(1993). The Road to the Doctorate for California's Chicanas and Chicanos: A Study of Ford Foundation Minority Fellows. CPS Report. This report addresses the underrepresentation of Mexican-Americans in the faculties of U.S. universities. During the 11-year period from 1980 to 1990, a total of 91,837 women received doctorates from U.S. universities, and of these, 751 (0.7 percent) were Mexican-Americans. Of the 148,352 men who received doctorates during this period, 1,189 (also 0.7 percent) were Mexican-Americans. Other trends include critical underrepresentation of Mexican-Americans, especially females, in the fields of physical science, engineering, life science, humanities, education, and other professional fields. California undergraduate institutions produced the largest share of Mexican-American students who went on to receive doctorates; within the state, the California State University system produced the largest number of these future doctorates. Sixty-six scholars who were awarded the Ford Foundation Minority Fellowship were interviewed concerning family background and educational experiences…. [PDF]
(1996). Our Nation on the Fault Line: Hispanic American Education. This report responds to an Executive Order that charges the President's Advisory Commission on Educational Excellence for Hispanic Americans with improving the education of Hispanic Americans through the study of current educational conditions. The study includes an analysis of the current state of Hispanic American educational attainment and points out the serious work that must be done to promote high quality education for Hispanics. Educational attainment for most Hispanic Americans is in a state of crisis. Most agencies lack adequate planning or accountability procedures to gauge the participation of Hispanic Americans, but it is apparent that the disparity in overall achievement between Hispanic Americans and other Americans is large and not lessening appreciably. Specific factors contribute to this educational disparity. Inadequate school funding persists at local, state, and national levels, and bilingualism is treated as a liability rather than as a rich cultural and… [PDF]
(1992). Guidelines for Multicultural School Library Services. A major characteristic of Canadian society has been an increasingly multi-racial, multi-ethnic and multi-linguistic population. It has become evident that there is a critical need for the educational system to respond more effectively and more creatively to the needs of a diverse society. In order to address this issue, the Manitoba government has issued a number of initiatives, one of which is making learning materials available to educators. This publication was developed in keeping with federal and provincial policies, and in recognition of the important function of school library materials and programs in education, and have been produced to assist teacher-librarians and school administrators in evaluating their existing resources, services and programs, and to provide a framework for long-term school library planning. Guidelines are provided in the following areas: (1) planning for a multicultural library collection and program; (2) teaching identification of bias in… [PDF]
(1992). Women in Universities: Survey of the Status of Female Faculty and Students at Canadian Universities. The study of women faculty and students at Canadian Universities reported in this document covered 10 areas of academic life. The study involved two questionnaires, one directed to the President's Office and/or faculty representative and one to students. Responses were received from 55 percent of the 82 President/Faculty questionnaires and 42 student questionnaires were returned from 32 institutions. Findings include the following: (1) lack of child care for faculty and students is a significant problem; (2) much remains to be done to achieve a balance of male/female perspectives and scholarship; (3) half of institutions have initiatives in place to encourage women to pursue non-traditional fields; (4) 50 percent of institutions had a gender-neutral language policy; (5) 91 percent of institutions have sexual harassment policies; (6) campus safety measures vary widely depending on various factors; (7) there is some limited acknowledgement of the differences in career paths between… [PDF]
(1991). Recruiting Trends 1991-92: A Study of Businesses, Industries, and Governmental Agencies Employing New College Graduates. 21st Anniversary Edition. The 21st annual survey of recruiting trends analyzed responses of 464 organizations and businesses employing new college graduates. Of those interviewed, 83.8 precent were businesses, industries, manufacturing organizations, and service sector employers and 16 percent were local, state, and Federal Government agencies and the military services. Among the findings listed in this summary of the 21st annual edition are: a decrease of hiring quotas by 10 percent, with business decreasing the least (1.9 percent) and the military the most (20.7 percent); the stability of the job market jeopardized by the recession; the biggest hiring increases expected in construction and building contractors (up 97 percent); average annual starting salary expected for bachelor's degree graduates in 1991-92 is $27,037; medium availability of jobs expected for most areas of the nation with the exception of the northeast, where a low availability is expected; layoffs have curtailed or sharply reduced hiring… [PDF]
