(1977). Can Research on Women Be More Effective in Shaping Policy?. In order to formulate social policy which is responsive to needs of women and other minority groups, decision makers must be better informed about alternative options, incentives, and unintended as well as intended consequences of various policies. Social scientists can contribute to decision makers' understandings of social factors in numerous ways. They can call attention to policy-relevant questions, provide impact analyses, and conduct evaluation research. Institutional mechanisms for producing the most useful research about women and minorities must be devised through cooperative efforts of government agencies, research organizations, and interest groups. Also, graduate programs in psychology and related social sciences should train students to conceptualize, understand, and investigate public policy issues. Problem areas in which research on women could have a significant impact include community response to physical, aesthetic, and service needs; welfare policies;…
(1977). A Self-Study on the Impact of Federal Programs on the Sterling College Campus. Results of a self-study by Sterling College, Kansas, on the impact of federal programs are discussed. Sterling College, a small college with an enrollment of 500 students, has received 54 percent of its tuition dollars from federal and state programs. Until 1977-78 when $147,000 was received in federal support for program development, only small amounts of federal funds were received. A survey of college officials revealed that in general there is a minimum level of understanding of regulations pertaining to governmental programs. There is uncertainty about whether the college's affirmative action plan is acceptable, whether the due process system will stand up in courts, or whether the college is offering equal opportunity to both sexes in all areas. Demands of federal reports have required time-consuming efforts on the part of the office of student aid and the business office. Title IX regulations have changed priorities in the physical education program. It is concluded that the…
(1980). \Plus Ca Change…?\: Racism in Higher Education. The meaning, operation, and impact of institutional racism in higher education are examined with attention to both past and present conditions. Institutional racism is examined with reference to several specific issues: barriers to the entry of blacks, as both students and staff, into American higher education; curriculum and academic programs; and treatment and on-campus experiences of blacks once entered. Brief attention is given to facilities, and other differentials between white and black institutions of higher education, as well as the relationship between black communities and white universities. The role of the status allocation functions of colleges and universities, intergroup competition and conflict in the larger society, and on campus, organizational imperatives of the institution, general societal attitudes about race, and attitudes and bigotry are considered. A distinction is made between structural and adaptive reform in attempts to combat institutional racism and…
(1978). Children's Rights: Legal and Educational Issues. Symposium Series/9. In recent years, the issue of children's rights has become a focal point of concern and controversy. This collection of papers focuses on children's rights under Canadian laws and in Canadian schools. Papers providing general overviews include "Children's Rights in the Canadian Context" by Chad Gaffield and W. Gordon West and "A Status Report on Child Advocacy in the United States" by Patrick C. Lee. Papers on legal issues include "New and Old Themes in Canadian Juvenile Justice: The Origins of Delinquency Legislation and the Prospects for Recognition of Children's Rights" by Jeffrey S. Leon, "Unmanageable Children in Ontario: A Legal Review" by Karen Weiler, and "A Critique of the Institutional Response to Juvenile Delinquency in Ontario" by Dennis Conly. Papers dealing with educational issues include "Student Rights in Canada: Nonsense upon Stilts?" by Romulo F. Magsino, "School Discipline and Corporal Punishment: An…
(1975). Clinics for Administrators of Women in Occupational Education. Final Report: 1974-1975. Third in an annual series of State-sponsored inservice clinics for Arizona educators and administrators, the theme of the clinic attracted over 370 participants. Students and parents, as well as professional personnel, attended the two-day sessions. Program format included speeches, panel discussions, and the formation of task force groups to further identify problems of women and minorities and to suggest possible educational solutions to the problems. The presentations emphasized women in the working world, problems of working with low income groups, the role of career education, affirmative action programs, and State legislation. The objectives of the project and their fulfillment were as follows: at the end of the clinics (1) 65% of the participants did possess information about major Federal and State laws concerning employment of women and minority groups, (2) 75% of the participants were able to identify major problem areas which women encounter in becoming educated and/or…
(1968). Picking up the Options. This book contains 23 addresses delivered by Harold Howe, II, during two of his years as United States Commissioner on Education. The speeches contain recurrent theses, but each address is unique in its emphasis and development. Howe's basic theme is the urgent necessity to provide true equality of educational opportunity for all children. Individually and collectively, the speeches furnish new insights into critical issues and invoke increased concern and an effort to approach more nearly our great aspirations for American education. In discussions of school desegregation, the education of disadvantaged children, and the plight of the ghettoes, Howe emphasizes justice and the welfare of the nation. On such subjects as early childhood education, individualized instruction, work experience for adolescents, the education of teachers, the limitations of scholastic aptitude tests, educational technology, and the values of humanistic education, Howe expresses continuing concern for the… [PDF]
(1976). Anthropological Perspectives on Multicultural Education. Anthropology and Education Quarterly, Vol. VII, No. 4, November 1976. A variety of anthropological perspectives on multiculturalism in formal education are provided in five papers and three commentaries. Countering the traditional anthropological view that each society has only one culture, the first paper emphasizes the multicultural nature of all societies. Four divergent approaches to the conceptualization of multicultural education are analyzed in the second paper. An alternative approach is suggested which, unlike the others, does not equate education with formal schooling or view multicultural education as a type of formal educational program. The third paper discusses the concepts of culture, cultural groups, and cultural scenes within school settings and points out the discrepancies between an anthropological conception of culture and the educational policy issues currently arising from multicultural school programs. The fourth paper analyzes the role of multicultural education in equalizing educational opportunity in a culturally pluralistic…
