(1987). Equality for Blacks: Another Lost Decade or New Surge Forward?. Change, v19 n3 p10-13 May-Jun. Black progress is tied to the overriding national concern for economic development and the challenge of international competition. The experience of black colleges shows that unequally prepared students can be educated to high levels of performance. Some public policy initiatives are suggested. (MLW)…
(1987). Equity with Excellence. Community, Technical, and Junior College Journal, v57 n4 p22-24 Feb-Mar. Reviews the status of minority students in California's educational system, pointing to high dropout rates, community college enrollment trends, and social factors. Highlights the correlation between educational performance and expectations, urging a well-orchestrated effort focusing on guidance, retention, and standards of excellence across all educational levels. (DMM)…
(1985). The Structure of Opportunity and Administrative Aspirations. Urban Education, v20 n3 p327-47 Oct. Reports on a study of women and minorities in the pool of potential administrators in an urban school district. Results show women still are underrepresented among educational administrators, although in this system, as many women as men aspired to administrative positions. (SA)…
(1985). Career Prospects for Women in Australian Universities. Journal of Tertiary Educational Administration, v7 n1 p61-71 May. Although many women now have qualifications that in the past guaranteed an academic appointment, few university jobs are available. An unrestrained labor market suggests that the sex ratio of academics is unlikely to change much in the next 10 to 15 years, but several interventions could increase the representation of women in academic posts. (MSE)…
(1984). Racial Ideology and Intellectual Racism: Blacks in Academia. Black Scholar, v15 n2 p2-17 Mar-Apr. Argues that as the market has grown for the products and services of the professional intellectual class, this group has become committed not only to knowledge and skill but also to its elite privileges and that, as a result, the image of intellectuals as supporters of the less privileged lacks currency today. (CMG)…
(1985). A Special Commemorative Recognition of Martin Luther King Jr.'s \March on Washington,\ August 28, 1963. Negro Educational Review, v36 n1 p1-52 Jan. Contains five essays and editorial on the theme of Black/white alliances, 1941-1983. Topics discussed include a look back at slavery, rhetorical alliances in the Civil Rights era, how the nature of legal arguments limits Black educational advancement, political alliances, and religious alliances. (CMG)…
(1982). The Consequences of the University of North Carolina's Consent Decree. Integrated Education, v20 n3-5 p76-80 May-Oct. Discusses components of the University of North Carolina's consent decree, and holds that the "remedies" proposed therein actually will prevent the achievement of equal educational opportunity in North Carolina. (GC)…
(2003). Supreme Court of the United States Syllabus: Gratz et al. v. Bollinger et al. Certiorari to the United States Court of Appeals for the Sixth Circuit. Argued April 1, 2003-Decided June 23, 2003. October Term, 2002. (Slip Opinion.). This legal document presents the decision of the U.S. Supreme Court in the case brought against the University of Michigan's use of racial preferences in undergraduate admissions. In Gratz et al. v. Bollinger et al., the Court held that while race is one of a number of factors that can be considered in undergraduate admissions, the automatic distribution of 20 points to students from underrepresented minority groups is not narrowly tailored. It reiterated its holding from the 2003 Grutter v. Bollinger et al. decision that diversity is a compelling state interest that can justify the consideration of race as a factor in university admissions. The Court emphasized the importance of individualized review to assess all of the qualities each applicant might contribute to the diversity of the entering class. It ruled that the admissions process of the College of Literature, Science, and Arts did not meet this standard insofar as 20 (out of 150 possible) points were automatically awarded… [PDF]
(2003). "This School Is My Sanctuary": The Dr. Pedro Albizu Campos Alternative High School. JSRI Working Paper No. 57. Julian Samora Research Institute Recent studies and personal narratives suggest a connection between the low academic achievement of Latina/o students in the United States to the lack of care they experience in schools. The author reports on a study he conducted of the Chicago-based Pedro Albizu Campos Alternative High School, focusing on the experiences of its students and teachers. He found that for a school to be effective for Latina/o students and other students of color, it must become a "sanctuary" in that the school fosters student-teacher caring relationships, provides a familial type environment to ensure that its students are not marginalized, provides a gang-free safe space, and affirms students' racial and ethnic identities. The purpose of this article, then, is threefold. First, the author briefly describes the high school. Second, he highlights students' voices and their descriptions of the "school as sanctuary" concept. Third, he describes the teachers' experiences pertaining to… [PDF]
(2000). Preferences in Maryland Higher Education: Racial and Ethnic Preferences in Undergraduate Admissions at Maryland Four-Year Public Colleges and Universities. This study examined the extent to which racial and ethnic preferences were used in the admissions policies of Maryland's four-year public colleges and universities. Ten institutions provided data on in-state enrollees (race, sex, and SAT scores). Data analysis indicated that white in-state enrollees on average had substantially higher SAT scores compared to black in-state enrollees. At most schools, the SAT math score gap between blacks and whites was large, and the verbal score gap was moderate or large. There was less of a systematic pattern regarding white-Hispanic and white-Asian test score differences, though the former gaps were greater and more common than the latter. Especially at large institutions, the greater gaps between groups were mirrored in lower graduation rates for minorities. Blacks were subject to remediation at a greater rate than members of other racial and ethnic groups, and the disparities in remediation rates were generally related to gaps in enrollee test… [PDF]
(1982). The AFL-CIO and the Black Worker: Twenty-Five Years after the Merger. Journal of Intergroup Relations, Special Report: Race and Labor v10 n1 p5-78 Spr. Reviews the Black experience in U.S. labor unions since the merger of the American Federation of Labor and the Congress of Industrial Organizations in 1955. Notes that a critical barometer of labor's progressive impact is its treatment of minority and female workers. (Author/GC)…
(1980). The Other Half Goes to Law School. Student Lawyer, v8 n8 p18-36 Apr. The Peoples College of Law in Los Angeles, where accreditation is eschewed, racial and sexual quotas enforced, and previous academic records count less than a working-class background, is described. (Author/MSE)…
(1979). Something Happened: Education in the Seventies. Phi Delta Kappan, v61 n4 p238-41 Dec. The author briefly discusses ten of the important events in education during the last decade. (IRT)…
(1979). The Politics of Desegregation. Change, v11 n7 p50-53 Oct. Desegregation efforts and litigation, including the Bakke case, are discussed in terms of their conflicting effects on the existence of predominately Black colleges. It is suggested that federal actions and legal decisions may in fact threaten the survival of Black institutions. (JMF)…
(1979). Nontraditional Programs, Including Programs for Special Categories of Students. College and University, v54 n4 p266-355 Sum. Proceedings of the Sixth Annual Meeting of the Association of Collegiate Registrars and Admissions Officers that relate to nontraditional education and special programs are summarized. The names and addresses of conference participants are included. (SF)…