(1992). A Comparison of Different Policies: Equal Opportunities in Education in the Netherlands and the Policy of the Inner London Education Authority. Gender and Education, v4 n1-2 p57-66. The Dutch government's national policy on equal educational opportunities combines equal opportunities and difference/equivalence approaches and overlooks necessary changes to the gender inequality-producing educational system. The Inner London (England) Education Authority's (ILEA's) local policy combines egalitarian and radical terminologies, and highlights difference-producing structures. ILEA measures could enhance Dutch policies. (RLC)…
(1992). European Law: Ending Discrimination against Girls in Education. Gender and Education, v4 n1-2 p163-73. Examines how the European Convention on Human Rights and its case law could combat sexist education and develop concepts of philosophical convictions, the European Community's duty, and children's rights. Considers feminist strategies for improving girls' education, English and European procedural laws, and difficulties of using English law. (RLC)…
(1991). The Gender Salary Gap: Do Academic Achievement, Internship Experience, and College Major Make a Difference?. Social Science Quarterly, v72 n4 p715-26 Dec. Presents results of a study investigating the role of academic achievement, internship experience, and college major in determining the gender gap in starting salaries of college graduates. Concludes that the gap in salaries would have been larger had females not achieved greater academic success, undertaken more internships, and majored in higher paying areas than their male counterparts. (DK)…
(1994). Women's Perceptions of Graduate Level Educational Administration Programs. Canadian Journal of Higher Education, v24 n2 p43-67. A survey of 123 women enrolled in Canadian graduate programs in educational administration found that, although some found a relatively warm professional climate for women, for many the experience was not positive. Devaluation of female faculty, counseling of women out of administration, sexist language, and other evidence of sexism were found. (MSE)…
(1990). The Role of the University President in Realizing the Multicultural University. American Behavioral Scientist, v34 n2 p223-31 Nov-Dec. Argues that a multicultural university begins with presidential leadership that can produce a diverse faculty, staff, and administration. Recommends minority faculty development, recruitment, tenuring and promotion as an effective institutional strategy. Urges becoming \inclusive\ rather than \exclusive.\ (NL)…
(1988). The University President's Role in Establishing an Institutional Climate to Encourage Minority Participation in Higher Education. Peabody Journal of Education, v66 n1 p32-45 Fall. Creating an institutional climate that positively addresses the needs of minority students depends heavily on administrators, faculty, and staff who share the responsibility of educating a diverse student body. The university president's role is that of a leader who understands the school's organizational culture and increases minority participation. (SM)…
(1993). Educational Experiences of African-American Graduate Students on a Traditionally White Campus: Succor, Sociation, and Success. Equity and Excellence, v26 n1 p60-71 Apr. Presents the case study of the educational experiences of African-American graduate students at the University of Mississippi using information from a survey responded to by 158 graduate students. At this university, nonservice fellowships and tuition waivers are offered to African-American graduate students. Results highlight differences in student educational backgrounds. (SLD)…
(1999). This Wasn't Supposed To Happen: The Black-White SAT Gap Is Actually Growing Larger. Journal of Blacks in Higher Education, n25 p95-100 Fall. Reports the increase of the black-white scoring gap on the Scholastic Assessment Test (SAT). As race-sensitive college admissions decline, these scores present barriers to educational progress by Blacks in selective institutions. Explains the scoring gap noting why so few Blacks have top SAT scores and thus will be shut out of major universities with race-neutral admissions policies. (SM)…
(2006). An inside Look at Education and Poverty. Academic Questions, v19 n2 p47-53 Jun. Behind this discussion of minority achievement is a story of one who transcended poverty and rose to the top of American education. Carol Swain advises that a student from a poor family should not be penalized because her parents are not able to involve themselves in school. This and other recommendations on policy reflect a profoundly personal awareness of what it meant to be a smart, ambitious black student caught in a disappointing educational environment. (Contains 9 notes.)… [Direct]
(1995). Saskatchewan Institute of Applied Science and Technology Education Equity Program. Annual Monitoring Report, July 1, 1994-June 30, 1995. Prepared in accordance with the Saskatchewan Human Rights Code (SHRC), this report details the status of educational equity as of 1994-95 at the four institutes of the Saskatchewan Institute of Applied Science and Technology (SIAST). Following an executive summary, part 2 outlines the organization of SIAST's Educational Equity Program (EEP), while part 3 lists the student groups designated as underrepresented in the SIAST student body: students of Aboriginal descent, disabled, visible minorities, and women. Part 4 provides data on the participation of these groups at the four SIAST campuses with respect to applications received, enrollment, graduation, withdrawal, and employment after graduation. Part 5 lists the percentages of these groups in the province as a whole, part 6 describes SIAST's long-term goals with respect to their participation, and part 7 describes trends in the groups' enrollment over the past 5 years. Part 8 describes SIAST's equity policy, detailing the roles and… [PDF]
