(1997). Academic Senate for California Community Colleges: 29th Spring Session Resolutions (San Francisco, California, April 10-12, 1997). Documenting the spring 1997 session of the Academic Senate for the California Community Colleges (CCC), this six-part report details 44 resolutions that were adopted by the Senate, 3 that were determined to be non-urgent, 3 that were referred, and 8 that failed. The first part presents adopted resolutions organized by the following areas: (1) the Academic Senate, including redefining faculty productivity; (2) affirmative action and cultural diversity, including a change in the CCC anti-discrimination statement; (3) articulation and transfer; (4) budget and finance, related to budget development and alternative funding mechanisms; (5) state and legislative issues, related to faculty hiring and part-time faculty office hours; (6) consultation with the CCC Chancellor's Office; (7) counseling, including standards of practices; (8) curriculum, including good practices and a model; (9) a disciplines list; (10) technology, including requirements for distance learning; (11) general… [PDF]
(1997). The Twentieth Annual Report of the Academic Senate for California Community Colleges, 1995-1996. The Academic Senate for California Community Colleges was established to promote the best interests of higher education in the state and to represent community college faculty at the state level. This 20th annual report summarizes the activities of the Academic Senate for 1995-96. The first part presents a report from the Senate President, a financial statement, lists of goals and committee priorities for 1995-96, and minutes from the Senate's fall 1995 and spring 1996 sessions. The second part presents annual reports from Senate standing committees on affirmative action/cultural diversity, revised accreditation standards and liaison, common course numbering, counselor and librarians, curriculum, educational policies, elections, faculty development, legislative issues, publications, relations with local senates, resolutions, standards and practices, technology, and vocational education. Next, reports are provided from Senate advisory committees on basic skills, review of the capital… [PDF]
(1992). The Five Dogs of Politically Correct Speech on Campus. "Politically correct" has become an all-purpose pejorative epithet conflating and condemning a number of initiatives, such as affirmative action in hiring and admissions, multicultural education, broadening the "canon" of classical texts to include women and minority groups, protests against unpopular, usually conservative ideas, and changing vocabularies for representing particular groups. Kenneth Burke's elaboration of five distinct variations on the meaning of the simple word "dog" suggests a method by which the complex issues surrounding the term "politically correct" might be analyzed. Thus a, systematic application of Burke's notion of "Dramatism" can be made to the politically correct controversy. There are five different canine categories, then, concerning the notion of politically correct: (1) the hegemonic dog, emphasizing the different terminologies used by advocates of both sides; (2) the ancestral dog, which decenters… [PDF]
(1981). The Statewide Plan for Higher Education, State of New Jersey Board of Higher Education. The 1981 statewide plan for higher education in New Jersey is presented. The following challenges for the future are briefly addressed: education in a technological society, liberal education for social change, the size and composition of the college population, public priorities and fiscal resources, the role of government, the Board and Department of Higher Education, the chancellor, institutional quality, affirmative action, international education, research, and cultural responsibilities. Policy for the decade ahead is considered in relation to opportunities for higher education, quality of educational programs, research and advancement of knowledge, and management and accountability. The role and mission of specific institutions of higher education and of each sector are considered. Enrollment goals and projections are specified regarding undergraduate enrollment goals, the proportion of high school graduates going to college, the role of out-of-state students, the retention of…
(1979). Discrimination in Canada: A Survey of Knowledge, Attitudes and Practices Concerned with Discrimination. To identify attitudes of the Canadian public toward discrimination, the Canadian Human Rights Commission surveyed a representative sample of 2,000 Canadians. This document describes the survey, presents highlights, and explains how the survey is being used. The specific purpose of the survey was to provide information on public opinion regarding discriminatory practices based on factors having nothing to do with the activity from which a person is excluded. Five categories of questions were presented to respondents–(1) knowledge, judgments, and attitudes relative to human rights agencies and legislation in Canada, (2) personal knowledge and experience of discriminatory practices, (3) changes in patterns of discrimination, (4) special programs or affirmative action for disadvantaged groups, and (5) the extent of tolerant attitudes. Findings from analysis of responses to questions in these categories indicated that 68% of respondents considered the commissions effective in removing…
