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Finding the right college is a challenge for all students, but Black families face additional challenges and questions when navigating the admissions process. Veteran admissions experts Timothy L. Fields and Shereem Herndon-Brown demystify this complexity by advising families on when to begin the process, where to apply, and how to be a competitive applicant. Fields and Herndon-Brown address specific concerns that are not often addressed by school counselors or other resources. They highlight how recent social justice movements and legal cases have amplified the necessity of considering both Historically Black Colleges and Universities and predominantly white institutions, while covering everything from athletic recruitment and artistic talents to financial aid and step-by-step instructions for how to search for colleges and then apply to them. The second edition includes new chapters on: (1) prioritizing students' and parents' mental health; (2) understanding the influence of artificial intelligence tools such as ChatGPT on college essay writing; (3) reviewing recent Supreme Court decisions about race-conscious admission and their likely impact on Black applicants; and (4) navigating the admission process as a transfer applicant. A list of the best colleges for Black students, a glossary of terms, a list of notable Black college graduates and their alma maters, a suggested reading list, and an FAQ section round out the guide. Having worked on both sides of the desk--as school counselors and as college admissions gatekeepers--Fields and Herndon-Brown are well equipped to give parents, students, and school counselors the information and inspiration to research a variety of schools, understand their choices, and define success on their own terms. [Foreword written by Akil Bello.]

Affirmative action in college admission is one of the most contested initiatives in contemporary federal policy, from its beginnings in the 1960s through the 2014 lawsuit alleging that Harvard discriminates against Asian American applicants. Supporters point out that using race and ethnicity as a criterion for admission helps remediate some of the effects of racist practices on minorities, including restrictions on college admissions. Opponents insist that the practice violates civil rights laws that prohibit racial discrimination and that it reenacts the historic racial bias of colleges. In "Unwelcome Guests," Harold S. Wechsler and Steven J. Diner argue that discrimination in college admissions has a long and troubling history in the United States. Institutions of higher learning have vigorously sought to shape their mission and the experiences of their undergraduate students by paying careful attention to race and religion in admissions decisions. Post--World War I institutions devised exclusionary mechanisms that disadvantaged African Americans and other minority students for much of the century. Wechsler and Diner explore how American colleges and universities sought to restrict enrollment of students they considered undesirable. How, they ask, did these practices change over time? And how did underrepresented students cope with this discrimination--and with the indifference, bare tolerance, or outright hostility of some of their professors and peers? Tracing the efforts of people from underrepresented racial, ethnic, and religious groups to attend mainstream colleges, Wechsler and Diner also look at how these students fared after graduation, paying particular attention to Black women and men. "Unwelcome Guests" illuminates a critically important aspect of the history of American colleges and universities but also addresses policy debates about affirmative action and racial/ethnic diversity in colleges today. This profound history of the limits on college access over decades of discrimination will help readers recognize and understand the central role of race in the history of American higher education.