(1990). Educating African American Males: A Dream Deferred. This document presents recommendations of the Milwaukee (Wisconsin) African American Male Task Force (MAAMTF), which reviewed from January through April of 1990 current educational efforts and recommended strategies by which schools could better address African American males' needs. The MAAMTF recommendations are to be implemented in two phases. Phase I focuses on district policy, staff development, and structural variation based on the notion that all students can learn at increasingly higher levels. The following are Phase I recommendations: (1) multicultural curricula; (2) flexible structuring for academic areas; (3) quality after-school, summer, and Saturday programs; (4) enhanced homework policies; (5) staff training and assistance for working with diverse populations; (6) increasing the number of African American teachers, especially males; (7) parent involvement; (8) inservice courses for all staff members on African American history and culture and racism in America; (9)…
(1991). In Search of a Cosmopolitan Communicator: Codes of Multicultural Diversity Training. Language is not to be considered neutral for it works to establish privileged interpretations of reality that assume the illusion of a shared and natural reality. This study examined how consultants specializing in multicultural organizational interventions construct a particular meaning of "diversity" in their responses to a heterogeneous workforce. Subjects were six human resource development (HRD) consultants selected from three different chapters of the American Society for Training and Development, all between 40 and 50 years old. Individual interviews lasted from 45 to 90 minutes and were audiotaped and later transcribed for textual analysis. W. B. Pearce's conception of a "cosmopolitan communicator" (understanding another by making the other's social reality a part of the communicator's own lived experience) and a semiotic framework were used to analyze the interview data. Results indicated that two primary characters emerged from the texts of diversity… [PDF]
(1990). Faculty Development Policy Guidelines. These guidelines were developed to provide an overview of faculty development issues and concerns. The first section reviews the principles of faculty development, citing the California Postsecondary Education Commission's (CPEC) classification of faculty development activities into the categories of professional, instructional, curriculum, and organizational development. The next section discusses the role of the local academic senate in making recommendations to college administrators and district governing boards pertaining to academic and professional issues and as the steward of faculty development activities. Drawing from the Education Code and guidance from the Chancellor's Office of the California Community Colleges, the next section offers guidelines for faculty and staff development. Legislatively authorized uses of funds are listed, including improvement of teaching; maintenance of current academic and technical knowledge and skills; in-service training for vocational…
(1990). Comparative Study of Vocational Nursing Curriculum and Employer Requirements. October 1989-September 1990. To create the foundation for the development of a model curriculum for the 1990's for the training of Licensed Vocational Nurses (LVN), Napa Valley college conducted a statewide study comparing vocational nursing program curricula with employer requirements. To assist the study, an advisory committee was established, which included practicing nurses, and representatives from nursing programs, care provider agencies, and the licensing board. Through a series of questionnaires, data was collected from employers of vocational nurses (118 questionnaires returned out of 258 sent out), from accredited vocational nursing programs (47 questionnaires returned for a 60.8% response rate), and from currently employed LVN's (56 questionnaires returned for a 25% response rate). Five regional workshops were held in May and June 1990 with 85 nursing educators and administrators attending to validate the data and make recommendations for a model curriculum to meet current service needs, taking into…
(1985). Dynamics of Placement…How to Develop a Successful Career Planning & Placement Program. This document presents college practitioners with a practical guide for establishing, maintaining, expanding, or revitalizing a contemporary career planning and placement center. The introduction to this guide contains a brief history of career planning and placement. Chapter 1, Career Planning and Placement in the Academic Setting, addresses the issues of constituency representation, position in the academic structure, public relations on campus, placement and the development fund, quantitative program evaluation, and centralized versus decentralized placement. Chapter 2, Career Planning and Placement Functions, discusses placement and counseling, career planning, self-help, employment search, on-campus interviews, credential referral service, workshops, prescreening, confidentiality of student records, and faculty liaison. Chapter 3 includes sections on placement in the disciplines of agriculture, arts and letters, business, communication, education, engineering, human ecology,…