(1980). Achieving Sex Equality in Vocational Education: A Citizens' Guide to the 1976 Vocational Education Amendments. This handbook is intended as a guide for individuals and groups to use in designing and carrying out activities to monitor their state and local educational agencies (SEAs and LEAs) for compliance with the 1976 Vocational Education Amendments and Title IX. (This legislation requires affirmative action for sex equity in vocational education.) Section 1, Monitoring State Vocational Education Programs, contains seven chapters. Chapter 1 describes briefly the relationship between the federal and state governments with regard to implementation of the Vocational Education Act (VEA), and Part A of each succeeding chapter describes the requirements of the 1976 VEA Amendments which affect equal opportunities or which provide for public participation in the state planning process. Part B of each chapter suggests appropriate monitoring activities. Section II, Monitoring Local Vocational Education Programs, describes the relatively few VEA regulations that directly affect LEAs and the more…
(1998). The Academic Senate for California Community Colleges. Twenty-First Annual Report, 1996-1997. This 21st annual report summarizes the activities of the Academic Senate for California Community Colleges for 1996-97. The first part presents a report from the Senate President, a financial statement, lists of goals and committee priorities for 1996-97, and minutes from the Senate's fall 1996 and spring 1997 sessions. The second part presents annual reports from Senate standing committees on: (1) affirmative action/cultural diversity; (2) counseling and library faculty issues; (3) curriculum; (4) educational policies; (5) elections for Senate posts; (6) faculty development; (7) legislative issues; (8) relations with local senates; (9) Senate resolutions; (10) standards and practices; (11) technology; and (12) vocational education. Next, reports are provided from Senate advisory committees on: (1) basic skills; (2) distance learning technical assistance; (3) library and learning resources programs; (4) matriculation; and (5) the Regional Counselors Facilitator Committee. Finally,… [PDF]
(1990). Rancho Santiago College Climate Survey Report. Research, Planning and Resource Development Report. In February 1990, a study was conducted by the Rancho Santiago College (RSC) Research Committee and Planning Council to assess institutional effectiveness, using college climate as one correlate of RSC's success. A staff morale survey instrument, distributed to all full- and part-time faculty and staff, yielded an overall response rate of 36%, and a full-time staff response rate of 46%. Major findings included the following: (1) on a scale of one to eight, with eight being highest, satisfaction with position received an average rating of 6.4 (5.6 by full-time classified staff, 5.4 by supervisory staff, 6.8 by faculty, and 7.0 by administrators); (2) respondents generally expressed satisfaction with work environment, cooperation within their work units, interaction with their immediate supervisor, and college communication; (3) all respondents rated satisfaction with their salary at 5.5, though ratings varied by employee group; (4) respondents confirmed RSC's commitment to advancing… [PDF]
(1994). The Recruitment, Selection, Occupational Adjustment, Development and Retention of Culturally Diverse Educators: A Mandate for Inclusion in the Academic Professions. Building an appreciation and respect for others is an important educational goal in an increasingly global society. Several methods can be used to promote these goals such as cross cultural teacher training and hiring culturally diverse teachers. Cultural competency can help both mainstreamed and culturally diverse students, and role modeling is an effective method to use in teaching students cultural competencies. Thus, obtaining culturally diverse employees should remain a priority until all teachers can be trained to teach from a multicultural perspective. The task of recruiting, selecting, hiring, and retaining culturally diverse educators, however, poses special problems for most personnel offices. Cultural competency among many teachers may be limited by their desire to learn, and their pedagogy affected by whether they value diversity or not. Generally K-12 hiring practices can be classified as: best qualified, affirmative action, or otherwise qualified. All of these are in… [PDF]
(1988). Improving the Labor Market Status of Black New Yorkers. Policy and Program Recommendations. Report of the Labor and Employment Subcommittee. Volume 6, Labor and Employment. Effective strategies to raise the employment and income levels of blacks in New York State must be comprehensive, balanced, and informed. Past efforts have failed because they have been narrow, short-run, imbalanced, or based on poor or incomplete information. The State's black population is most heavily concentrated in New York City, where the economy has dramatically shifted from industry to services. While black enterprise development is symbolically useful, better programs to develop small enterprise will have a greater effect. The following effective program approaches deserve special attention: (1) better use of on-the-job education and training, more accessible pathways to higher level jobs, and tutorial and personal support to insure upward mobility for lower level workers; (2) targeted affirmative action efforts to improve the strength of employer resources used to recruit, train, retrain, and upgrade workers; (3) elimination of employer requirements which limit or exclude…
