goals and suggested actions associated with each goal. The Montana Advisory Council for Indian Education conducted a statewide forum to gather information about the educational needs of Montana Indians….
(1990). Planning Human Resource Development through Equal Opportunities. A Handbook. This handbook is intended for managers who wish to develop human resources in their organizations, particularly where women are currently underrepresented. It provides a positive model for the successful equal opportunities manager and a checklist of activities that will lead to the successful implementation of equal opportunities. The handbook sets out a logical sequence of recommended tasks for the development of an equal opportunities policy. The 11 steps are as follows: (1) management activities–the first stage; (2) management activities–the second stage; (3) the monitoring process; (4) the staff development program; (5) the equal opportunities training program for staff; (6) recruitment, appointment, and promotion of women; (7) the management development training program; (8) the facilities required for implementation of equal opportunities; (9) a model for curriculum development; (10) marketing and publicity; and (11) management activities–the third stage. A statement of…
(1983). A Consistent Civil Rights Policy: Individual Focus or Group Focus?. In this speech, delivered by the Solicitor General of the United States at a meeting of the Hillsboro County Bar Association in Tampa, Florida, Lee addresses himself to allegations of inconsistency in the Reagan administration's positions on court cases involving civil rights issues. In defending the administration, Lee cites the Spirt v. TIAA-CREF and Hishon v. King and Spalding court cases. Both cases fall under the Title VII statute which prohibits employment discrimination. In the Spirt case, the issue in question was the payment of lower monthly pension annuity benefits to women than to men. The Hishon case regards law firms that discriminate against women in promotion from associates to partners. In both cases, the government argued that the Title VII principle requires that an individual be treated as an individual, rather than as an undifferentiated member of a group. Lee says that the same argument holds for the administration's position on employment quotas or the use of… [PDF]
(1990). Increasing the Supply of Women and Minority Engineers: An Agenda for State Action. Executive Summary. This document summarizes a report that analyzes the issues affecting the participation of women and minorities in science and engineering. The report makes recommendations for governors, state agencies, and state educational institutions on how such participation can be increased. The current lack of women and minorities in science and engineering is a critical issue facing the nation. The special needs of these groups must be addressed on the elementary/secondary level as well as the university level. Governors can play a key leadership role in increasing awareness. State agencies and state education departments can undertake a variety of activities based on the following objectives: (1) improve the study of mathematics and science for all students and provide programs targeted at women and underrepresented minorities; (2) improve the ability of students to transfer from two-year community colleges to engineering programs; (3) promote the development of undergraduate minority… [PDF]
(1989). The Canadian Human Rights Commission and Issues of Concern for Aboriginal Women. Notes for Remarks, by the Deputy Chief Commissioner. This speech by the deputy chief commissioner of the Canadian Human Rights Commission discusses human rights, employment security, and pay-equity issues for Native Canadian women. The speech, offered in both English and French, calls the inequality of opportunity for Native Canadians a "national tragedy." It describes efforts to bring improvement in aboriginal people's political, social, cultural, and economic condition. The speaker describes discrimination inherent in Canadian laws and steps to correct them. The 1986 passage of the Employment Equality Act is called a "major step forward." The act requires employers to gather employment data and to take steps to correct discrimination. The act has provided a substantial information base, showing that aboriginal people represented only 0.7% of the industrial workforce and that their salaries were generally lower than those of other workers. Women were not adequately represented in the job categories. Employment…
(1986). Resource Guide for Sex Equity in Law Enforcement/Corrections. This annotated bibliography contains descriptions of 90 books, papers, articles, and other materials concerning women in corrections and/or law enforcement. Each of the entries contains information about the author, source, type of publication, number of pages, and date, and a short synopsis of the work's content. Resources are rated according to the amount of applicability of their contents to sex equity in law enforcement and/or corrections. Works are indexed by categories in both corrections and law enforcement and by author. (KC)… [PDF]
(1984). Delores Ross, et al., Plaintiffs, and United States of America, Plaintiff-Intervenors and Nick Estrada, et al., Plaintiff-Intervenors vs. Houston Independent School District, et al., Defendants. C.A. No. 10444. Settlement Agreement. This Civil Action (C.A.) settlement agreement concerns employment policies (specifically of minorities), student transfers, boundary changes and new school construction, facilities and supplies, instructional programming, the dropout rate, and retention of the Voluntary Interdistrict Education Plan. These concerns are related to the increase of equal opportunity for Hispanic teachers and students. Monitoring of the HISD's compliance with this agreement and communication between various segments of the community and the principals, counselors, teachers, the General Superintendent, and the Board of Education are outlined as well as reporting procedures and term. (CG)…
