(1991). An Education in Georgia: Charlayne Hunter, Hamilton Holmes, and the Integration of the University of Georgia. In January 1961, Charlayne Hunter and Hamilton Holmes became the first black students to enter the University of Georgia (Atlanta). Calvin Trillin covered the litigation that resulted in a federal court order that allowed these students to enroll, and then returned just before their graduation to interview the students, their families, friends and fellow students, professors, and university administrators to portray the hostility and occasional support they received. Examining their experiences provides a window on the Civil Rights movement as a whole, as well as a portrait of the responses of two very different personalities. (SLD)…
(1990). Model Programs for Retaining and Promoting Minorities and Women and Increasing Minority Student Retention and Success. Efforts undertaken to meet the challenge of diversity at the City University of New York's Borough of Manhattan Community College (BMCC) are described in this five-part conference presentation. In the first part, BMCC's president, Augusta Souza Kappner, provides an overview of the ethnic and demographic composition of the college's student body and faculty, and of its model programs designed to address minority and women's issues. The second paper, by Stephen Curtis, the Dean of Academic Affairs, describes seminars developed at BMCC to help tenured faculty, especially women and minorities, complete their dissertations and qualify for promotion. This paper also describes the college's seminar entitled "Balancing the Curriculum for Gender, Race and Ethnicity," which explores current literature on and teaching methods for serving diverse student bodies. In the third part, Sadie Bragg, Associate Dean of Academic Affairs for Curriculum and Instruction, reviews the formation of…
(1986). A Study of the Puente Project: 1983-1986. Evergreen Valley College. Puente Projects are currently operating at 10 community colleges in California to increase retention, general education requirements completion, and transfer among Hispanic community college students. Puente integrates the skills of an English teacher, a Hispanic counselor, and Hispanic professionals acting as mentors to promote academic achievement, self-confidence, and student motivation. A study was conducted at Evergreen Valley College (EVC) to determine the success rate of Puente students for the years 1983-84, 1984-85, and 1985-86; and to compare the achievement levels of Puente students enrolled in the entry level English 330 courses with those of other Hispanic students who began in English 330 during the same semester. The 3-year comparative study of 115 Puente students and 273 Hispanic counterparts yielded the following findings: (1) 89% of the Puente students completed English 330 compared to 46% of the other Hispanic students; (2) 70% of the Puente students completed… [PDF]
(1988). Task Force on the Status of Academic Women. Report: 1987 Progress Review. Progress in bringing about equal employment conditions for academic women at the University of Alberta, Canada, is reviewed. In 1975 a Senate Task Force on the Status of Academic Women at the University of Alberta reported serious discrepancies in terms of salaries, rank, and participation in university governance between women and men. Each of the 1975 task force's 15 recommendations to promote equal employment opportunities are considered, including progress achieved or factors that have changed during the past 12 years. Recommendations include the following areas: statements against sex discrimination; approaches to promote more flexible and imaginative work patterns for all staff including part-time and shared tenurable positions; maternity benefits; and subsidized day care facilities on campus. Tables and graphs comparing 1974 and 1986 data are provided. Findings of the 1987 Review Committee's evaluation are considered, along with results of the Survey of Academic Staff that…
(1988). It's All in What You Ask: Questions for Search Committees To Use. A variety of questions are provided to assist college and university search committees to elicit useful information about candidates' concern about issues that affect women. Many of the questions can be adapted to apply to minority and disabled persons. Some are open-ended to draw out a candidate's opinions and attitudes. The questions are divided into three sections: general questions to ask both prospective administrators and faculty (on equity, informal support, and climate); questions appropriate for prospective administrators (on formal support, staffing, direct encouragement, and other issues); and questions appropriate for faculty candidates (on women's studies and campus environment). (KM)… [PDF]
