(2002). Making the Grade in College Prep: A Guide for Improving College Preparation Programs. On March 28, 2003 the U.S. Department of Education (ED) issued a report titled \Race-Neutral Alternatives in Postsecondary Education: Innovative Approaches to Diversity.\ The purpose of this report is to describe a number of race-neutral approaches that postsecondary institutions across the United States are using. This staff assessment by the U.S. Commission on Civil Rights examines \Race-Neutral Alternatives\ in light of the Commission's prior analyses, findings, and conclusions. ED stated that the \Race-Neutral Alternatives\ document consisted of program descriptions, rather than best practices examples, and the report provides no criteria on which the programs are judged. The most the document can do is list programs that might work; it does not in fact provide alternatives. The greatest weakness of the report is that it ignores the growing body of research that challenges assertions that some of the programs are viable substitutes for affirmative action. (Contains 50 endnotes.)… [PDF]
(1997). Lesson Plan of the Month. Series V, No. 1-9, 1997. This series of independent lessons draws from examples of real legal issues and encourages students to refer to Constitutional interpretations and precedent cases to arrive at judgments. The lessons include: (1) "Affirmative Action: How Level is the Playing Field?"; (2) "We Are a Nation of Immigrants"; (3) "Should Elected Office Be a Lifetime Job?"; (4) "Is There Room for the Menorah, A Nativity Scene, and Other Religious Symbols in the Classroom?"; (5) "Indecency on the Net: Should It Be Regulated?"; (6) "Ethics, An Issue for Every American"; (7) "Cloning. . . Are We Next? How Far Should It Go?"; (8) "A Religion? Or a Cult? What's the Difference? And What Rights Do Religious Cults Have?"; and (9) "Teen Driver's License Regulations." Each lesson includes descriptions of cases and background information, objectives, key concepts and vocabulary, student activities, student handouts, supplemental… [PDF]
(1987). Master Contract: San Joaquin Delta College Teachers Association/CTA/NEA and San Joaquin Delta Community College District, July 1987-June 1990. The collective bargaining agreement between the San Joaquin Delta Community College District Board of Trustees and the San Joaquin Delta College Teachers Association/California Teachers Association/National Education Association is presented. This contract, covering the period from July 1987 through June 1990, deals with the following topics: bargaining agent recognition; definition of terms; negotiation procedures; non-discrimination; bargaining agent rights; professional dues or fees and payroll deductions; dispute settlement procedures; leaves of absence; employee benefits; working conditions; personnel files; college calendar; holidays; transfers; evaluation of faculty; workload; salaries; hourly compensation; extra duty compensation; substituting; travel; reduced service partial retirement plans; unit stability; maintenance of benefits; statutory changes; miscellaneous conditions; public charges; rights and responsibilities; and savings clause. Appendixes provide the salary…
(1990). Visible Minorities and Women in Educational Leadership: A Report of Research in Progress. Preliminary findings from two studies in progress on women and visible minorities in Canadian public and educational administration are presented in this paper, which focuses on the impact of tokenism resulting from differential expectations and their influence on the organizational socialization of managers. Primary data were derived from semistructured interviews, or career histories, with 20 white and minority male and female middle managers in public administration and education. Their experiences and perceptions of opportunities for advancement are described. Findings suggest that differences exist in the ways in which males and women and minorities experience organizational life, and that these differences may significantly impact career outcomes. Responses tend to support the view that women and minorities are seen as tokens and are treated differently from white males. Racism/discrimination was not perceived as such by those managers who have successfully advanced. A…
(1988). Monitoring Commission's Response to the Annual Desegregation Review, 1986-87. Part II: Recommendations on Educational Components. This report summarizes the response of a monitoring commission to a 1986-87 report on the educational components of a court-mandated school desegregation plan in Chicago (Illinois). The Board of Education was required to alleviate the effects of both past and ongoing segregation by providing educational and related programs for predominantly Black and Hispanic American schools. Overall, the report was very well written and a great improvement over the 1985-86 report. The summary of the major litigation of 1986-87 between the board and the Federal Government demonstrates the important issue of funding the desegregation plan. The following educational components are reviewed: (1) general curriculum and instruction; (2) the Chicago Effective Schools Project; (3) programs in racially identifiable schools; (4) student leadership; (5) magnet schools and programs; (6) vocational and technical high schools; (7) special education and testing; (8) dropout prevention; (9) bilingual education;…
