(1991). A Restive Legacy: The History of Feminist Work in Experimental and Cognitive Psychology. Psychology of Women Quarterly, v15 n4 p567-79 Dec. Explores strategies that feminist researchers in experimental and cognitive psychology have used to eliminate androcentrism and sexism. Studying the history of feminist work in these areas from 1890 to the 1990s makes the need for continuing focus on epistemological and theoretical problems apparent. (SLD)…
(1993). Anatomy of Black Conservatism. Transition, n59 p4-19. The emergence of conservative activists among African-American intellectuals in the past decade represents a new leadership stratum among African Americans. The movement is explored, and it is argued that the new African-American conservatism does not represent the sort of natural constituency that old forms of African-American conservatism represented. (SLD)…
(1991). Minority Participation in Community Colleges: A Status Report. New Directions for Community Colleges, n74 p7-13 Sum. Draws from a literature review and surveys of state commissioners of higher education and community college presidents to profile minority student enrollments at community colleges by ethnicity and college size. Assesses the prevalence of programs to increase minority student participation. Notes changes in numbers of minority faculty and administrators. (DMM)… [Direct]
(1999). University of California Protects Diversity with Expanded Outreach. On Target, n29 p12-15 Spr. In response to legislation eliminating race and gender as factors in admissions decisions, the University of California instituted a series of short- and long-range outreach strategies to recruit disadvantaged students, increase the number of underrepresented minorities in the eligibility pool, change the culture of secondary schools to promote achievement, and develop a research basis for future action. (MSE)…
(2001). Vital Signs. Journal of Blacks in Higher Education, n30 p83-89 Win 2000-2001. Presents statistical data on the progress of African Americans in higher education, discussing: the black-white higher education equality index; statistics measuring the state of racial inequality; blacks in the performing and fine arts; and state-by-state comparison of blacks as a percentage of all public and private college enrollments compared to the number of full-time college faculty. (SM)…
(2000). Diversity Yes, Preferences No. Academe, v86 n5 p30-33 Sep-Oct. Research shows that though college students tend to support diversity, a large percentage are opposed to giving preferences to minorities in the admissions process. Some of the research on the subject is incomplete or misleading. Other studies show that though campuses worry about the stigmatization of students given preferential admission, diverse students interact well and enjoy learning from one another. (SM)…
(1999). A Quiet End to the Use of Race in College Admissions in Florida. Chronicle of Higher Education, v46 n15 pA31-A32 Dec 3,. Reports on plans for new "race-blind" entrance criteria at the 10 public universities in Florida. Plans call for ending racial preferences in graduate education altogether and replacing undergraduate preferences with a guarantee of admission to a state university for the top 20 percent of Florida high school graduates. Critics and supporters are quoted concerning expected effects on minority enrollment. (DB)…
(2004). Know Your Enemy: The Assault on Diversity. Black Issues in Higher Education, v21 n15 p32 Sep. While policy-makers and educational administrators decry the underrepresentation of African American students in institutions of higher education, groups like the Center for Individual Rights (CIR) work to limit African American presence on campuses even more. While innovative programmers build programs that will attract African American students to their campuses, CIR attacks programs that are designed for minority students. This article discusses this issue and provides recommendataions for improvement….
(2002). The Best Defense. Academic Questions, v15 n3 p81-84 Jun. When the author left California for the University of Minnesota twenty-five years ago, he vowed never again to become involved in departmental or university politics. He'd had enough of that at California State, Los Angeles, and he was determined to devote his full attention, apart from teaching, to several scholarly projects that had simmered so long on the back burners that they were beginning to scorch the bottom of the pots. Just a few years after arriving in Minnesota, the malignant cells of French literary, philosophical, and political ideas that had been kept more or less quarantined at Yale, Johns Hopkins, and an Ivy League campus here and there, suddenly metastasized across the whole country. The standard curriculum of English and American literature was being trashed. One time, Peter Shaw invited the author to participate in a panel on Deconstruction at the forthcoming first convention of the National Association of Scholars in New York. That was in November of 1988. That… [Direct]
(2006). The Affirmative Development of Academic Ability: In Pursuit of Social Justice. Yearbook of the National Society for the Study of Education, v105 n2 p58-70 Oct. This chapter is adapted from the address that inaugurated the American Educational Research Association annual lecture series commemorating the anniversary of the 1954 Supreme Court decision in the case \Brown v. Board of Education.\ The authors begin this chapter by paying tribute to Kenneth Bancroft Clark, who led the distinguished group of pedagogical and social scientists who did the intellectual work that was foundational to the judicial, legislative, and public policy work of which the \Brown\ decision of 1954 is symbolic. In this chapter, three related ideas are advanced: (1) The reduction of racial isolation via desegregation is an insufficient condition for the achievement of equally high levels of educational attainment across the social divisions by which people are classified in one's society; (2) In a society where members have unequal access to education-relevant forms of capital, the deliberate or affirmative development of academic ability may be indicated; and (3)… [Direct]