This volume contains selected papers submitted to the 15th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in June 2017 in Borovets, Bulgaria, and papers submitted to the 5th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, organized as part of the BCES Conference. The 15th BCES conference theme is "Current Business and Economics Driven Discourse and Education: Perspectives from Around the World." The 5th International Partner Conference theme is "Science and Education in Modern Social, Economic and Humanitarian Discourse." This volume consists of 38 papers written by 69 authors. Following a Preface entitled BCES: A Fifteen-Year Conference Tradition, the following papers are included in this volume: (1) Introduction: The Current Business and Economics Driven Discourse and Education--Perspectives from Around the World (Johannes L. van der Walt). Part 1: Comparative Education & History of Education: (2) Economics and Comparative and International Education: Past, Present, Future (Charl Wolhuter); (3) Spontaneous Responses to Neoliberalism, and Their Significance for Education (Johannes L. van der Walt); (4) Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations (Harold D. Herman); (5) Commodity versus Common Good: Internationalization in Latin-American Higher Education (Marco Aurelio Navarro Leal); (6) Education and Communities at the "Margins": The Contradictions of Western Education for Islamic Communities in Sub-Saharan Africa (Obed Mfum-Mensah); and (7) Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany (Octaviano García Robelo and Ileana Casasola Pérez). Part 2: Teacher Education: (8) Status of Teachers and the Teaching Profession: A Study of Elementary School Teachers' Perspectives (Jana Kalin, Renata Cepic, and Barbara Šteh); and (9) The Internationalization of Teacher Education: Different Contexts, Similar Challenges (Bruno Leutwyler, Nikolay Popov, and Charl Wolhuter). Part 3: Education Policy, Reforms & School Leadership: (10) Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England (Gillian L. S. Hilton); (11) Government Policy in England on the Financing of ITT: Value for Money or a Waste of Resources? (Gillian L. S. Hilton); (12) The Roles of Teacher Leadership in Shanghai Education Success (Nicholas Sun-keung Pang and Zhuang Miao); (13) Capitalism and Public Education in the United States (Peter L. Schneller); (14) STEM Education Policies and their Impact on the Labour Market in Latvia (Rita Kiselova and Aija Gravite); (15) Reading Partridge's "The Goblet Club" as an Integral Part of a Secondary School's Anti-Bullying Programme (Corene De Wet); (16) Implementation of School Uniform Policy and the Violation of Students' Human Rights in Schools (Vimbi Petrus Mahlangu); (17) Influence of International Organisms in the School Management Autonomy as an Education Policy (Amelia Molina García, José Antonio Sáenz Melo, and José Luis H. Andrade Lara); and (18) The Reorganisation of the Curriculum in Educational Cycles in Codema College: A Positive Step (Claudio-Rafael Vasquez-Martinez, Felipe González-Gonzalez, Francisco Flores, Josefina Díaz, Jose-Gerardo Cardona-T., Hector Rendon, Jorge Chavoya, Sandra-Milena Gutiérrez-Cardenas, María-Ines Álvarez, Joaquín Torres-Mata, Erik-Moises Betancourt-Nuñez, María Morfín, Miguel Álvarez, and Carlos Anguiano). Part 4: Higher Education, Lifelong Learning & Social Inclusion: (19) Training Middle Managers of South African Public Schools in Leadership and Management Skills (Sharon Thabo Mampane); (20) The Higher Education Policy of Global Experts Recruitment Program: Focused on China (Hanna Kim); (21) Job Motivation and Job Satisfaction among Academic Staff in Higher Education (Gordana Stankovska, Slagana Angelkoska, Fadbi Osmani, and Svetlana Pandiloska Grncarovska); and (22) Comparative Analysis of English Language Student's School Paths at a Mexico University (Octaviano García Robelo, Jorge Hernández Márquez, and Ileana Casasola Pérez). Part 5: Law and Education: (23) Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions (Elizabeth Achinewhu-Nworgu); (24) Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education (Elizabeth Achinewhu-Nworgu); and (25) Legal Understanding of "Quid Pro Quo" Sexual Harassment in Schools (Vimbi Petrus Mahlangu). Part 6: Research Education: (26) Burke's Dramatism Framework: A Lens to Analyse Bullying (Lynette Jacobs); (27) Is It Necessary to Articulate a Research Methodology When Reporting on Theoretical Research? (Juliana Smith and Rosalie Small); and (28) Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland (Anna Czyz). Part 7: Educational Development Strategies in Different Countries and Regions of the World--National, Regional and Global Levels: (29) Analytical Overview of the European and Russian Qualifications Frameworks with a Focus on Doctoral Degree Level (Oksana Chigisheva, Anna Bondarenko, and Elena Soltovets); (30) Tutor System as a Source of Harmonizing the Educational System with the Needs of Economics (Tatiana Korsakova and Mikhail Korsakov); (31) Psychological Counseling Services in the Universities of Russia and the West (Elena Kirillova, Boris Kuznetsov, Vasiliy Aleshin, and Evgeniy Vodolazhskiy); (32) Experience of Teaching Drawing in German Schools by A. Ažbe and S. Hollósy (on the Example of the Image of Human Head) (Svetlana Melnikova and Ludmila Petrenko); (33) Short Cycle Higher Education Development in Latvia (Intra Luce); (34) Peculiarities of Teaching Medical Informatics and Statistics (Sergey Glushkov); and (35) The Role of Social Practice for the Development of Educational and Professional Standards (Irina Bobyleva and Olga Zavodilkina). Part 8: Key Directions and Characteristics of Research Organization in the Contemporary World: (36) Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited (Galina Zashchitina and Natalia Moysyak); (37) On the Theoretical and Practical Consistency of Neoclassicism as a Theoretical Platform of Economic Disciplines (Lyudmila Dyshaeva); and (38) Terrorism as a Social and Legal Phenomenon (Anna Serebrennikova and Yekaterina Mashkova). Individual papers contain references. [For Volume 14, Number 1, see ED568088. For Volume 14, Number 2, see ED568089.]