(1991). Superintendent Leadership in Urban Schools. The ways in which a Hispanic female superintendent led her school district toward stability and excellence are described in this report, with a focus on four elements that differentiate the work of urban school superintendents from that of others. Four years of data were collected through interviews with the superintendent, observations of group meetings, and document analysis. Findings indicate that the superintendent must attend to four areas for success: (1) the large size and heterogeneity of the district; (2) resource allocation; (3) school board composition; and (4) the fragmented nature of the community. Basic tasks for effective superintendent leadership were identified, which include: balancing the budget; replacing school board members as necessary; hiring additional teachers and cabinet members representative of diverse groups; providing staff development; establishing student outcome targets; establishing a personal and school district image; engaging in an affirmative…
(1985). Draft Master Agreement between the University of the District of Columbia Faculty Association/NEA and the University of District of Columbia, October 1, 1985-September 30, 1987. The collective bargaining agreement between the University of the District of Columbia and the University of the District of Columbia Faculty Association Chapter (600 members) of the National Education Association covering the period October 1, 1985-September 30, 1987 is presented. Items covered in the agreement include: unit scope and definitions, association rights, dues checkoff and agency shop, grievance procedure and arbitration, managment rights, disciplinary/adverse action, consultation, academic freedom and academic responsibilities, tenure, faculty evaluation procedures, evaluation criteria, faculty promotion principles, minimum eligibility for promotion, promotion committees, workload for teaching faculty, compensation stipulations for fiscal years 1985- 1987, salary increases for faculty, overload compensation under funded research, payroll deductions for unit members, employment benefits, tuition remission, leaves of absence, summer session, incentive awards program,… [PDF]
(1983). A Management Information Systems Needs Analysis for the University of Nevada Reno. Results of a needs assessment for administrative computing at the University of Nevada, Reno, are presented. The objectives of the Management Information Systems Task Force are identified, along with 17 problems in existing operational and management data systems, and institutional goals for future planning and management systems. In addition to common system needs, specific system needs are specified for data entry, processing, and reporting for the following areas: academic records and registration, student billing and accounts receivable, financial aid and student employment system, graduate school, housing assignment system, admissions, career planning and placement, foundation and alumni offices, and continuing education. Data entry, processing/system, and reporting requirements are also identified for the facilities/property/equipment inventory system, the controller's office, research development, research grant fiscal management, budget operation system, budget planning…
(1982). National Apprenticeship and Training Standards for the Sheet Metal Industry. Revised. These national standards are designed to aid contractors, labor, and joint committees in setting up, conducting, and improving apprenticeship programs for individuals seeking to become skilled in the sheet metal industry. Covered in the individual sections are the following topics: the provisions of the apprenticeship standards (definitions, qualifications for apprenticeship, the selection of apprentices, apprentice obligations, the term of apprenticeship, work experience, a suggested schedule of work processes for sheet metal apprenticeship, related instruction, the minimum recommended curriculum, examinations, apprentice working hours, wages, the duties of local joint committees, continuity of employment, amendments to local standards, the relationship of standards to bargaining agreements, and the expenses incurred in administrating the standards); federal laws and regulations affecting the employment of apprentices; joint training funds; and rules and regulations governing local… [PDF]
(1999). Postmodern Feminism and Educational Policy Development. This paper presents a postmodern feminist conceptual framework for policy development within educational institutions. It first outlines major concepts of postmodern feminism, after which it begins to focus specifically on postmodern feminism and education. The paper contends that a goal of all educators should be to provide an educational environment where gender inequity is not tolerated. All provinces and states should require their educational institutions to develop policies that will help to create an environment free from all forms of discrimination. Educators have a legal and ethical responsibility to prevent gender inequity in the educational environment. Ultimately, the paper details educational policy development utilizing work on the role of epistemology and expertise in policymaking. The first appendix outlines potential policy initiatives that would promote more gender equitable practices within schools, including maternity and family leave, recruitment and hiring,… [PDF]