(1985). The Coal Employment Project–How Women Can Make Breakthroughs into Nontraditional Industries. Based on a project carried out by the Women's Bureau of the U.S. Department of Labor, this program guide provides a plan for helping women gain entrance into nontraditional industries. The guide uses as background and examples in the planning process the coal employment project that began in 1977 to make intensive efforts to help women get jobs in the coal mines of Appalachia. The 12 steps of the planning and implementation process are discussed in individual sections of the guide: (1) assess the need for a program and document the facts; (2) develop media strategies; (3) structure the organization and develop the program framework; (4) develop a proposal and seek funding; (5) establish an advocacy position; (6) develop support networks; (7) design training components; (8) develop and collect training materials; (9) recruit and screen applicants; (10) conduct the training; (11) assist in finding jobs; and (12) provide ongoing support. Appendixes to the guide provide: suggestions for… [PDF]
(1989). Servants of the Dream. The ability of community colleges to effectively fulfill the important roles assigned to them by society is determined by the management and leadership provided by those in positions of authority in the institutions. As community colleges look to the year 2000, leadership is needed to renew the colleges' commitment to the ideas which animate them and to create a climate that enhances excellence and promotes learning. The climate within which the faculty and staff work is created principally by the first and middle levels of administration; administrators work within a climate created by the chief executive officer (CEO); and the climate in which the CEO works is created by the board of trustees. For leadership to thrive within such a structure, individuals in positions of authority must encourage independent initiative and evoke a spirit of commitment and community within the college. Achieving a genuine spirit of community, characterized by fundamental respect and a hard-won…
(1989). Status Report on Minority, Female, and Handicapped Student Plans and Goals Implemented by Illinois Community Colleges. In May 1986, the Illinois Board of Higher Education adopted procedures and requirements for addressing the underrepresentation of minorities, females, and the handicapped in public higher education. The university governing boards and the Illinois Community College Board (ICCB) have since been required to periodically report and assess their efforts to enhance participation at their institutions. In October 1987, the Illinois community colleges reported on their plans and goals. A year later, the colleges were asked to provide the ICCB with an update, including information on how they are evaluating or plan to evaluate their progress, as well as on any results of their evaluation efforts. Responses from 38 of the colleges indicated that each district had not only implemented the plans and goals established in 1987, but had also established evaluation methods. Several colleges have implemented activities that are applicable to all three target groups, including the development of… [PDF]
(1981). Providing Services to the Minority Elderly: New Programs, Old Problems. Executive Summary. This report is a response to a congressional mandate to study racial and ethnic discrimination in federally-assisted programs for older persons. The two-phase study includes a case study analysis of selected cities to assess whether minorities are employed in federal programs for older persons and the extent to which older minorities receive services provided by these programs. The materials provide a demographic profile and historical discussion of the Area Agency on Aging program. Minority representation on the staff and among contractors and subcontractors is discussed. Program characteristics that appear to facilitate or impede minority participation are described. Results of the investigation are summarized by city. (JAC)… [PDF]
(1978). Toward a Fair and Sensible Policy for Professional School Admission. Major assumptions and goals on which professional school admission decisions are based, the use of the Law School Admission Test (LSAT) as an admission criteria, and approaches to admission used by the Temple University Law School are examined. One consideration in making admissions policies is group needs, or whether there is a need for more black and other racial minority professionals in law, medicine, and other professions. The groups needs goal refers not only to blacks, Hispanics, Native American, and Asian Americans, but to ethnic minorities. It is suggested that regular admissions policy must be fair to all groups. A second societal goal is the individual's needs: that access to the professions should be within the reach of every American determined by that person's own individual merit. Individual merit means that the total relevant record of the applicant be examined, and that attention be directed to the record of the individual rather than the group to which the… [PDF]
(1978). Regents of the University of California v. Bakke, No. 76-811, in the Supreme Court of the United States. (Special College Admissions Procedures for Disadvantaged Applicants). The Regents of the University of California v. Bakke case in the U.S. Supreme Court and background information on the previous cases in California are presented. Allan Bakke is a white male who applied to the Davis medical school in both 1973 and 1974 and was refused admission even though admission slots under the college's special admissions program were unfilled and he was highly qualified. The state trial court found the program operating as a racial quota and ruled that the college could not take race into account in admissions decisions; however, Bakke's admission was not ordered. The Supreme Court of California affirmed the trial court's decision and further ordered Bakke's admission. The U.S. Supreme Court affirmed the California court order admitting Bakke and invalidating the college's special admissions program but reversed the decision prohibiting the college from taking race into account in future admission decisions. Separate opinions are presented concurring in part…
(1978). Education Concerns of Asian and Pacific Americans. 1978 Conference Report. Five national issues considered to be the most important to Asian and Pacific Americans' (APA) education priorities are discussed in this report. These include the need to: (1) increase Federal assistance and improve access for APAs; (2) gather more data and research on APA education needs; (3) promote more Asian and Pacific American participation in decision making; (4) increase availability and implementation of multicultural education; and (5) improve services of bilingual/bicultural and multicultural education to APAs. A variety of solutions are recommended. Specific tasks to be assumed by participating organizations and projected dates for completion are detailed. Also included in this report is a list of conference coordinators and participants. (Author/EB)… [PDF]