In this dynamic book, Kevin Kumashiro offers a necessary intervention to help progressive educators and advocates take back public education. This book highlights how the broader Left (progressives, liberals, Democrats, teacher unions, civil rights organizations) are often talking about the "problem" in ways that were framed by forces contrary to the goals of democracy and justice, and in so doing, are advancing "solutions" that cannot help but be counterproductive. Kumashiro explains when, why, and how this has happened, particularly regarding the insidious nature of popular "reforms." He also dives into some of the biggest battles in education today, such as affirmative action, free speech and hate speech, bullying and violence, teacher shortages, and student debt. "Surrendered" offers a different path forward for K-12 and higher education by showing readers how to establish a progressive agenda, employ language, and harness evidence more effectively. This book: (1) Illuminates the power of framing and the role that language and common sense play in shaping public opinion and educational policy; (2) Provides an historical overview of the conservative forces that have shaped public education in the United States; (3) Examines many of the biggest battles in education today, particularly the enduring conservative framings of these issues; (4) Offers progressive interpretations and concrete suggestions for movement building; and (5) Uses accessible language and personal stories to connect history with current debates.

In "Badges and Incidents," Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation's Founders and demonstrates how a distorted presentation of the Founders' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman's study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts. "Badges and Incidents": (1) Combines a variety of interdisciplinary perspectives to demonstrate key principles in constructing an authentically democratic education system; (2) Includes in-depth analyses of key Supreme Court decisions affecting education in America; and (3) Links historical events and movements to present-day phenomena.

In "Race on Campus," Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses. At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, "Race on Campus" offers a contemporary, research-based exploration of racial dynamics on today's college campuses.

Today's Chief Diversity Officers face tremendous challenges. Among those are threats to Affirmative Action admissions and financial aid programs, the dearth of faculty and staff of color in Predominantly White Institutions, the scarcity of funds to carry out institutional diversity mandates, and the need to play mentor to a vast array of individuals--faculty, staff, students and community stakeholders--with minimum staff support. This book addresses how these and other challenges are tackled by providing valuable insight into the innovative work that Chief Diversity Officers perform. It provides insightful accounts into the diversity program successes and promising practices by diversity officers working on college and university campuses in the United States. Contributors draw upon their experiences as educators working to sustain diversity, inclusion, multiculturalism, and social justice on college campuses and describe how they have designed successful diversity and inclusive excellence initiatives which had a profound positive impact on all demographic populations.

The National Education Association (NEA) Handbook is published annually for use by Association officers, national and state staff, members, and other interested leaders in the field of education. The Association's key governance documents--including the Constitution, Bylaws, and Rules, and the Legislative Program, resolutions, policy statements, and new business adopted for the current program year--are included in this volume. The handbook also provides general information on governance, program units and staff, strategic plan, membership, and recognized NEA caucuses.

On March 28, 2003 the U.S. Department of Education (ED) issued a report titled "Race-Neutral Alternatives in Postsecondary Education: Innovative Approaches to Diversity." The purpose of this report is to describe a number of race-neutral approaches that postsecondary institutions across the United States are using. This staff assessment by the U.S. Commission on Civil Rights examines "Race-Neutral Alternatives" in light of the Commission's prior analyses, findings, and conclusions. ED stated that the "Race-Neutral Alternatives" document consisted of program descriptions, rather than best practices examples, and the report provides no criteria on which the programs are judged. The most the document can do is list programs that might work; it does not in fact provide alternatives. The greatest weakness of the report is that it ignores the growing body of research that challenges assertions that some of the programs are viable substitutes for affirmative action. (Contains 50 endnotes.) (SLD)

