(2007). Latino and African-American Students' Transfer Pathway to Elite Education in California. Change: The Magazine of Higher Learning, v39 n6 p52-55 Nov-Dec. Transfer is a crucial point in a student's educational pathway since a student who fails to transfer will not be able to attain a bachelor's degree or the benefits that accompany it, such as middle-class status and higher earnings. When members of ethnic minority groups are particularly disadvantaged in reaching their full educational potential, a state like California loses substantial income, since an increasing proportion of its residents will end up in lower-paying jobs that generate lower tax revenues. In this article, the author identifies the main transfer pathways for students to the two most selective public institutions in California, the University of California, Berkeley (UC Berkeley) and the University of California at Los Angeles (UCLA). The author focuses on the most selective institutions in the UC system because individuals who attend these types of institutions attain higher graduation rates, higher graduate-school attendance rates, and higher earnings–advantages… [Direct]
(1993). Legislation for Change: A Case Study of Title IX and the Women's Educational Equity Act Program. Center for Equity and Cultural Diversity Working Paper 3. This paper uses Title IX of the Education Amendments of 1972 as a case study to explore the education field and the impact on civil rights legislation dealing with gender. The U.S. record in gender-equity legislation has been mixed, no doubt due in part to the fact that female representation in U.S. legislative bodies has been among the lowest in the world. Title IX is the most extensive U.S. legislation addressing gender equity in education. With the United States entering its third decade under this regulation, Title IX can provide a good study in what legislation can and cannot do to bring about social change. The paper discusses what Title IX is, its origins and context, successes and failures of Title IX, and points to consider when legislating equity. Contains 21 references. (EH)… [PDF]
(1983). Sex-Fair Counseling Practices: A Descriptive Analysis. Title IX of the Education Amendments of 1972 challenged school counselors to provide sex fair guidance and counseling practices. To determine Connecticut counselors' compliance with the law, and to examine factors affecting their compliance, 147 secondary school counselors completed surveys. The questionnaire was designed to examine counseling procedures, programs, and materials used with female students to determine counselors' factual knowledge and attitudes toward women and work, and to determine their attitudes toward the social, educational, and economic roles of women. The results indicated that the majority of counselors possessed above average knowledge of women in the current labor force and endorsed positive attitude statements regarding the roles of women, with females endorsing positive attitudes more often than their male colleagues. The most widely used career inventories and tests included the Kuder Interest Survey and the Strong Campbell Interest Inventory, which…
(1975). Equal Educational Opportunity, Constitutional Uniformity and the "Defunis" Remand. Washington Law Review, 50, 3, 565-95, Jun 75. Analyzes competing definitions of equal educational opportunity and determines that some state courts are required to give affirmative content to the term, but the Fourteenth Amendment is interpreted only as a limitation on state action. Relates this discussion to the inconclusive history of Defunis v. Odegaard regarding racially conditioned law school admissions. (JT)…
(1975). Minority Preference in Student Admissions. Journal of College and University Law, 2, 3, 197-209, Spr 75. Overviews current and recent preferential admissions cases other than DeFunis, particularly Bakke v. the Regents of the University of California, pointing up major issues in racial preferential admissions cases and concluding that universities and their professional schools, not the courts, must fashion and apply admissions policies responsive to educational objectives and needs. (JT)…
(1983). Pre-K-12 Multicultural Education. Making Connections: Racism, Militarism, and Feminism. Young students not impressed in mind and heart by their school's curricula are likely to be influenced by the media with which they amuse themselves. Video arcade games and television suffused with militarism and violence will help them create their own culture and develop their own values. They may begin to believe nothing can be done to ensure the survival of the world. If minorities are invisible in the curriculum, children will believe that difference and otherness must be shunned. Curriculum developers who are willing to reconceptualize have the opportunity to interpret diversity of culture and experience so that children learn from and appreciate their own culture, while at the same time affirming and learning from the cultures of other people. Laying the groundwork for the study of global peace in the classroom assists children in developing strategies for both understanding and survival. (SM)… [PDF]
(1984). Assessing Progress in the Status of Women Faculty. This paper reports on the development of a "change index" and its application in evaluating the relative performance of individual doctorate-granting universities in hiring and promoting women faculty. Employee data collected in the annual Higher Education General Information Survey (HEGIS) by the National Center for Educational Statistics was used to develop the index. The final model comprised five variables reflecting percentage change over the base year for the number and the proportion of women faculty, the year for the number and the proportion of faculty, the number of women tenured, the number at full professor rank, and the ratio of male to famale faculty. The index is a relative measure of change experienced by an institution; it facilitates comparisons among institutions. A wide range of institutional performance in hiring and promoting women faculty was revealed by applying the index to HEGIS data for doctorate-granting universities. The index served, also, as…
