(1988). Crisis in Graduate Education for Minorities. Journal of State Government, v61 n2 p62-65 Mar-Apr. Action is needed now to recruit and keep minorities in graduate education, so that we produce the engineers, scientists, and doctorates we need. Data on minority college and graduate school attendance are provided. (Author/BJV)…
(1997). Racial Preferences in Colorado Higher Education. Racial Preferences in Undergraduate Admissions at the Public Colleges and Universities of Colorado. This study examines the extent to which racial preferences are used in Colorado's 12 public colleges and universities and attempts to determine how the elimination of racial preferences would affect enrollment patterns in these schools. It uses actual admissions data from the State Commission on Higher Education. Detailed analysis shows that all public colleges and universities in Colorado use racial preferences in undergraduate admissions to increase black enrollment. There was no school at which the black median Scholastic Assessment Test (SAT) score, American College Testing Program score (ACT), or grade point average (GPA) was higher than the white median in 1995. Most of the public colleges and universities in Colorado use racial preferences to increase Hispanic enrollment. There were only a few schools at which whites did not have a higher median SAT or ACT score, or GPA, than Hispanic American students in 1995. Asian Americans appeared to receive very few or no preferences at… [PDF]
(1982). The Law and Public Education: Projections for the 1980s. Education and Urban Society, v14 n2 p211-34 Feb. Examines past Supreme Court decisions that have affected public education to explain currently held views concerning the Supreme Court in the 1970s. Observes that the 1980s will be a period of consolidation and clarification of court decisions and legislation of the 1960s and 1970s. (Author/MJL)…
(2003). News and Views. Journal of Blacks in Higher Education, n40 p6-74 Sum. This collection of articles focuses on such topics as the black-white higher education gap in large U.S. cities; online fundraising at historically black colleges; the white university that awards the most doctorates to blacks; the high ranking colleges and universities most forthcoming in disclosing racial statistics; the most highly cited black scientists; and improved black enrollments in graduate science programs. (SM)…
(1990). The Impact of the \Bakke\ Decision on Black and Hispanic Enrollment in Medical and Law Schools. Social Science Quarterly, v71 n3 p458-73 Sep. Examines effects of the Supreme Court decision, \Regents of the University of California V. Bakke\ on Black and Hispanic enrollment in medical and law schools. Uses time-series analysis on aggregate enrollment trends between 1968 and 1987. Finds decision had little impact but notes decline in these applications beginning in 1984. (NL)…
(1992). Reducing Adverse Impact: One City's Efforts. Following a workshop on "Innovations in Employment Testing that Improve Validity and Reduce Adverse Impact," the City of Louisville (Kentucky) implemented a strategy to develop a comprehensive testing and recruiting program for police recruits. To improve candidate expectations and preparation, the following activities were undertaken: intense recruitment of minorities; revision and validation of a Test Preparation Manual (TPM) that provided motivated candidates from a disadvantaged educational background a means of focused study; and test-taking classes, study skills classes, support groups, and classes covering material in the TPM as well as mini-academies to answer questions about the TPM. Practice tests were also used to help candidates prepare. The city addressed the testing format and content by implementing the TPM approach, offering classes over the material in the TPM, and adding an oral examination to the process. The Angoff method was used to establish a cutoff… [PDF]
(1992). From Rage to Hope: Strategies for Reclaiming Black & Hispanic Students. Schools are not serving our Black and Hispanic youth well, as standardized test scores reflect. The problem of educating these students must be addressed. This book offers suggestions to educators who have the interest, intent, and inspiration to facilitate achievement motivation among these students, but who may lack the information or teaching techniques. The first three chapters lay a foundation for implementation of the strategies and activities that are suggested in chapters 4, 5, 6, and 7. The final two chapters provide thoughts for the future and an opportunity for professional assessment. The following are the chapter titles: (1) \Dealing with Differences\; (2) \The Impact of Student Self-Image on Achievement and Motivation\; (3) \School-Related Obstacles to Achievement\; (4) \Motivating the Un-Motivated\; (5) \Addressing the Need for Discipline\; (6) \Creating a Good School and Classroom Climate\; (7) \Strengthening the Home-School Bond\; (8) \Focusing on the Future\; and…
(1989). Women and Nontraditional Work. This fact sheet summarizes labor market statistics on nontraditional jobs for women and public policy, barriers, and strategies regarding such employment. Among the data presented are the following: nontraditional jobs for women are jobs in which 75 percent or more of those employed are men; 9 percent of all working women are employed in nontraditional jobs; the Job Training Partnership Act and the Carl Perkins Vocational Education Act are public policy efforts that support but do not ensure the entrance of women into nontraditional employment and training; lack of enforcement weakens the intent of laws and policies supportive of women in nontraditional jobs, including Title VII of the Civil Rights Act of 1964, Equal Employment Opportunity Commission Guidelines of 1980, Title IX of the Educational Act Amendments of 1972, Equal Pay Act of 1973, and Executive Order 11246; the barriers that inhibit entry of women into nontraditional training and employment are complex and interrelated;…