Although there is a great deal of disagreement about how to handle the changes that confront postsecondary education, few will suggest that being wedded to the status quo is sufficient. Many contend that the future of higher education is up for grabs; how those of us in the "industry" respond will determine whether American higher education remains the envy of the world. In order to come to grips with some of the problems confronting academe, the Center for Higher Education Policy Analysis invited three eminent scholars to discuss the future of higher education for the twenty-sixth Pullias Lecture Series. This publication presents these papers: (1) The Fiscal Future of Higher Education: Austerity and Accessibility (D. Bruce Johnstone); (2) "And the Last Shall Be First": Racial Diversity, Distributive Justice, and Affirmative Action (Walter R. Allen); and (3) Taking Student Learning Seriously: Rethinking the University of the Future (Vincent Tinto). Individual papers contain tables, references and footnotes.

This volume chronicles the progress of the administration, executive branch agencies, and Congress in ending discrimination and advancing civil rights. The study has 21 chapters in 2 parts. Part one includes: (1) "Rights at Risk"; and (2) "Recommendations of the Commission." Part two includes a series of working papers prepared by leading civil rights and public interest experts: (3) "Federal Judicial Nominations and Confirmations during the Last Two Years of the Clinton Administration" (Elliot M. Mincberg); (4) "Recent Supreme Court Decisions Affecting Congress' Ability To Redress Employment Discrimination" (Michael H. Gottesman); (5) "The New Legal Attack on Educational Diversity in America's Elementary and Secondary Schools" (John Charles Boger); (6) "Diversity in Higher Education: A Continuing Agenda" (Arthur L. Coleman); (7) "Urban Fragmentation as a Barrier to Equal Opportunity" (John A. Powell and Kathleen M. Graham); (8) "Federal Fair Housing Enforcement at a Crossroads: The Clinton Legacy and the Challenges Ahead" (John P. Relman); (9) "The Current Civil Rights Challenge for the Growing Latino Community: Inclusion and Participation in Political Life" (Marisa J. Demeo); (10) "Voting Rights" (Armand Derfner); (11) "Affirmative Action in Public Contracting: The Final Years of the Clinton Administration" (Georgina Verdugo); (12) "Equal Employment Opportunity: EEOC and OFCCP" (Nancy Kreiter); (13) "Federal Action To Confront Hate Violence in the Bush Administration: A Firm Foundation on Which To Build or a Struggle to Maintain the Status Quo?" (Michael Lieberman); (14) "Racial Disparities in the American Criminal Justice System" (Ronald Weich and Carlos Angulo); (15) "Mixed Reviews on Lesbian and Gay Rights for Bush's First Year" (Lou Chibbaro, Jr.); (16) "High Classroom Turnover: How Children Get Left Behind" (Chester Hartman); (17) "Limited English Proficient Students and High-Stakes Accountability Systems" (Jorge Ruiz de Velasco and Michael Fix); (18) "New Research on Special Education and Minority Students with Implications for Federal Education Policy Enforcement" (Daniel J. Losen); (19) "Blueprint for Gender Equity in Education" (Verna Williams); (20) "The Progress and Proposals for a Civil Rights Agenda in the Communications Polity Arena" (Mark Lloyd); and (21) "The Adverse Consequences of a New Federal Direction" (Gary D. Bass, Kay Guinane, Reece Rushing, and Ellen Taylor). (SM)

