(2002). An Exploratory Model of Filtering in Administrative Searches: Toward Counter-Hegemonic Discourses. Journal of Higher Education, v73 n6 p677-710 Nov-Dec. This article critically analyses administrative searches through the experiences and perspectives of candidates and search committee chairs at a predominantly white university. A model of filtering is advanced that describes how candidates are included and excluded and how the perspectives and consequences differ for black female, black male, white female, and white male candidates. (Contains 11 notes.)… [Direct]
(2004). In U.S. Schools, Race Still Counts: Despite Progress, Challenges Loom. Education Week, v23 n19 p1, 16-19 Jan. Since the historic moment of "Brown v. Board of Education of Topeka," much has changed in American life and education. By today's standards, the notion that black children could be consigned to separate schools solely because of their skin color–in a nation founded on principles of freedom and equality–seems unconscionable. Fifty years after racially segregated schooling was pronounced unconstitutional, one-race public schools, and even virtually one-race districts, still exist. Despite a growing number of thoroughly integrated schools, many remain overwhelmingly white or minority. And schools with many black and Hispanic children, especially if most of those pupils live in poverty, often come up short on standard measures of educational health. In this article, the author emphasizes the role that race continues to play in American schools, and the impact brought about by "Brown v. Board of Education" to American education…. [Direct]
(2007). From Black Nadir to Brown v. Board: Education and Empowerment in Black Georgian Communities – 1865 to 1954. Negro Educational Review, The, v58 n3-4 p 151-168 Fall-Win. As slavery ended, Black Georgians developed unique solutions to the many problems they faced in attaining literacy and other educational goals. In terms of some of their earlier efforts, we describe a pattern in which local Black communities in Georgia sought to create and fund their own schools at primary, secondary, and post-secondary levels. In certain cases, Black Georgians even managed to maintain autonomy from Northern and Southern Whites as they developed schools and trained Black teachers. Further, we contend that the end of Reconstruction derailed many of these efforts to create independent, Black-controlled spaces in the sphere of education. Indeed, despite the successes of these earlier efforts, the model of community-controlled and autonomous schools has been eclipsed in favor of efforts to integrate and include Blacks into mainstream American society. Finally, we conclude that the educational model and praxis developed by Black Georgians during Reconstruction described… [Direct]
(1995). Creating and Maintaining a Diverse Faculty. ERIC Digest. Community colleges are under pressure from internal and external forces to recruit and retain minority faculty members. According to recent studies, approximately 90% of the total faculty at two- and four-year public and private colleges are white. The highest percentage of faculty of color are employed at public four-year institutions (12.6%) and the lowest percentage at private two-year colleges (2.6%). Various strategies have been suggested for recruiting minority faculty, including the following: (1) keep an open mind about credentials and recognize the value of non-academic experiences; (2) include area minority professionals on search committees; (3) utilize minority media in recruitment campaigns; (4) recruit through business and industry partnerships; (5) include minorities on interview committees; (6) keep candidate pools open until minority applicants are found; (7) maintain dialogue and faculty exchanges with historically black colleges; (8) implement long-range programs… [PDF]
(1994). Women's Educational Equity Act. A Review of Program Goals and Strategies Needed. Report to Congressional Requesters. This report reviews the U.S. Department of Education's Women's Educational Equity Act (WEEA) Program. First authorized by Public Law 93-380, the Education Amendments of 1974, this program awards grants and contracts to eligible recipients for interventions to: (1) provide educational equity for women; (2) help educational institutions meet the requirements of Title IX of the Education amendments of 1972 prohibiting sex discrimination in all educational institutions receiving federal funds; and (3) provide educational equity for women and girls who suffer multiple discrimination based on sex and on race, ethnic origin, disability, or age. There are four basic questions addressed in the report: (1) What interventions were implemented, by whom, for what audiences, and at what costs, and did these activities continue beyond the grant period?; (2) Did these activities hold promise of promoting educational equity for women, and did they reflect the requirements of the legislation?; (3)… [PDF]