(1982). Organizational Integration: Attitudes toward Sex or Race Related Programs within One Organization. Few researchers have examined employee attitudes toward affirmative action and equal employment programs. To examine both the attitudes of various groups within one organization toward Equal Employment Opportunity (EEO) and ideas concerning specific programs suggested by these same groups, corporate employees (N=1,791–or 53% of those surveyed) completed a survey of demographic information, and a number of attitude measures. Within each job, subgroups of females, minorities (male and female) and nonminority males were identified. Mean scores for different groups were computed. Results indicated that while females and minorities had relatively positive attitudes toward EEO, they were not uniformly open to special programs within the organization. Results also showed that the majority population (nonminority males) held relatively negative EEO attitudes, indicating that special programs may not be well received. The findings suggest that females and minorities would like to believe… [PDF]
(1985). Guidelines for Equity Issues in Technology Education. These guidelines for developing race-fair and sex-fair written, spoken, and visual communications were developed in response to the 1984 International Technology Education Association's affirmative action resolution. They are suggested for use in classroom instruction, student activities, curriculum and instructional materials, media development, resource materials, teacher education, and written papers and publications. Separate chapters on sex-fair and race-fair treatment contain sections that offer examples of biased and fair use of language and portrayals of roles, traits, and appearances. A chapter on audiovisuals and graphics emphasizes that a conscious effort must be made to present fair and balanced pictures of both sexes and all races, and ends with a comparison of"fair" and "unfair" illustrations. Checklists are provided to rate materials for sex-fair and race-fair language and roles, traits and appearances; to judge the fairness of audiovisuals and…
(1990). Minority Recruitment and Retention in ARL Libraries. SPEC Kit 167. This SPEC kit presents the results of a survey which determined employment practices of Association of Research Libraries (ARL) member libraries in 1990 in the areas of cultural diversity, minority recruitment, and affirmative action. Categories surveyed in the area of minority recruitment include hiring activities, advertising available positions, and barriers to recruitment. Results are also presented in the areas of the recruitment of and retention strategies for minority professionals as well as the use of internships, residencies, and scholarships for minorities. Issues and trends are also identified. The kit provides recruitment planning documents, recruitment procedures, contact lists, in-house recruitment strategies, and minority recruitment internship documents submitted by the universities of California (Davis, San Diego, Santa Barbara, Berkeley); Colorado at Boulder; Connecticut; Delaware; Illinois (Chicago, Urbana-Champaign); Iowa; Kentucky; Michigan; Minnesota at Twin…
(1976). What Are Your Rights?. This pamphlet explains the legal rights of women in the state of Washington. Women's rights are included under Title IX of the Education Amendments of 1972. Title IX prohibits federal financial assistance to any educational institution which practices sex discrimination. Title VII of the 1964 Civil Rights Act as amended by the Equal Employment Opportunity Act of 1972 prohibits discrimination in employment because of sex, race, color, national origin or religion. The state Equal Rights Amendment in Washington prohibits the denial of rights because of sex. Affirmative action rulings and other rulings deal with issues which affect women such as maternity leave, and the Washington State Law against discrimination. Agencies which assist women when they are denied their rights are: The Equal Employment Opportunity Commission, the Washington State Human Rights Commission, the Education Branch of the Office of Civil Rights, the Washington State Women's Council, the Washington Education…
(1983). Faculty Recruitment, Retention, and Fair Employment: Obligations and Opportunities. ASHE-ERIC Higher Education Research Report, No. 2, 1983. The central issues and processes of recruiting and retaining college faculty are examined in the context of managing human resources and the principles of fair employment. Although attention is focused on the needs of department or division heads, the analysis may be helpful to administrations with responsibility for recruiting faculty. The following stages of the recruitment process are addressed: receiving notification of a vacant position, receiving the authorization to recruit, determining salary, organizing the recruitment effort, screening applicants' files, conducting campus visits, and making an offer. Attention is directed to vacancies resulting from retirement, involuntary separation, negative decisions about promotion and tenure, contract termination, and disability or death. Affirmative action search guidelines are presented, along with a list of items that should be contained in job vacancy advertisements. The screening process is discussed in regard to: excluding… [PDF]