This collection of papers explores research on how increasing minority enrollment changes and enriches the educational process. The papers are: (1) "Student Diversity and Higher Learning" (Neil L. Rudenstine); (2) "A Policy Framework for Reconceptualizing the Legal Debate Concerning Affirmative Action in Higher Education" (Scott R. Palmer); (3) "Diversity and Affirmative Action: Evolving Principles and Continuing Legal Battles" (Scott R. Palmer); (4) "Maximizing the Benefits of Student Diversity: Lessons from School Desegregation Research" (Janet Ward Schofield); (5) "Is Diversity a Compelling Educational Interest? Evidence from Louisville" (Michal Kurlaender and John T. Yun); (6) "Diversity and Legal Education: Student Experiences in Leading Law Schools" (Gary Orfield and Dean Whitla); (7) "The Positive Educational Effects of Racial Diversity on Campus" (Mitchell J. Chang); (8) "Linking Diversity and Educational Purpose: How Diversity Affects the Classroom Environment and Student Development" (Sylvia Hurtado); (9) "The Impact of Affirmative Action on Medical Education and the Nation's Health" (Timothy Ready); (10) "Racial Differences in the Effects of College Quality and Student Body Diversity on Wages" (Kermit Daniel, Dan A. Black, and Jeffrey Smith); (11) "Increasing Diversity Benefits: How Campus Climate and Teaching Methods Affect Student Outcomes" (Jeffrey F. Milem); (12) "Faculty Experience with Diversity: A Case Study of Macalester College" (Roxane Harvey Gudeman); and (13) "Reflections on Affirmative Action: Its Origins, Virtues, Enemies, Champions, and Prospects" (Paul M. Gaston). (Contains 49 endnotes and an author and subject index.)

This book explores the various forces affecting the culture of higher education, exploring that environment by examining the feelings, attitudes, and actions of the faculty, staff, and administrators who work in U.S. colleges and universities. Through discussions and numerous case studies the book's seven chapters examine the following issues: (1) "Tips for College Teachers: or Faculty Survival in Organizations under Pressure" (how the pros survive, cultural change); (2) "Challenges and Issues Facing Higher Education" (law, ethics, and professionalism); (3) "Academic Administrators" (governing boards, administrative challenges); (4) "The Professoriate" (research studies); (5) "Affirmative Action: Retrospect and Prospect" (a theory of justice, a reexamination of affirmative action, differing perceptions, impact of the courts, the language of affirmative action, the healing process); (6) "Academic Freedom and Tenure" (autonomy and academic freedom, tenure); (7) "Future Trends and Issues in Higher Education" (student demands, distance learning, demands on faculty, academic freedom and tenure, remedial courses and programs, costs, litigation). Appended are a list of case studies, an author (of case studies) index, and a glossary. (All chapters contain references.) (CH)

A graduate of Cornell university's class of 1970 reflects on his experiences as a black undergraduate at Cornell from 1966 to 1970, what affirmative action meant to him and his generation of college students, and the self-education black students experienced at Cornell at that time. William Bowen and Derek Bok recently published "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions," a study of the effects of affirmative action. Bowen and Bok analyzed data on 45,000 students who entered selective colleges in the fall of 1976. Their study indicates that affirmative action policies have helped minority students prepare for many opportunities and that the racially diverse environment provided by affirmative action policies has helped all students prepare to live and work in the increasingly diverse U.S. society. The study also found that, without affirmative admissions, minority enrollment would decline at selective colleges, and that affirmative action policies did not result in the denial of admissions to significant numbers of qualified applicants. The author reflects on what the affirmative action policies at Cornell meant to his own education, and he describes the climate at Cornell in the late 1960s as the first African American students to enter Cornell used a self-education process to make their formal education relevant to the needs of the black community and to lay the foundations of the Black Studies academic movement. (SLD)

The economic state of black America has never been healthier, yet persistent racial gaps leave African American unemployment at levels more typical of recession for whites in the United States. By challenging the predominant use of race, this compilation refocuses attention on the effects of discrimination and on the lost term "institutional racism." In so doing, it helps maintain the defense of affirmative action. These essays reinforce the position that race is not a biological category but a social category, one that becomes a marker for creating or denying access to wealth. The essays are: (1) "The Cancer Gap: Research Needs of African Americans" (Brian D. Smedley); (2) "Family Environment and Intergenerational Well-Being: Some Preliminary Results" (Patrick L. Mason); (3)"The State of Black Europe" (Clarence Lusane); (4) "Color-Blind Redistricting and the Efficacy of Black Representation" (Ronald Walters); (5) "Unfinished Business: African-American Political Economy during the Age of 'Color-Blind' Politics" (Rhonda M. Williams); (6) "History, Discrimination, and Racial Inequality" (William Darity, Jr.); (7) "A Critical Assessment of Skills Explanations of Black-White Employment and Wage Gaps" (William M. Rodgers, III); (8) "The Reliance of African Americans on the Public Sector" (Lynn C. Burbridge); and (9) "Education Accountability: First the School Systems--Then the Students" (Hugh B. Price). Five appendixes contain a history of the National Urban League, a statistical overview of the progress of African Americans, an index of authors and articles, profiles of the authors, and selected tables from "The Shape of the River: Long-term Consequences of Considering Race in College and University Admissions" by William G. Bowen and Derek Bok, 1998. (Contains 67 tables and 1 figure.) (SLD)