(1995). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (78th, Washington, DC, August 9-12, 1995). Minorities and Communication Division. The Minorities and Communication section of the proceedings contains the following 10 papers: "A Content Analysis of Advertising Techniques in Mass Market and African-American Magazine Advertisements" (Jan S. Slater and others); "Political and Racial Adversaries: Southern Black Elected Officials and the Press" (Daniel Riffe and others); "The Portrayal of Blacks in Television Advertising: A Comparison of Brazilian and U.S. Television" (Venilton Reinert and Thimios Zaharopoulos); "Minorities in the Newsroom: The American Society of Newspaper Editors and Integration–From 'Separate but Equal' to 'Justice as Fairness'" (Orayb Najjar); "African Americans on Television: 25 Years after Kerner" (Paula W. Matabane and Bishetta Merritt); "Only in Glimpses: Portrayal of America's Largest Minority Groups by the New York 'Times', 1934-1994" (Carolyn Martindale); "Comparing Portrayal of Women in Black and White Magazines"… [PDF]
(1994). How To Develop a Diversity Commitment. Based on a Case Study of Diversity in the City of San Diego, California. This publication presents a series of steps that can be used by employers to initiate or modify a diversity program. It is based on a study of a nationally recognized model developed by the City of San Diego. Fifteen steps that are considered elements of San Diego's success are described, using the city's experience. The steps are as follows: secure commitment from the top; assign qualified staff; write a mission statement and define the terms; conduct external and internal research; present the strategy to top management; secure the money; establish a steering committee; develop partnerships; develop the program; conduct diversity training; encourage department activities on diversity; establish a speakers' bureau; tell the story and keep everyone informed; hear advice from those who have done it; and keep the vision and act on it. Exhibits that make up almost one-half of the publication include the following: interview questions for the City of San Diego; focus group… [PDF]
(1992). Maintaining Set-Aside Programs under School Decentralization. A Review of Legal Mandates. The Chicago (Illinois) Board of Education has been engaged in a process of system-wide reorganization that may shift the locus of decision-making authority for many administrative functions from the Central Office to individual schools. Proponents of decentralization contend that restructuring will reduce costs and increase efficiencies at the Chicago Public Schools. Decentralizing the school district's purchasing process raises serious questions as to how the school system's Minority and Women Business Enterprise Program (M/WBE) can continue to operate and succeed in achieving its goals. This study examines the potential impact of the decentralization of purchasing on the M/WBE program, an affirmative set-aside program designed to increase access to government contracting opportunities for minority- and women-owned businesses. Court rulings have stipulated that for an M/WBE program to be constitutional, it must include race- and gender-neutral policies, be narrowly tailored, and… [PDF]
(1992). Research Methodologies Used in Women's Gender-Equity Studies. In the last 10 years, women's gender-equity reports have increased in number. Some theorists perceive quantitative procedures as "masculine" and qualitative procedures as "feminine." To refute this dichotomy, over 200 equity research reports produced between 1981 and 1991 were examined in a mini-meta analysis to identify the span, depth, and rigor of the various techniques and methodologies used. Findings reveal a wide variety of techniques blending quantitative and qualitative approaches. Sophisticated empirical studies were in the minority. Evidence of quantification ranged from standard survey techniques to regression and factor-analytic models. Statistical inference using some common and uncommon statistical tools occurred, but not with regularity. Qualitative procedures included: (1) participatory research; (2) oral history; (3) personal life histories; (4) inventories; (5) attitude scales; (6) photostory analysis; (7) content analysis of structured or…
(1990). Puerto Ricans: Breaking Out of the Cycle of Poverty. This report contains three background papers for reports presented at the ninth annual conference of the National Puerto Rican Coalition (NPRC) in 1989 and a discussion concerning Puerto Rican Americans and the cycle of poverty originally presented at a conference. The first paper, "Beyond the Census Data: A Portrait of the Community" (C. E. Rodriguez), analyzes the 1990 Census data including questions concerning the methodological limitations of that data and, therefore, the questions that it cannot answer. The second paper, "The Puerto Rican Family and Poverty: Complex Paths to Poor Outcomes" (D. T. Gurak and L. M. Falcon), uses several sources of data on the migration, family formation, and labor force histories of Puerto Rican women in an effort to better understand the sources of the high incidence of poverty in this population. The third paper, "Developing a Community Based Strategy To Address the Persistence of Poverty in the U.S. Puerto Rican…
