(1996). Leading the Way: Strategies That Enhance Women's Involvement in Experiential Education Careers. Women with past or present careers in outdoor leadership were asked to suggest strategies by which outdoor and experiential education programs could increase the number of women employed in the field, and support women in becoming even more successful in their careers. The 25 women interviewed ranged in age from 22 to 44, had 1-25 years experience in outdoor careers, and included program administrators and instructors. Ten suggested strategies are discussed, with interview excerpts and examples. The strategies are: (1) hire and promote more women into administrative and executive positions; (2) offer advanced skills training in single-gender environments; (3) commit to equal opportunity, affirmative action, and other non-discriminatory hiring policies; (4) actively recruit and encourage women to apply for outdoor leadership positions; (5) educate staff and participants about gender issues; (6) increase the number of female participants by offering single-gender programs for women… [PDF]
(1998). Transfer Enhancement Plan. A Report Prepared by the Transfer Task Force. This Transfer Enhancement Plan was prepared by the Transfer Task Force from the City College of San Francisco (CCSF). The purpose of the plan is to improve the transfer success of all CCSF students. This report reviews current transfer structure, efforts, activities, and programs, and identifies successful transfer efforts that should be supported or expanded, as well as issues that must be addressed. Such issues include the low rates of transfer among underrepresented groups such as African American and Hispanic students, and financial barriers to transfer due to low socio-economic status. External factors, such as enforcing Math and English transfer requirements and the rollback of affirmative action, may also hinder transfer efforts. The Transfer Enhancement Plan is divided into four major areas that explore and enhance CCSF's transfer function: (1) college leadership, (2) academic programs, (3) retention/student support services, and (4) access and outreach. In each of the… [PDF]
(2001). Diversity Training. Myths and Realities No. 13. Certain myths cause some people to fear or resist diversity training; other myths overstate its outcomes and effectiveness. Many workers–white males in particular–fear that in the rush for a more diverse workplace, they will lose out. Their fears can be addressed by delivering training in a way that convinces employees that the organization's diversity programs do not seek to displace white males but to prepare workers and managers to work in a heterogeneous environment. Diversity is not synonymous with affirmative action. Successful processes to establish focus and content of training include needs assessment, organization's demonstrated commitment to diversity issues, and organizational communication about the goals and objectives of its specific diversity program. Diversity training programs should help each participant treat other people as those others wish to be treated. Rather than trying to change values, diversity programs should help people look at specific behaviors… [PDF]
(2000). A Re-Examination of Faculty Hiring Processes and Procedures. This paper discusses faculty hiring procedures by highlighting features of previous models adopted by the Academic Senate for California Community Colleges, and by presenting specific recommendations. By 2010, more than 30,000 full-time and part-time faculty will be replaced, and 15,000 additional new hires will be needed to meet the demands of an anticipated half million new students. This document discusses various aspects of this faculty hiring process, such as: (1) the hiring committee; (2) the role of administration; (3) the job description; (4) advertising and recruiting; (5) achieving diversity; (6) paper screening; (7) the interview process; (8) selecting finalists; (9) reference checks; and (10) mentoring the newly hired faculty. The paper concludes with recommendations for local senates, which include: (1) every local academic senate should have an Affirmative Action Committee; (2) faculty must resist the efforts of human resources staff to make substantive decisions about… [PDF]
(1998). Academic Leadership: A Practical Guide to Chairing the Department. This book is intended as a practical guide for university administrators, especially those department chairpersons who are new on the job. Chapter topics include: (1) \Advice to the New Department Chairperson\; (2) \Seven Habits of Successful Chairpersons\; (3) \Duties and Responsibilities of Department Chairpersons\; (4) \Providing Leadership\; (5) \Evaluating Faculty Performance\; (6) \Budgetary Matters\; (7) \Recruiting Students\; (8) \Recruiting and Hiring Faculty Members\; (9) \Dealing with Sexual Harassment\; (10) \Avoiding Legal Problems\; (11) \Dealing with Difficult Faculty\; (12) \Building and Maintaining Morale\; (13) \Understanding the Americans with Disabilities Act\; (14) \Total Quality Management in Higher Education\; (15) \Fundraising for the Department\; (16)\Developing Outcome Assessment Programs\; (17) \Communicating\; (18) \Managing Change\; (19) \Time-Saving Tips for Effective Chairpersons\; (20) \Handling Promotion and Tenure Issues\; (21) \Strategies for…