This paper presents three reviews of the book, "The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions," by William Bowen and Derek Bok. The book defends affirmative action in college admissions. The first review says that the book presents important data, but it is seriously flawed overall because the authors pursue two very different and conflicting aims in their study. It calls on the authors and the schools studied to make their admissions and other data available to all qualified researchers. The second review examines why despite hundreds of pages of tables and charts, the book provides no good statistical evidence on key causal questions, highlighting why the study is irrelevant for the tough issues of affirmative action and discussing the authors' responses to bias problems and the authors' own biases. The third review agrees with the authors that their sort of data cannot persuade those with fundamental and principled objections to use affirmative action. He says that racial classifications are a bad thing that ought not be institutionalized, and he marvels at the fact that the authors assert that colorblind admissions are unworthy of this country's ideals. (SM)

This publication presents a collection of articles on diversity, pedagogy, and higher education. They include: "Introduction" (James Jennings); "Faculty Diversity: Effective Strategies for the Recruitment and Retention of Faculty of Color" (Sheila T. Gregory); "The Dream of Diversity and the Cycle of Exclusion" (Stephanie M Wildman); "Obstacles Facing New African-American Faculty at Predominantly White Colleges and Universities" (Keith McElroy); "Leadership for Diversity: Effectively Managing for a Transformation" (Adrian K. Haugabrook); "African-American Female College Presidents and Leadership Styles" (Runae Edwards Wilson); "African-American Enrollment and Retention in Higher Education: An Application of Game Theory" (Kofi Lomotey; Mwalimu J. Shujaa; Thresa A. Nelson-Brown; and Shariba Rivers Kyles); "Killing the Spirit: Doublespeak and Double Jeopardy in a Classroom of Scholars" (Olga M. Welch and Carolyn R. Hodges); "Institutional Language of Control: Race, Class, and Gender Issues" (Harry Morgan); "Ebonics, Local Color, and Official Language: Who Resists Whom?" (Robin L. Murray); "Enhancing Multicultural Education through Higher Education Initiatives" (Porter L. Troutman, Jr.); "Let's Get It Started: Teaching Teachers How To Implement a Culturally Relevant Pedagogy" (Jamal A. Cooks); "Preparing White Undergraduate Preservice Teachers To Teach African-American Students: What Does It Take?" (Frances Y. Lowden); "Project MIME: Reshaping Mathematics Education in Secondary Schools" (Joseph A. Meyinsse); "The Implementation of Radical Constructivism within the Urban Mathematics Classroom" (Randy Lattimore); "Help Wanted: Building Coalitions between African-American Student Athletes, High Schools, and the NCAA" (Patiste M. Gilmore); "A Phenomenon of Religious Relevance Developing at Predominantly White Institutions" (Donald Brown); and a commentary, "An Interview with Dr. Clarence G. Williams, Special Assistant to the President for Minority Affairs, Massachusetts Institute of Technology" (Harold W. Horton). (SM)

In 1993 the Citizens' Commission on Civil Rights concluded that the election of Bill Clinton as President presented a new opportunity to work toward equal opportunity. In 1995, at the midpoint of his first term, the Commission identified the new and often formidable challenges his administration was facing in dealing with issues of equal opportunity and fair treatment. In many respects, the Commission noted, the Clinton administration had made a good beginning in dealing with Federal civil rights performance, but that it remained at the beginning stages of a revitalization of civil rights enforcement. A particular problem was the slow pace of the Clinton administration in filling key civil rights positions, so much so that the Chair of the Equal Employment Opportunity Commission was not appointed until just before the 1994 election. Part One of this report presents the findings and recommendations of the Citizens' Commission in the context of welfare reform legislation. Part Two contains a series of working papers prepared by leading civil rights and public interest experts. These 17 papers deal with: (1) Federal resources and funding; (2) the administration of justice; (3) the U.S. Commission on Civil Rights; (4) the Equal Employment Opportunity Commission; (5) employment; (6) affirmative action; (7) welfare reform; (8) immigration; (9) rights of people with disabilities; (10) hate crimes; (11) English-only requirements; (12) voting; (13) housing; and (14) education. The papers on education focus on minority access to education, gender equity, and equal education in elementary and secondary schools. (SLD)