(1994). Women Are "The Key to Progress." The Situation of Women in Developing Countries and German Efforts To Improve Their Situation. IN Visitors' Information Special Report, SO 5. Women in developing countries carry out three-quarters of all work in rural areas, are often exposed to great health risks through frequent childbirth, and are disadvantaged compared with men in education and training. Modernization has burdened women with new responsibilities and more work but has improved health care. The economic and social changes caused by development and development assistance can sometimes worsen the status and life situation of women. A targeted promotion of women is the only way to satisfy basic needs and reduce poverty. Almost all organizations of German development cooperation participate in the complex task of promoting women in developing countries. Promotion is implemented in the following ways: access for women to training and advice, credits, and work-relieving technologies; participation of women themselves; and an integrated approach that aims at the joint promotion of men and women. Germany attempts in many different areas and with different means… [PDF]
(1994). Comprehensive Minority SEM Programs at Santa Fe Community College. Santa Fe Community College (SFCC) has developed a series of minority science, engineering, and mathematics (SEM) programs to address the growing need for students receiving college and advanced degrees in science-based career fields and the underrepresentation of minorities in these fields. The goals of the SEM programs are to interest more women and minorities in pursuing SEM degrees; prepare students for the academic and personal challenges of college; improve the probability of student success in SEM programs; and increase the number of transfer students. Current SEM programs at SFCC include: (1) the Young Scholars program, a 4-week summer program for 7th and 8th graders focusing on Water Quality and Artificial Life; (2) a Summer Institute Pre-College Bridge program, an 8-week summer session including a math/science class, college orientation, and career counseling; (3) scholarships to cover tuition, books, and fees; (4) a faculty mentoring program; (5) an SEM Hispanic… [PDF]
(1986). The Challenge for Female Educational Leaders: An Examination of the Problem and Proposed Solutions through Educational and Social Change Strategies. Despite the current need for strong leadership skills to facilitate task achievement, individual development, and social action in an increasingly complex society, women are failing to make significant headway in educational administration. Lack of leadership opportunities for women limits both individual and organizational potential. The problem transcends personnel functions and processes, as it encompasses social, political, and cultural dimensions. After discussing the background and current situation in Canada, this synthesis paper explores certain socialization variables impeding women's entry into corporate and public-sector management levels. Basically, young females are underexposed to teamwork and overdosed with the "innate superiority" of the white male system. Next is a discussion of theoretical links and social change strategies for women regarding academic preparation, personal training, networking, legislative actions, and perception changes. The forces of…
(1984). Strategies for Retaining Non-Traditional Students. This paper consists of 16 suggestions for retaining nontraditional students in classes in which it is unusual for them to participate. Emphasis is on female students in traditionally all-male fields, such as trade and industrial courses. Some of the suggestions are the following: (1) have more than one nontraditional student in a class; (2) give extra help to nontraditional students in areas in which they have not had much background; (3) don't tell dirty jokes and watch out for sexual harassment; (4) encourage open discussion of tensions; (5) don't be patronizing or chivalrous; (6) treat all students alike; (7) establish support groups for nontraditional students; (8) use gender-free terms and occupational titles; (9) help students to identify sex stereotypes; and (10) invite role models into the classroom. (KC)…
(1987). Race, Class, Gender and the Teacher Education Curriculum. This paper outlines a holistic approach to the introduction of multicultural teacher education in an institution centrally committed to combating prejudice in its policies, procedures, and practices. The components of a holistic approach are described as: (1) discourse with the community; (2) the preparation of a policy statement; (3) recruitment of faculty; (4) recruitment of students; (5) resources; (6) links with schools; (7) the curriculum; (8) teaching/learning strategies; and (9) assessment and evaluation approaches. At all stages, the interrelationship of these various components is underlined, and the role of cross-course coordinators is particularly emphasized. Drawing on work from the United States, an initial typography of professional development needs for teacher educators is proposed, comprising contextual, affective, cognitive, pedagogical, consequential, and experiential dimensions, at individual, institutional, and systemic levels. The stages in the development of…