(1996). Old Problems and Shifting Challenges: Preparing African Americans for the 21st Century Labor Market. Challenge: A Journal of Research on African American Men, v7 n2 p79-94 Jul. Examines the factors which have led to declining economic conditions for a large number of African Americans, and addresses ways to improve the economic position of this disadvantaged population. The historical role of race relations and equal opportunity efforts is discussed, and programs shown to have had a positive impact on curbing the poverty cycle are examined. (GR)…
(1990). Minority Student Achievement: A Comprehensive Perspective. Journal of Developmental Education, v13 n3 p6-8,10-11 Spr. Reviews current minority involvement in higher learning. Presents components of effective retention strategies, including administrative commitment, financial resources, student services, curricula, personnel, and timeliness of intervention. Suggests a comprehensive approach to improve minority achievement and redefines matriculation expectations. (DMM)…
(1988). Guidelines for an Effective Merit Pay Program. CUPA Journal, v39 n3 p25-32 Fall. The approach chosen to award pay for performance is not as important as the need to assess the organization's commitment to merit, the quality of the relationship with employees, and the ability to do a fair job. With careful implementation, merit pay systems can be mutually rewarding. (MSE)…
(1992). Increasing Equity in Administrative Leadership: A Regents' Model. Equity and Excellence, v25 n2-4 p67-76 Win. Describes Georgia State Board of Regents's model for increasing the presence of African American in administrative positions in the Georgia state university system. A postdoctoral internship program selected faculty members with an interest in administration in higher education. The author's own participation is described. (SLD)…
(1994). The Best Law Schools for Blacks. Journal of Blacks in Higher Education, n4 p57-65 Sum. Surveys highly regarded law schools to see how they stand regrading black enrollment, faculty diversity, and progress toward integration. Most of the 19 responding schools have increased their black enrollment, but blacks remain underrepresented in law schools, as they do in the profession. (SLD)…
(1988). One Institution's Success in Increasing the Number of Minority Faculty: A Provost's Perspective. Peabody Journal of Education, v66 n1 p71-76 Fall. Eastern Michigan University's provost presents a perspective on how the institution successfully increased its number of minority faculty members. The article describes ways to retain minority faculty members once they are hired, noting the importance of total public support of opinion leaders and policymakers. (SM)…
(1993). Seeds of Racial Explosion. Society, v30 n6 p55-67 Sep-Oct. Social pathologies at the root of many racial disparities in achievement are serious and widespread, but at least frank debate on racial issues is emerging. Contemporary racial issues, including white backlash, are explored; and it is suggested that the eventual emergence of a multiracial consensus for cooperation is possible. (SLD)…
(2000). News and Views. Journal of Blacks in Higher Education, n27 p6-66 Spr. Collection of articles examines such issues as the progress of black faculty at leading U.S. liberal arts colleges; black scholars in the press; Marshall scholarships for African American college students; white Congressmen endorsing reparations for slavery; how black voters can use political muscle to protect higher education opportunities; and improvement in the black-white unemployment gap for college graduates. (SM)…
(1998). Get In, Get Ahead: Here's Why. Trusteeship, v6 n6 p10-14 Nov-Dec. A study examined the college and later-life experiences of over 35,000 students, almost 3000 of whom were black, entering 28 selective colleges in 1976 and 1989. Results suggest that if universities were flatly prohibited from considering race in admissions, over half the black students in selective colleges today would have been rejected. Implications for race-sensitive admissions policies are discussed. (MSE)…
(1998). Poll Confirms That Americans Want Diversity on Campuses. Black Issues in Higher Education, v15 n18 p12-13 Oct 29. A recent Ford Foundation national survey found that 71% of Americans think diversity education does more to bring Americans together than drive them apart. Two-thirds felt colleges and universities should take explicit steps to ensure student body diversity; three-fourths want to ensure faculty diversity. Only 38% feel diversity is an excuse to admit otherwise unqualified graduate students. (MSE)…