This collection of policy papers is intended to educate and inform business and community leaders, policymakers, the Asian Pacific community, and the general public about the complex issues and far-reaching implications of the affirmative action debate on Asian Pacific Americans as well as all Americans. Essays are grouped into sections on discrimination and the need for affirmative action legislation, promoting diversity in higher education, eliminating barriers in employment and contracting, and the impact of anti-affirmative action measures. The following essays are included: (1) "Separate but Equal: Discrimination and the Need for Affirmative Action Legislation" (Karen K. Narasaki, with additional essays under the same title by Rockwell Jaowen Chin and Brian Cheu, Juanita Tamayo Lott, Dale Minami, and Ron Wakabayashi); (2) "The Asian American Factor: Victim or Shortsighted Beneficiary of Race-Conscious Remedies?" (Henry Der); (3) "Affirming Affirmative Action" (Chang-Lin Tien); (4) "Affirmative Action under Attack" (David R. Barclay); (5) "The Persistence of Inequality" (Paul M. Igasaki); (6) "Rebuild LA" (Linda Wong); (7) "Public Contracting Opportunities for Minority & Woman Entrepreneurs" (Edwin M. Lee and essays under the same title by Stewart Kwoh, Kathryn K. Imahara, and Elsie V. Hui, William H. Marumoto, and Benjamin Seto); (8) "Impact of Anti-Affirmative Action Measures" (Antonia Hernandez); (9) "Affirmative Action Choices" (Frank H. Wu); (10) "We Won't Go Back" (Lillian Galedo, with another essay under the same title by Kent Wong); (11) "The Face of Affirmative Action" (Warren T. Furutani) and a closing essay under that title by Jackie Young, Governor of Hawaii. (SLD)

This collection includes essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The following essays are provided: (1) "A Human Development Workshop on Cultural Identity for International Students," by Cecilia Castro-Abad; (2) "Generating Moral Dialogue on a College Campus," by Francis H. Conroy; (3) "A is for Average: The Grading Crisis in Today's Colleges," by Barbara L. Farley; (4) "Interdisciplinary Study: Towards the Millennium," by Maryanne M. Garbowsky, arguing against extreme specialization in academia; (5) "One-Person Criminal Justice Programs: An Exploratory Study," by Peter Horne, examining issues confronting criminal justice programs with only one full-time faculty member; (6) "Amateur Nursing: Delegating Nursing Tasks to Unlicensed Assistive Personnel," by Jane Pamela Meehan; (7) "A Small Example of Reverse Discrimination," by Ruth D. O'Dell, discussing a 1989 case in New Jersey; (8) "An Unlevel Playing Field: Women in the Introductory Computer Science Courses," by Marian Sackrowitz; (9) "Defending Literacy: With Particular Consideration of the Community College," by Geoffrey J. Sadock, examining a perceived decline of literacy and its causes; (10) "Financial Decision Making During Economic Contraction: The Special Case of Community Colleges," by Barbara Seater; and (11) "Alternative Approaches to Adjunct Faculty Development," by Donna M. Thompson. Most papers contain references. (MAB)