(1996). African American Students and College Choice Decisionmaking in Social Context: The Influence of Race and Class on Educational Opportunity. This report examines the college aspirations and decisionmaking factors gathered from 53 interviews with Black, female, college-bound students, their parents, friends, college counselors, teachers, and school staff. The goal was to reveal how the students' lives and their access to postsecondary education have been framed and structured by the influences of race and class in modern schools and society. Subjects were students at three urban California high schools. Data gathered included transcribed and coded interviews as well as extensive ethnographic observational data and documents. The schools were chosen for their ethnic and social differences: a predominantly African-American public school with predominantly lower class families; a public, racially mixed school of mixed social class composition; and a predominantly white, private, upper social class school. Findings reveal that the students chose colleges where they could see themselves in the form of other students like… [PDF]
(1993). The Art of Hiring in America's Colleges & Universities. This book offers 11 essays on hiring in American colleges and universities that explore large issues and provide practical suggestions from the insights and observations of the various contributors. The book is intended to apply to all levels and all types of positions and to help administrators in their efforts to select the best candidate and to retain that person for a number of years. The chapters are as follows: (1) \Introduction: Understanding the Problem\ by Ronald H. Stein; (2) \The Role of the President in the Hiring Process\ by Joseph F. Kauffman; (3) \The Role of the Dean in the Hiring Process\ by Donald W. Jugenheimer; (4) \The Search Committee: Prospecting for Go(l)d\ by Milton Greenberg; (5) \What to Look for in a Candidate\ by M. Fredric Volkmann; (6) \The Cost of Hiring\ by Lewis C. Solmon and Cheryl L. Fagnano; (7) \Working with Partners\ by Sue A. Blanshan and E. Gordon Gee; (8) \Hiring Women and Minorities\ by Marian J. Swoboda; (9) \Lessons from the Corporate…
(1992). It's My Job: Job Descriptions for Over 30 Camp Jobs. This book was created to assist youth-camp directors define their camp jobs to improve employee performance assessment, training, and hiring. The book, aimed at clarifying issues in fair-hiring practices required by the 1990 Americans with Disabilities Act (ADA), includes the descriptions of 31 jobs. Each description includes the job's minimum qualifications, its position in the chain of command, and specific and general responsibilities. An opening section offers information on the ADA and on creating one's own job descriptions. Food-service, maintenance, office, driver, and health-care positions are defined as "operations" jobs. Program directors, assistants, and counseling positions fall under "program" jobs. Specific jobs described in the book include directors and counselors in the following areas: (1) adventure/ropes course; (2) athletics; (3) bicycle trips; (4) creative arts; (5) environmental education; (6) gymnastics; (7) pool and waterfront; (8)…
(1993). The Basic Agenda: The 1992-93 Status Report. In its major policy document, "Basic Agenda: Policy Directions and Priorities for the Nineties," the Board of Governors of the California Community Colleges (CCC) specifies goals and objectives necessary for the system's 107 community colleges. Following the format of the Basic Agenda, this 1992-93 status report provides an update on the implementation of these goals and objectives. Following a brief introduction, the six sections of this report examine the areas of mission, access, governance, fiscal policy, and educational quality. For each area, the Basic Agenda initiatives are listed and specific efforts undertaken to date for each initiative are described. Among the CCC efforts described in the report are the following: (1) implementation of intersegmental general education transfer curriculum requirements; (2) projects to increase the number and success of underrepresented students in transfer programs; (3) minigrants and other special funding to increase the number… [PDF]
(1991). Minority Overrepresentation in the Juvenile Justice System. Hearing before the Subcommittee on Juvenile Justice of the Committee on the Judiciary. United States Senate, One Hundred Second Congress, First Session on the Status of the Juvenile Justice System in America, Focusing on the Causes of Minority Overrepresentation and the Plight of Minority Youth in Inner Cities. The United States Senate's Subcommittee on Juvenile Justice heard testimony on minority overrepresentation in the juvenile justice system and the sentencing of minorities within that system. In particular, the Subcommittee heard testimony from eight witnesses who suggested short- and long-term approaches for helping to eliminate racial bias in the juvenile justice system, as well as the need for more family and community services. Before the witnesses testified, Senator J. R. Biden, Jr., addressed the subcommittee on the pressing nature of the issues. The following witnesses appeared in two panels: (1) T. Cavalier, an apprentice at Youth Development, Inc. (Albuquerque, New Mexico); (2) R. Chavez, the Assistant Executive Director of Youth Development, Inc. (Albuquerque, New Mexico); (3) I. Fulwood, Jr., Chief of Police in Washington (District of Columbia); (4) C. Hunter, a graduate of Kenosha County (Wisconsin) Community-Based Services Program; (5) D. Ramirez, a judge in Denver… [PDF]