(1976). Equal Opportunity in Physical Education and Athletics: Chapter 622, Title IX. This pamphlet is designed to help school personnel in Massachusetts achieve equal opportunity in physical education and sports programs for all students, regardless of sex. Answers are provided for some of the most commonly raised questions on this issue: (1) Do the regulations require that all physical education classes be coeducational? (2) Do the regulations require that the physical education curriculum be identical for boys and girls? (3) What constitutes an equitable athletic budget under Massachusetts' Chapter 622 and the Federal government's Title IX? (4) Where are the funds to come from to expand extracurricular sports programs? (5) Why can't top expenditures for one or two sports be justified in terms of gate receipts? (6) What point is there in developing a girls' team in a particular sport if there are no other teams for them to play? (7) In view of equal opportunity regulations, what can prevent boys from trying out for and taking over girls' teams? (8) When differences…
(1978). The Design and Validation of a Self-Study Guide to Assure Equal Opportunity for Women in Required Secondary School Physical Education Classes. Small Grant. Final Report. The development of an inventory used to investigate the degree of sex equity in secondary school physical education departments is described. The report is in six parts: 1) the development of the conceptual plan; 2) the design and preparation of the inventory; 3) analysis of the inventory by external readers; 4) selection and briefing of field test participants; 5) data gathering and analysis; and 6) recommendations for publication of the inventory and report. Appendices include a copy of the letter sent to the participating schools, a list of the schools involved with the study, and a copy of the survey used to gather reactions to the product. Also included is a list of recommended resources. (LH)… [PDF]
(1976). General Revenue Sharing in St. Louis City and County. Unlike typical Federal catergorical grants which are highly specific, General Revenue Sharing grants (GRS) are free of restrictions or conditions. The Missouri Advisory Committee, in viewing the impact of GRS on St. Louis City and County, received evidence regarding: (1) the nature of GRS-funded expenditures; (2) the limits of citizen participation; (3) the extent of job or facility discrimination in activities funded with GRS money; (4) the consequences of methods for calculating entitlements; and (5) the extent of Office of Revenue Sharing supervision. All of these suggested to the Advisory Committee the need for change. Among the findings were: neither city nor county used GRS funds to support long term programs specifically designed to benefit those with greatest need, minorities and the poor; neither sought to improve the effectiveness of ongoing social programs or to provide for newly identified social needs; neither city nor county provided ample opportunity for citizen… [PDF]
(1978). Beyond Tokenism–Equal Employment Opportunities Policies. Briefing Paper. At the national level, there is ample evidence of considerable racial inequality in employment in Britain. The two main components of this inequality are discrimination and disadvantage. Under the Race Relations Act of 1976, industrial tribunals are empowered to impose penalties on those who discriminate unlawfully, but the Act does not impose an obligation on employers to actively prevent discrimination. It is in the context of preventing discrimination that an Equal Employment Opportunity Policy (EEOP) is considered necessary. Very few employers in Britain have formulated EEOPs, unlike the situation in the United States where active government intervention and harsh penalties for offenders have made EEOP a reality. In Britain, however, statutory penalties are so light that most employers can budget for the risk. Employers vary in the degree of their commitment to equal employment opportunity. The most complete strategy is pursued by the employer who has recognized that his is not…
(1975). Women in Educational Research: Their Status from Student to Employee. Educational Researcher, 4, 9, 15-24, Oct 75. Data presented here are based on responses to mail questionnaires which focused on the multiple roles of women in the educational research community; women as students, as faculty members, and as employees in research organizations. (Author/AM)…
(1978). Dissent in the Bakke Case. Freedomways, v18 n3 p127-35 1978, 78. While the author applauds the judgment of the Supreme Court that a university may consider race in its admissions process, he considers it ironic that, after several hundred years of class-based discrimination against Blacks, the Court is unwilling to hold that a class-based remedy for that discrimination is permissible. (Author/KR)…
(1979). Blacks, Whites, and "Race Politics.". Public Interest, n54 p61-75 Win. A random sample of 600 New York City residents were interviewed by telephone in 1977 to determine the extent to which Blacks and Whites are divided over the issues of preferential treatment, racial quotas, and busing for the purpose of achieving school desegregation. (Author/MC)…
(1978). Bakke Wins, Quotas Lose. Time, 112, 2, 8-16, Jul 10 78. Ruling 5 to 4, the Supreme Court finds a middle ground in the sensitive Bakke case. It gives something to everybody, outlawing strict racial quotas but permitting race to be considered in college admissions policies. (Editor)…