(1987). 1987-92 Master Plan: Prince George's Community College. This annual update of the Prince George's Community College (PGCC) Master Plan represents an effort by the college to provide a framework for meeting the postsecondary educational needs of Prince George's County. Following a brief introduction highlighting PGCC's goal to increase its role in the county's economic development, PGCC's planning process is explained. The next section looks at PGCC's mission; its commitment to academic excellence, open admission, educational access, affordability, program diversity, and county development; and its instructional and support programs. Next, an overview is provided of PGCC's current enrollment situation, including information on the college's market share, enrollment trends, student demographics, goals, attendance patterns, and program choices. The next section considers some of the factors external to the college that will affect its future, including the decline in high school graduates, the trend toward an older county population, county… [PDF]
(1984). Hispanic Students and Transfer in the Community College. A discussion is presented of Hispanic community college students and the prospects and problems related to their transfer to four-year institutions and progress toward the baccalaureate degree. First, the question of Hispanic student transfer rates is placed in the context of community college enrollment/transfer patterns in general and Hispanic participation rates at all levels of education. Data are provided reflecting the overall deemphasis of the transfer function in community colleges, the differential progress of Anglo and Hispanic students throughout the educational system, the participation rates of Hispanic students in community college education, and community college graduation rates. In addition, flaws and gaps in the data on transfer and student success are highlighted. Then, problems of and barriers to transfer to four-year institutions by Hispanic students are presented, with focus on the characteristics of community college which mitigate successful transfer for all… [PDF]
(1989). Two Special Cases: Women and Blacks. Chapter 4 of a revised volume on school leadership, this chapter discusses the relative scarcity of women and blacks in educational administration. After decades of civil rights legislation and women's movement activities, there are fewer women and minority school administrators than there were 35 years ago. Arguing persuasively for educational diversity, the chapter first examines the attitudes and practices impeding both groups' progress. Women have been hampered by sex role stereotyping; negative attitudes of superiors and coworkers; lack of networks and mentors; and school consolidation efforts, which often result in fewer available positions. Although women's representation in administration, especially the principalship, has improved during the 1980s, blacks' representation has increased only slightly. During the 1960s, after the Supreme Court's historic desegregation ruling, the number of black school principals in 13 southern and border states actually dropped over 95… [PDF]
(1980). Desegregation of Higher Education: A Look at Political and Legal Issues Prior to "Brown v. Board of Education.". The political and legal forces that shaped opinion and government action prior to the Supreme Court decision of Brown v. Board of Education of Topeka (1954) are examined, along with constitutional interpretations concerning education and desegregation, federal and state statutes related to desegregation, and cases since Roberts v. City of Boston (1849). Focus is on desegregation of public colleges and universities, with the exception of two notable cases. Roberts v. City of Boston was the first notable case addressing the admission of blacks into white schools and dual systems. The Brown case ruled that the doctrine of separate but equal schools for blacks and whites was unconstitutional; although public elementary and secondary schools felt its immediate impact, it soon severely affected higher education. While at first the provisions of the 14th Amendment for equal protection of the law was applied only to political situations, the court slowly recognized social inequality as…
(1985). Educational Planning in a Changing Environment: A Retrospective of the 1982 Santa Monica College Symposium. In February 1982, a symposium was conducted at Santa Monica College (SMC) to inform the college community about the tumultuous changes which had occurred at the college from 1971 to 1982, and to gain broad-based participation in determining the direction of the college. The symposium also attempted to delineate broad philosophical principles that could guide future problem solving and identify the issues of greatest concern. The symposium not only identified these principles and issues, but also formed a meaningful agenda for the institution. Recommendations included the following: (1) expand student assessment and placement practices to include all students and implement a continuous advisement process; (2) establish a high priority for staff development activities; (3) explore methods for increasing income, as well as for reducing expenditures; (4) maintain the high quality of support services; (5) emphasize departmental participation in overall decision making; (6) determine ways…