(2005). Lessons in Inclusion. Diverse: Issues in Higher Education, v22 n16 p26-27 Sep. Dr. Wallace Loh still remembers the sting of hearing his high school teachers in Peru call him "el chino"–Spanish for "Chinese boy." Why didn't they simply use his name? After all, they did so with his classmates. They typically did not single out students of other foreign nationalities, such as calling the German student "el aleman." Loh had lived in Lima since age 2. He spoke Spanish with no accent, but he keenly felt that he did not fit in. As an educator, Loh has shared that story with many students, especially at the University of Washington (UW), where he was dean of law from 1990-1995. In that time, minority enrollment in UW's law school doubled, reaching more than 40 percent. The boom in minority enrollment was at least partly because race was used as an admissions factor for the program. Loh, who is now a dean at the private Seattle University, believes the practice of using race in the admissions process is slowly, but surely dying. The public… [Direct]
(1994). A Characterization of Areas of Racial Tension among First Year Students: A Focus Group Follow-Up to a Large Survey. This study examined areas of racial tension and racial attitudes among first-year students at York University in Ontario (Canada). A survey of 1,129 first-year students in 1993-94 indicated that the vast majority believed that visible minority students had been treated equally by professors, staff, and other students. However, the first year was experienced differently by students of Black, East Indian, Chinese, European, and "other" origin. Comparisons did not always favor those of European background: East Indian students reported the greatest number of out-of-class contacts with faculty and staff. While certain outcomes of the first year experience–self-assessments of intellectual development and grade point average–varied by race, these differences could not be attributed to race per se. Focus group discussions conducted with 24 Black students and 33 students of Italian or Portuguese origin found that 23 percent of the Black and 9 percent of the Italian/Portuguese… [PDF]
(1994). The Principals Institute Graduates. The 1992-1993 Follow Up Evaluation. OER Report. The Principals Institute is one of several programs designed to increase the number of minorities and women in supervisory and administrative positions in the New York City school system. During three academic semesters and a summer, students in the Institute attend classes and participate in an internship. On completion, students receive a Master's degree and become eligible for state certification in school administration and supervision. Thirty-seven (51 percent) of the 72 graduates (4 cohorts) replied to a questionnaire about the program and their employment. Eighty-nine percent of graduates had obtained certification and 15 were employed in positions requiring this certification. All were women: eight were African Americans, three were Hispanic Americans, three were Whites, and one was an Asian-Pacific Islander. Thirteen respondents, 8 of whom were minorities, were working in out-of-classroom supervisory capacities. Although only a minority of graduates became principals, the… [PDF]
(1994). Cuesta College Student Equity Plan. Presenting the Student Equity Plan developed at Cuesta College, in California, this document provides background to the development of the plan, reviews plan components, and discusses implementation and evaluation. Introductory materials indicate that the plan was intended to create a campus environment that assures that enrollment, retention, and graduation rates reflect the ethnic, gender, and disabled distributions within the service area. Next, legislative foundations of student equity are reviewed and legal definitions are provided. The following components of the plan are then described: (1) campus needs assessment; (2) identifying institutional barriers to equity through surveys of students, faculty, and staff; (3) assessing equity for Hispanic, Asian, African American, Native American, women, and disabled students; and (4) setting valid equity goals and institutional responses. The last component includes tables of barriers and activities related to access, course… [PDF]
(1989). The 1988-89 Term of the U.S. Supreme Court and Its Impact on Public Schools. In its 1988-89 term, the Supreme Court, dominated by a conservative 5-4 majority made possible by the addition of Justice Kennedy, issued a number of decisions of significance to school districts. These decisions of the Supreme Court's 1988-89 term are summarized in this study and organized by subject matter into five sections: (1) civil rights in the context of employment and other liability-related issues; (2) special education; (3) freedom of speech and religion issues; (4) school desegregation; and (5) school finance-related issues. In each section, the key cases decided by the Court, the lower court decisions the Court declined to review and, where relevant, decisions scheduled for review in the 1989-90 term, are summarized. A list of 55 cases discussed, including case citations, is presented at the end of the summary. (SI)… [PDF]