(1995). Eight Years Later: Has the Superintendency Changed for Women?. Despite the passage of affirmative-action legislation over the last 25 years, the percentage of women school superintendents has increased at a very slow pace. This paper compares the results of three separate research studies that examined women superintendents in Pennsylvania. One study was conducted in 1985 and the other two were conducted in 1993. The women superintendents in the studies matched the career aspirations of their male counterparts but put forth greater efforts to obtain their positions. Although the female administrators of 1993 were older, more likely to have a doctorate, more likely to be married, and somewhat more experienced than the 1985 respondents, they shared a strong motivation to make schools a good place for children to learn. In addition, the women had to demonstrate "toughness" and the ability to survive in the male-dominated world of educational administration. A conclusion is that an increased proportion of women administrators is more… [PDF]
(1988). Women Hold Up Half the Sky. Report on the World Conference of Organizations of the Teaching Profession Caribbean Conference of Women in Education (Kingston, Jamaica, April 5-10, 1988). These conference papers are concerned with the perception of women in their roles as professionals and the current climate in education for the women of the Caribbean region. Among the presentations are: "Women in Education" (F. Saunders); "Teachers Organisations as Trade Unions" (Audley Gayle); and "Women in Jamica's Education System" (Rose Marie Vernon). School curricula continue to show little change from traditional offerings and the majority of female students continue to follow the paths already open to women. Policy-makers must take definite affirmative action to move the changes along and address the issues, including on-going representation to the "corridors of power." Teacher organizations are urged to involve women at more visible levels, especially in areas traditionally led by men. Statistical information and data about women in these countries are included as well as the conference program, a list of participants, and a paper…
(1980). Office of Indian Education Survey Results: Indian Self-Identified Certified Staff (ISICS), Fall 1980. Developed to meet baseline and support data needs for affirmative action programs, certification standards, and distribution of Indian educators in schools in South Dakota, the Indian Self-Identified Certified Staff (ISICS) Survey presents data received and compiled during August to November 1980. An analysis of student enrollment information is provided on the 305 schools in South Dakota which include public schools, Bureau of Indian Affairs (BIA) schools, non-public schools, and special education schools. Significant findings include: 174.5 ISICS account for approximately 1.7% of the 10,449.94 Full Time Employees (FTE) of the 209 schools that responded to the survey; approximately 63% of the ISICS are employed in 14 of the 16 BIA schools; ISICS account for approximately 0.6% of the 9,141 FTE's of the 188 public schools; and the 14,809 Indian students account for 10.45% of the 141,675 students enrolled in the 305 schools. A breakdown of Indian student enrollment indicates: of…
(1982). Office of Indian Education Survey Results: Indian Self-Identified Certified Staff (ISICS), Fall 1982. Developed to meet baseline and support data needs for affirmative action programs, certification standards, and distribution of Indian educators in schools in South Dakota, the Indian Self-Identified Certified Staff (ISICS) Survey presents data received and compiled during August to November 1982. An analysis of student enrollment information is provided on 300 schools surveyed which include public schools, Bureau of Indian Affairs (BIA) schools, non-public schools, and special education schools. Findings of the returned ISICS surveys indicate: 210 ISICS account for approximately 2.0% of 10,316.2 Full Time Employees (FTE's) of the 287 schools that responded to the survey; 136 ISICS in the 15 BIA schools returning the survey account for approximately 64.8% of all ISICS in all schools returning the survey; ISICS account for approximately 0.7% of the 9,000.4 FTE's of the 187 public school districts; and a general increase in ISICS in most category areas (teacher, administrator, and…
(1989). Searching for Female Leaders for America's Schools: Are the Women To Blame?. In spite of affirmative action efforts, the percentage of female school administrators has barely risen since 1970. When nearly half of the educational administration students are women who are completing both certification and doctoral programs in record numbers, this seems especially puzzling. As it has become more difficult to blame the shortage of women administrators on their unwillingness to earn the necessary credentials, there has been a shift toward blaming women for not applying for the jobs. While all the studies conducted in the 1970s found that men were much more persistent in their job search efforts, the results of studies done in the 1980s indicate a change in that pattern: women were more likely to be making greater job search efforts than men. Additionally, studies revealed that men are twice as likely as women to be preselected for the position of secondary school principal and women reach this administrative position only after much effort. The only… [PDF]