(1987). Academic Women Working towards Equality. The status of efforts to achieve equality for women faculty members in higher education is considered. The method used by Jessie Bernard in \Academic Women\ is replicated: presenting a wide variety of studies pertaining directly or indirectly to faculty women and then suggesting larger trends indicated by the findings. In addition, interviews were conducted with 20 female faculty members at a large, prestigious, northeastern research university representing a wide range of disciplines. Topics of discussion cover: career choices and the factors that lead women to these choices; the formal indicators of women's status in academe, such as salary, rank, and tenure; the differences in perceptions of women and men faculty members as well as their interpretation of their academic role; the informal relationships between academic women and their colleagues and sponsor/mentor relationships between women students and faculty members and between junior and senior faculty members; and marital…
(1988). Comments on Educational Equity Plans of the Segments. A Staff Report on the Development of Plans by the State Department of Education, the California State University, and the University of California To Achieve the Educational Equity Goals of Assembly Concurrent Resolution 83 (1984). Commission Report 88-6. In 1984 the California Legislature enacted Assembly Concurrent Resolution 83 (ACR 83), which established specific goals for enhancing the participation and success in postsecondary education of students from economic, racial, and ethnic backgrounds historically underrepresented in higher education. The Postsecondary Education Commission was mandated to review existing and planned programs to determine how they can best serve the goals of ACR 83. Responding to reports and recommendations from various segments of public education, the Commission addressed the following policy considerations: (1) the Department of Education's suggestions (offered in "Caught in the Middle–Educational Reform for Young Adolescents in California Public Schools" and "High School Curriculum and University Admissions Requirements: A Critical Linkage") that high schools set requirements that will prepare students for college, study the extent that students are currently prepared for… [PDF]
(1982). Equity in Instructional Workload. AIR Forum 1982 Paper. Differences in instructional workload between men and women college faculty were studied at a large, land-grant university. The following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. Fall 1979 data were considered for full-time assistant professors in the academic colleges. Weighted student credit hours, derived in part from a state budget formula, were applied to credit hour production by student level. Didactic hours, which were an estimate of the amount of effort required for an instructional activity, were based on the type of course taught. For classroom only, the course credits were considered. For nonclassroom instruction, the number of didactic hours taught were considered in terms of student credit hours. When male and… [PDF]
(1977). Collective Bargaining Agreement Between State College American Association of University Professors and Board of Trustees for the Connecticut State Colleges. The collective bargaining agreement between the Connecticut State College American Association of University Professors, Inc. (CSU-AAUP) and the Board of Trustees of the Connecticut State Colleges (Central Connecticut State College, Eastern Connecticut State College, Southern Connecticut State College; and Western Connecticut State College) is presented. Items covered in the agreement include: recognition of SCU-AAUP; non-discrimination; professional rights and responsibilities such as tenure, academic freedom, appointments and faculty evaluation; faculty participation procedures; counselors; librarians; working conditions; workload; summer school and intersession; compensation; and leaves and fringe benefits. Also covered are: travel and energy comservation; grievance procedure; termination; and research. The appendices contain samples of the letter of an appointment and tenure letter, and a grievance form. (SPG)…
(1977). Agreement Between Rhode Island Board of Regents and University of Rhode Island Chapter American Association of University Professors, 1977-1979. The agreement reached between the Rhode Island Board of Regents and the University of Rhode Island Chapter of the American Association of Univeristy Professors (AAUP) is presented. Items covered in the agreement include: recognition of AAUP; non-discrimination; academic freedom; selection of deans, department chairmen, and faculty members; workload; salaries; fringe benefits; annual review; and promotion process. Also covered are tenure, leaves, outside consultation, and grievance procedure. Appendices contain items on salaries (1977-78 and 1978-79), exceptional salary increases, chairman's supplement, student evaluation of teaching, and retrenchment study committee. (SPG)…
(1976). Sex Discrimination in Schools: Evaluating Employment Practices. This guide outlines how school districts can identify sex discrimination against women teachers and women administrators in their employment practices. It offers step-by-step instructions for collecting and analyzing data relevant to hiring patterns, promotional processes, salary, and fringe benefits. The first section of each chapter provides background information to determine why an issue is an important factor in determining if discriminatory practices are occurring. The second section of each chapter serves as an example of a hypothetical school situation. Finally, the third section of each chapter provides specific instructions to follow in an examination of discriminatory practices. Worksheets to record findings are provided. (Author/LD)…
(1979). The Half-Opened Door: Discrimination and Admissions at Harvard, Yale, and Princeton, 1900-1970. Contributions in American History, Number 80. The origins, history, and final demise of discriminatory admissions policies at Harvard, Princeton and Yale are examined. It is reported that by the early 1920's the Big Three racial and religious quotas were fully operative in response to the influx of Jews, Catholics, and other new groups that threatened the hegemony of the old-stock Americans who traditionally composed the student body. The discrimination suffered by the Jewish and Catholic students who were admitted to these universities is revealed. Change in the admissions policies came after World War II with the increase in democratization. It is shown how admissions on the basis of merit helped these colleges preserve their traditions of academic excellence. Chapters discuss the changing campus, various policies and philosophies held by college presidents, admissions policies, student experiences at these colleges, and events leading to change and growth. Tables offer statistical information such as: percentage of Jewish…