(1988). Community Development Issue Paper. An overview is provided of the development of the Dallas County Community College District's (DCCCD's) Community Development Program, highlighting its accomplishments during its first two and one-half years of operation, and the District's plans for the future. Section I offers introductory comments and defines community development as the process by which an institution actually participates in upgrading the quality of life of its constituents. Section II explains how the DCCCD's Community Development Program evolved and highlights some of the major program activities, including a mini-conference with community leaders; cooperative activities between the DCCCD campuses and middle schools to encourage young students to develop higher education goals; demographic studies; Martin Luther King, Jr., National Holiday activities; the creation of an institute to train individuals from predominantly minority communities for leadership and community service; and a summer program to encourage…
(1981). Equity from a Vocational District Administrator's Perspective. Research and Development Series No. 214A. Programs must be designed to remove barriers to equitable vocational education. Barriers to such programs are erosion of public and special interest group confidence in the educational system; lack of systematic student services; and lack of mutual awareness, communication, and cooperation between vocational and general educators. To remove barriers, adequate funds must be available to distribute by efficient methods. Local involvement and endorsement are also required. Vocational educators must work with parents and family members who influence career decisions to change attitudes toward vocational education. Career assessments are a practical strategy to recognize interests and aptitudes. Vocational education linkages with federal agencies could help coordinate efforts. Accessibility in rural areas could be increased by school districts' cooperation. Additional funds would ensure more programs, vocational counseling, and access to health and social services. Research and… [PDF]
(1982). Hearings on Reauthorization of the Vocational Education Act of 1963. Part 11: Sex Equity in Vocational Education. Hearings Before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives. Ninety-Seventh Congress, First Session on H.R. 66 (December 16-17, 1981). This is a report of hearings on December 16 and 17, 1981, before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, to extend the authorization of appropriations under the Vocational Education Act of 1963. The focus is the issue of sex equity in vocational education, especially the impact of the 1976 Amendments as regards accomplishments and problems that remain. Testimony includes statements and prepared statements, letters, supplemental material, etc., from over 30 individuals representing the National Commission for Employment Policy; American Vocational Association; National Advisory Council on Women's Education Programs; National Advisory Council on Vocational Education; California State Department of Education; New York State Department of Education; American Civil Liberties Union of Georgia; League of Women Voters; National Commission for Employment Policy; Southeastern Public Education… [PDF]
(1981). Systemwide Student Tracking and Retention Programs. A Special Seminar. Presentations at a seminar on systemwide tracking that grew out of efforts to promote implementation of South Carolina's desegregation plan are included. Two subjects were the focus: retention and the use of monitored developmental programs as a means of retention and of safeguarding quality. Essays include "Systemwide Student Tracking" (Delores Auzenne), which gives background on the use of tracking programs and procedures in the Florida system; "Statewide Student Tracking" (Larry Hayes), on the objectives and current status of tracking in Oklahoma; "Improving Desegregation Planning and Higher Education in Tennessee: Student Information System (SIS), Retention and Progression" (Michael Nettles), focusing on student data needs; "Retention and Tracking: The Role of Faculty" (Marie Jean Lederman) in the City University of New York system; "Retention: A Follow-Up Study of Entering Freshmen at the City University of New York" (Michael…
(1980). From Predisposition to Reassessment: Stages in the Responses of Colleges and Universities to Increased Black Enrollment. The dynamics of responses of white colleges to increased black enrollment were investigated during 1974 and 1975. Interracial teams first undertook field work at 13 colleges and universities that experienced a substantial increase in black enrollments between 1968 and 1972, and students, faculty, and administrators at 4 of the 13 institutions were then surveyed. The sample included: four small, private colleges (Lewis University and Bradley University in Illinois, Carleton College and Macalester College in Minnesota); two large, private universities (Northwestern University in Illinois and a school that wished to remain anonymous); four small, public institutions (Clarion State College and California State College in Pennsylvania, the University of Missouri, Kansas City, and State University of New York, Brockport); and three large public universities (Bowling Green State University, Ohio, and two colleges that wished to remain anonymous). Attention is directed to: predisposing… [PDF]