(1986). Work in America: Implications for Families. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, Ninety-Ninth Congress, Second Session. This hearing explored the value of work, and how changes in the economy and the composition of the work force have affected families. Witnesses (1) reported data on such topics as the kinds of jobs currently available, women's participation in the work force, unemployment, and labor force growth over the next decade; (2) argued that the economy is largely structured to complement the 19th century model of marriage, and that anti-discrimination and affirmative action legislation, along with upgrading of female-dominated jobs, is needed to facilitate the development of egalitarian marriages; (3) argued that the welfare poor do not work because of the permissive character of government policy; (4) discussed the economic contribution of women to family well-being, gender differencs in labor market positions and earnings, and the implications of research findings for policy; (5) reported on studies of black Americans and the relationship between rapid displacement of unskilled industrial… [PDF]
(1985). El Cedazo: Sifting and Shifting or The Hispanic Participation in the Management of the California Community Colleges: 1973-83. The results of a search for Spanish surnames in the personnel directories of California Community Colleges for the years 1973-1978 and 1979-1983 indicate that, for the most part, Hispanics have not advanced into managerial positions in California Community Colleges in spite of affirmative action programs, legislation, and litigation. Over the 10-year period, 59% or 41 of the 70 districts have never hired a Hispanic in a district administrative position. For 8 years there was only one Hispanic superintendent-president (chancellor), until 1982-83 when the number increased to three. Only 29 Level 2 and 30 Level 3 administrative positions were filled by Hispanics. Urban areas with the exception of the San Diego area and Sacramento contained most of the Hispanic administrators, with southern California leading the way with 37 entries during the decade, followed by the San Francisco Bay Area with 28. Twenty-eight community colleges have not employed a Hispanic for a management position in…
(1983). Greater Baltimore Commitment: A Study of Urban Minority Economic Development. This report examines some of the barriers to black economic development in Baltimore (Maryland) and discusses the extent to which blacks have participated in or benefited from revitalization projects in the city's downtown area. Background information on black businesses in the United States in general and Baltimore in particular is provided. Affirmative action steps that have been taken by the city are described, including the use of Urban Development Grants (UDAG) and Community Development Block Grants, and loan programs initiated by the Greater Baltimore Committee for starting and expanding businesses owned by socially or economically deprived individuals. The report notes that more still needs to be done to involve blacks in Baltimore's economic development. It is pointed out that high unemployment rates have severe effects upon minority economic development, due to a shift from a blue collar to a white collar economy. Based on the findings of this study, a number of… [PDF]
(1987). Education and the Quest for Human Completion: The African and Afro-American Perspectives Compared. This paper examines the concept of human completion, as applied to both the African and the Afro-American experience, and how the search for completion by the individual influences the collective society. The theoretical concepts of Paulo Freire and Albert Memmi are applied to both groups. Both groups have been denied equal opportunity for education and self-realization. Voting has been used as a means to achieve social and educational goals but has been ineffective when it was not combined with the education necessary to provide critical analytical skills. The search for self-liberation has led to social conflict, as the power structure has prevented the minority from achieving its goals. The conclusions drawn include: (1) that collective action is not possible without individual action, which in turn depends upon the education of individuals; (2) that affirmative action programs are vital in assisting blacks in achieving education; (3) that collective action appears to be fading… [PDF]
(1980). The Changing Ethnic Population and Its Impact on School Districts in California. A report by the California State Department of Education described the impact of a major change in student ethnic enrollment throughout the state. Not only has there been an increase in the numbers of minority students, but there have also been shifts in the concentration of minority students and increases in the number of Limited English Proficient (LEP) students. These changes have posed problems for school districts such as the need to avoid racial or ethnic segregation, and the need for multicultural education and affirmative action employment programs. Increased racial tension, limited resources to effect changes, inability to deal with the needs of minority students, and difficulty in meeting the needs of LEP students are also identified as problems. Among the alternatives available to assist school districts in coping with the new trend are: (1) establishment of a formula so that school districts can financially meet the needs of a changing student population; (2) efforts on…