(2004). Equity in Vocational Education and Training. Research Readings. National Centre for Vocational Education Research (NCVER) Building equity into Australia's vocational education and training (VET) system is a key component of the National Strategy for Vocational Education and Training 2004-2010. This book of readings aims to contribute to this important facet of the national strategic plan. The book reviews the achievements equity groups have made, reports on the issues they face, and discusses how to integrate equity and diversity management models into a framework to achieve a more inclusive VET system. It includes chapters on the five recognised equity groups: (1) women; (2) people from non-English speaking backgrounds; (3) people from rural and remote areas; (4) people with a disability; and (5) Indigenous Australians. Additional chapters consider other possible groups such as, early school leavers, older workers, men, people in correctional services, and people with low literacy skills, and examines the merit of these becoming equity groups. Following an overview by Kaye Bowman, chapters include: (1)… [PDF]
(2003). Equity Issues in Career and Technical Education. Information Series. Students in career and technical education programs increasingly represent gender, racial, and cultural diversity. Students with disabilities from a wide range of backgrounds are entering the work force and career and technical education programs. This paper takes a critical look at equity issues in career and technical education. After a brief foreword providing context, the first chapter gives an overview of why career and technical education programs are important for women and girls, with an emphasis on nontraditional education and training along with the barriers faced by female students in career and technical education programs. The second chapter describes a legal framework for developing high-quality, just, and equitable career and technical education systems for individuals with disabilities. A discussion of equity issues involving race and ethnicity comprises the third chapter. Equity issues in career and technical education that face immigrants or those for whom English… [PDF]
(2005). Changing Social Institutions to Improve the Status of Women in Developing Countries. OECD Development Centre Policy Brief No. 27. OECD Publishing (NJ1) One of the long-standing priorities of the international community is to reduce gender disparity in developing countries. Yet, the overall picture is still gloomy: women continue to be excluded from access to resources and employment and are denied basic human rights. This Policy Brief explains why progress has been so minimal and what should be done about it. Recent Development Centre research (Morrisson and Jutting, 2004, 2005; Morrisson and Friedrich, 2004) has shown the institutional framework as key to understanding the economic role of women in developing countries, yet this framework has not received the attention it deserves. This Policy Brief summarises the lessons from this and other research to answer three questions. First, why are social institutions so important for gender equality? Second, what obstacles impede reforms of discriminatory social institutions, and why is progress so limited? Third, what policy lessons emerge for donors? Feminist studies emphasised the… [PDF] [Direct]
(1997). Discrimination against Women: Prevalence, Consequences, Remedies. This book reports two scientific studies of the frequency of discrimination against women and the physical and mental health impacts of discrimination. The preface and introduction contain an overview of the studies, which examined a sample of women selected to represent educational, racial, economic, and age diversity, and a summary of existing scientific evidence of sex discrimination in health care, salaries, and work. The following items are included in part 1 (the first six chapters): rationale for and content of the 20-item Schedule of Sexist Events (SSE) that served as the survey instrument; results of administering the survey to the two samples (which consisted of 631 and 652 women, respectively); physical and psychiatric symptoms experienced by the women; and a theoretical model of how sexist discrimination impacts women's mental and physical health. The following papers constitute part 2 (chapters 7-8: "Coping with Sexist Discrimination: Toward Recovery and…
(1997). About Women on Campus, 1997. About Women on Campus, v6 n1-4. This quarterly newsletter provides information about the programs, issues, and concerns, of women students, faculty, and administrators in higher education. Each of the four issues (comprising one year's worth) has several regularly appearing sections that present brief news summaries and reports covering topics such as working in academe and elsewhere, around the campus, women's studies, women of color, athletics, sexual harassment, sexual assault, resources, World Wide Web resources, and job opportunities. A column on the activities of the American Council of Education's Office of Women in Higher Education also appears in each issue. Some issues also offer a feature article that presents a more detailed discussion of a topic; two such articles appearing in this volume of the newsletter include one that focuses on the origins of the Title IX Education Amendments of 1972, which prohibit sexual discrimination in educational institutions receiving federal money, and another which… [PDF]
(1937). Let Freedom Ring! A Manual. Bulletin, 1937, No. 33. Office of Education, United States Department of the Interior \Let Freedom Ring!\ is a radio program built around the Bill of Rights and the questions that these rights raise. It is the contribution of the United States Department of the Interior, Office of Education, to the Sesquicentennial Celebration ordained by Congress. The series began on Washington's Birthday, Sunday, February 22, 1937, and continued for 12 Monday nights in half-hour programs from coast to coast over 50 stations of the Columbia Broadcasting System. All the experience of the Office of Education with radio, and the services of the Columbia System went with it. Our rights under the Constitution were divided into 13 units. Each was made the theme of a broadcast, with a script that tried to carry to its listeners the accuracy of history, the sweep of centuries, and the thrill of stirring drama. The \Let Freedom Ring!\ series offers us a new opportunity to aid in the teaching of true democracy, freedom, and the art of living together under the law, and of making… [PDF]
(1988). Conceptual Confusion and the Persistence of Group Oppression through Education. Equity and Excellence, v24 n1 p36-43 Fall. Discusses the overlooked problems of privilege and oppression inherent in the American educational system. Argues that a national political commitment to a truly democratic society is required before inequity can be eliminated in education and all social institutions. (FMW)…
(1990). Will Democracy Come to South Africa?. Update on Law-Related Education, v14 n3 p23-27 Fall. Discusses prospects for democracy in South Africa. Explores the complexities and contradictions endemic to the process of overcoming 300 years of racist laws and practices. Considers the risks of concessions for both Black and White leaders; problems resulting from enduring political and economic inequalities; and constitutional alternatives. Argues democratic developments in South Africa will be incremental. (NL)…