(2006). The Affirmative Development of Academic Ability: A Response to Edmund Gordon. Yearbook of the National Society for the Study of Education, v105 n2 p71-89 Oct. This article presents the author's response to Edmund Gordon and Beatrice Bridglall's paper titled \The Affirmative Development of Academic Ability: In Pursuit of Social Justice.\ Placing her comments in a historical context, the author states that Gordon and Bridglall point out that the \Brown v. Board of Education\ case was the result of decades of preparation by esteemed scholars in the field of law, psychology, and education and the commitments of key institutions. To address the challenges of what Gordon and Bridglall call the \affirmative development of academic ability,\ \Brown v. Board of Education\ points to the need for institutional infrastructures working in coordination over time. In addition, understanding the limitations of \Brown,\ in part a reflection of limitations in what \Brown I\ and \Brown II\ called for, may also direct them to examine what it is that they advocate for from different perspectives. In response to Drs. Gordon and Bridglall's paper, the author… [Direct]
(1994). Civil Rights Compliance in Vocational Education. 1993-94 Annual Report. This document provides a status report of the Michigan Department of Education's Civil Rights Compliance Program in the area of vocational education. The report is based on compliance audits of a minimum of 20 percent of the state's total number of secondary and postsecondary vocational education providers. Compliance activities were conducted by staff of the Office of Career and Technical Education Unit, the Community College Services Unit–Office of Higher Education Management, and IDEA Consultants, Inc. The report is presented in eight categories that summarize activities in each area: (1) compliance organization and staff; (2) state policy review; (3) review of state-operated institutions and programs; (4) subrecipients receiving agency desk audits; (5) identification of subrecipients for on-site reviews; (6) technical assistance activities; (7) subrecipients referred to the Office for Civil Rights; and (8) monitoring activities. All entities that were audited either had… [PDF]
(1996). The Equity Education. Fostering the Advancement of Women in the Sciences, Mathematics, and Engineering. This volume includes 10 reports that present findings and recommendations for advancing women in science, mathematics and engineering. Critical issues facing women in these disciplines are addressed, including demographic myths and realities at various educational levels; the educational pipeline for girls and women; involvement in education and careers as they relate to diversity, along lines of race/ethnicity, class, sexual orientation, disability, and age; institutional norms, values and structures; barriers to success at the career stage; effectiveness of current intervention and curriculum strategies; and the relationship between public policies and institutional change. New findings about the barriers facing women at every level of education and employment are examined, from K-12 educational experiences to studies of women scientists' employment and success in industry. These findings suggest that the most significant barriers are institutional, not personal. The authors offer…
(1997). California Proposition 187: Pickets and Pedagogy. The passage of California's Proposition 187 has mandated political and cultural debate in composition curriculum thus exploding the de-politicized composition classroom myth. As this anti-immigration initiative of 1994 applied to education, it most directly affected K-12, but it also represented a huge financial impact to higher education. It made undocumented immigrants ineligible for public social services, public health care, and public education at every level. Little of the heated pre-election rhetoric came from the academic community. Although the teachers' union donated $350,000 to combat 187, education's stance was not unified. The State Board of Education, for example, refused to endorse opposition. Proposition 187 passed with a 59% "yes" vote. Scores of academic senates, student groups, and professional organizations reacted with angry statements. The question is not whether 187 is right or wrong, but why there was an absence of pre-election debate. Where was the… [PDF]
(1988). [The Historical Roots of Developmental Education.]. Research in Developmental Education, v4 n4-5, v5 n3 1987,1988. The historical roots of developmental education are traced in a three-part article extending across three serial issues. \Educating All the Nation's People,\ by Hunter R. Boylan and William G. White, Jr., reviews the historical antecedents of developmental education, focusing on efforts in the 17th century to prepare English-speaking American students for college-level instruction in Latin, the expansion of opportunities for higher education in the 18th century and the concomitant growth of college preparatory programs, and the founding of colleges for women and blacks. \Historically Black Colleges and Universities: A Force in Developmental Education,\ by Helen Jones and Helen Richards-Smith, traces the rise of black colleges, the pioneering efforts of these colleges in academic skills development, instructional philosophy and techniques used in black colleges, and the important contributions still being made by historically black institutions. \The Historical Roots of Developmental… [PDF]