(1976). Manpower and the Minority Student. Regional Spotlight Vol. XI, No. 1. Market saturation and diminishing opportunities are imminent in fields heavily favored by blacks in college: the social sciences, home economics and education. Future opportunities will come in fields presently unpopular or unknown to blacks: engineering, accounting, library science, urban and regional planning, health professions, and computer sciences. The southern states' Institute for Higher Educational Opportunity has served since 1967 as a vehicle to promote black educational progress. Its activities have included direct financial aid to institutions, advisory assistance, regional workshops, writing conferences, planning sessions, and more than 25 published studies. The emphasis in these activities has been on recruitment, addmissions and retention, building curricula, and institutional sharing. Some statistical data on enrollments and job prospects, examples of interinstitutional cooperation, and a brief bibliography are included. (MSE)…
Employment of Handicapped People in Leisure Occupations. In response to the need for up-to-date information on employment opportunities for handicapped people in the leisure occupations, a national survey was conducted to determine both existing levels of employment and employer practices. The survey was sent to 500 agencies and businesses representing four leisure occupational subclusters: travel, tourism, and hospitality; leisure entertainment products and enterprises; resource based services; and community based recreation and park services. Based on 155 responses, the findings include the following: (1) 43% of the respondents hired the handicapped on a full-time basis; (2) agencies in the community-based recreation subcluster hired the largest percentage of handicapped individuals; (3) the majority of agencies employing the handicapped on a full-time basis were agencies with large numbers of employees; (4) while 70% of the respondents hired employees on a part-time basis, only 17% hired the handicapped; (5) while 66% of the…
(1981). The Three R's for Hispanics in Higher Education: Retention, Recruitment, and Research. The focus of this paper is on issues and concepts in the retention and recruitment of Hispanic students in post-secondary education. First, national post-secondary enrollment declines are projected and the implications of these declines are discussed for admissions and recruitment personnel. Next, the report considers Hispanic enrollments in Michigan and reviews the significance of these findings for recruitment. Two major findings are noted: the underrepresentation of Hispanics at every level of higher education and the concentration of Hispanic students in community colleges. Questions raised by these findings are then posed. The next section suggests two-year college recruitment strategies (e.g., aim literature at non-traditional students, emphasize the transfer function and articulation, and provide satellite centers and flexible scheduling); recommends several retention strategies (e.g., insure quality curricula and staff and provide counseling before and after transfer); and… [PDF]
(1978). Women in Nontraditional Jobs: A Conference Guide. Increasing Job Options for Women. Designed to help organizations interested in expanding job options for women to plan and hold a community-based conference on nontraditional jobs, this guide outlines basic steps in planning, provides information about successful programs, and makes suggestions about how to deal with the mechanics of a conference. Following an introduction which presents the barriers to and advantages of nontraditional employment for women, a section on preliminary planning discusses the conference coordinator, community analysis, choosing a theme, the planning committee, and participants. The next section, \Program,\ deals with format, subject areas, speakers, panels, workshops, lunch, and audiovisuals and exhibits. The following section, \Conference Procedures,\ covers finances, timing and site, invitations, facilities and equipment, registration, briefing sessions, publicity, and the conference report. The section on follow-up includes evaluation, planning the committee meeting, and closing out…. [PDF]
(1978). Women in Nontraditional Jobs: A Workshop Model. Working with Employers to Develop Jobs. Prepared for employers and staffs of job service and training programs, this guide presents information on how to conduct a workshop to expand employment opportunities for women in nontraditional occupations–in blue collar skilled work as well as white collar professional, technical, and managerial jobs. The guide includes sections on purpose of the workshop (to provide a forum in which employers are encouraged and assisted in hiring women for nontraditional jobs), agenda for a one-day workshop, workshop facilitator, program staff participation, locating and selecting employers, size of workshop, facilities, materials for kits, and workshop format–background and rationale. Appendixes include a selected list of publications, slides, and films on women in nontraditional employment; an invitation letter; a registration form; an agenda; and a workshop evaluation form. (LMS)… [PDF]