(1984). The Town Meetings. Occasional Paper Number One. During the 1983-84 school year the Office of Equal Educational Opportunity (OEEO) of the Chicago (Illinois) Board of Education organized 11 Desegregation Town Meetings to enlist parents and citizens in carrying out a court-mandated school desegregation plan. The meetings provided the following information: (1) the priorities of the desegregation plan; (2) the functions of the OEEO; (3) the relationship of parents to the local schools; and (4) the allocation of OEEO funds. Each meeting included presentations on several of the following topics: (1) effective schools; (2) magnet schools/student transfers; (3) finance and budget; (4) bilingual education; (5) affirmative action; (6) special education; (7) the High School Renaissance Program; and (8) the Uniform Discipline Code. Audience size varied according to the location of the meeting, and the racial composition of the audience generally reflected the racial composition of the respective neighborhood. Questions and comments from the…
(1981). The Scope of Faculty Collective Bargaining: An Analysis of Faculty Union Agreements at Four-Year Institutions of Higher Education. Contributions to the Study of Education, Number 2. Based on an analysis of 89 collective bargaining agreements (representing 95 percent of all those in existence at four-year institutions), this book provides an overview of what has been bargained for faculty and where it has been bargained on unionized campuses. After a discussion of the history of union activity in higher education, the report explores the results of negotiations of faculty rights–due process, grievance, machinery, access to personnel records–and faculty involvement in decisions on hiring, firing and promotion. Issues of compensation, fringe benefits, working conditions, and faculty duties are also considered, along with the official rights of the union and its role in college governance. Within these broad categories, some issues of academic employment are discussed: tenure, merit pay, course load, sabbatical leave, and attendance at commencement exercises. Among the conclusions are the following: affirmative action commitments seldom are included in collective…
(1980). Motion of the American Council on Education and the National Institute of Independent Colleges and Universities for Leave to File Brief Amici Curiae and Brief Amici Curiae in Support of Petitioners. University of Texas, et al., Petitioners, v. Walter Camenisch, Respondent. In the Supreme Court of the United States, October Term, 1980. No. 80-317. The motion of the American Council of Education (ACE) and the National Institute of Independent Colleges and Universities (NIICU) to reverse the Fifth Circuit Court of Appeals decision in The University of Texas vs. Walter Camenisch is presented. The decision had ordered the university to provide free interpreter services to Camenisch, a deaf student. The ACE and NIICU argument revolves around whether, under Section 504 and the Court's ruling in Southeastern Community College v. Davis, colleges and universities that receive federal aid are required to procure and compensate interpreters for hearing-impaired graduate students. The argument presented includes the following suggestions: (1) the Fifth Circuit's interpretation of the Departmental regulation (504) is not supported by the language of the provision at hand; (2) the Court of Appeals' holding conflicts with the Supreme Court's decision in "Davis" because it operates to establish an affirmative action obligation not…
(1998). Hispanics in Oregon's Workforce, 1998. This report describes the Latino workforce in Oregon, outlining employment, income, education, and unemployment data. A brief history of Hispanics in the state notes that most of Oregon's Hispanics are of Mexican origin and that the state's Hispanic population grew 66 percent between 1990 and 1997. The history of migrant agricultural labor in Oregon is reviewed, and one chapter notes that increasing numbers of Hispanics are participating in politics, showing special interest in bilingual education, English-only legislation, immigration and welfare reform, and affirmative action. A chapter on general labor force issues reveals that Oregon's Hispanic labor force has more than doubled since 1990, unemployment rates and high school dropout rates are higher for Hispanics than any other group, and less than two percent of postsecondary degrees awarded in Oregon were earned by Hispanics. An examination of employment trends shows that Hispanics are represented in all major occupational… [PDF]
(1979). The Determination of Earnings Among College Graduates. Differences in levels and determinants of earnings for men and women college graduates are examined. Perspectives from human capital theory, research on the socioeconomic achievement process, and research on segmented labor markets are used to design models of the determination of earnings. Data are taken from the National Opinion Research Center longitudinal survey of college graduates for 1961. Earnings measured in 1962, 1964, and 1968 demonstrate a growth in the earnings gap between men and women over time, with greater earnings for men. A gap of $1,900 in 1964 is attributed to men's greater returns from hours worked, by their likelihood of working for profit-making employers, by the concentration in high-paying occupations, and by their higher 1962 earnings. It is suggested that in 1968 men made more money than women because their 1964 earnings were greater, they were more likely to hold doctorate degrees, they were more likely to work in high-paying professions and management,…