Focusing on the implementation of leadership diversity efforts at 10 two-year colleges, this collection of reports represents results of an 18-month leadership diversity project coordinated by Metropolitan Community College in Omaha, Nebraska, during 1991 and 1992. The following 12 articles are included: (1) "Keeping Diversity on the Front Burner," by J. Richard Gilliland; (2) "Collaborative Change: A Consortium Approach to Leadership Diversity," by Mary-Margaret Simpson; (3) "Implementing Leadership Diversity at Austin Community College," by Exalton Delco; (4) "Spreading the Influence at a Multi-Campus College: Leadership Diversity at Central Community College," by Vikki Jaeger; (5) "A President's Perspective on Fostering Diversity and Leadership," by Tom Gonzales; (6) "Hennepin Technical College: Leadership for All Persons," by Sharon Grossbach; (7) "Cultural Diversity Awareness and Sensitivity at Kirkwood Community College," by Lois Nanke; (8) "Valuing Diversity: Building a Campus Environment To Recruit and Retain Minority Students and Faculty," by Deborah Newsome; (9) "The Metropolitan Community Colleges: Interpersonal Networking and Working Together toward Leadership Diversity," by Maureen Kennedy; (10) "Developing a Multi-Faceted Implementation Approach: Institutionalizing Leadership Diversity throughout Metopolitan Community College," by Lynn Smith; (11) "Using Multicultural Celebrations To Diversify Leadership at Western Iowa Tech," by Larry Bolanos; and (12) "On the Threshold of Change: Leadership Diversity at Western Nebraska Community College," by M. Jane Hunter. A 54-item annotated bibliography on leadership diversity is included. (PAA)

This publication offers a collection of short essays on racism that originally appeared in the newsletter of an organization formed to promote racial justice called Community Change, Inc. The essays are each limited to one to three pages and are grouped by subject area. The opening section, on identifying racism, includes essays on pluralism, awareness of racism, and racism's negative effects on whites. Historical perspectives are explored in the second section, which looks at effects of the 1960s and the source and impact of white fear. A section on racism and language discusses the "color-blind" approach, use of the word "minorities" and other topics. In the next section, on responsibility, two articles discuss the relationship of shame and guilt to responsibility for racism and past failures and present responsibilities in dealing with racism. Next, campus racism is examined in three articles concerning racism in higher education, student experiences, and college recruitment of minorities. A following section contains four open letters to white males. Two articles on affirmative action cover recent attacks on affirmative action and basketball. The last major section offers prescriptions for change that include an argument that multicultural education does not go far enough in confronting and examining racism directly. Two "additional" articles discuss the miseducation of white males and the real effect of diversity efforts. (JB)

This book presents a selection of readings that address multiculturalism and school restructuring as a reference for schools working to enrich their school-improvement agendas. The readings treat many areas within curriculum and student achievement. The 13 chapters are as follows: (1) "The Next Millennium: A Multicultural Imperative for Education" (C. F. Diaz); (2) "Multicultural Education: Nature, Challenges, and Opportunities" (J. A. Banks); (3) "Effective Teaching Practices for Multicultural Classrooms" (G. Gay); (4) "Institutional Climate: Developing an Effective Multicultural School Community" (V. O. Pang); (5) "Learning Styles: Implications for Teachers" (K. Swisher); (6) "Rethinking the Role of Gender and Achievement in Schooling" (J. Bernard-Powers); (7) "Evaluation Practices for the Multicultural Classroom" (R. J. Samuda and J. Lewis); (8) "We Speak in Many Tongues: Language Diversity and Multicultural Education" (S. Nieto); (9) "Reducing Prejudice in Society: The Role of Schools" (G. S. Pate); (10) "Involving Special Educators in Challenging Injustice in Education" (C. E. Sleeter and C. Hartney); (11) "Educating for Human Rights: A Curricular Blueprint" (R. L. Garcia); (12) "Institutionalizing Multicultural Education in Teacher Education Programs" (N. F. Daly and D. J. O'Dowd); and (13) "Resistance to Multicultural Education: Concerns and Responses" (C. F. Diaz). An Afterword entitled "The Leadership Challenge in Multicultural Education" (C. A. M. Banks) concludes the volume. An annotated bibliography of 18 items and information on the 16 contributors are also provided. (JB)

This study of the civil rights policies and practices of the Bush Administration reviews the first 2 years of that administration's actions, presents recommendations for the future, and offers a series of working papers prepared by experts in the civil rights field. Part 1 of two major parts presents the actual report of the Citizen's Commission on Civil Rights, a bipartisan group of former officials of the Federal Government. That report treats civil rights policy and enforcement in the Bush Administration and offers seven recommendations for change. Part 2 presents 22 working papers on civil rights that deal with the following topics: (1) the Civil Rights Act of 1990; (2) education (enforcement in elementary and secondary education, sex discrimination, and minority access to higher education); (3) employment rights (equal employment opportunity and employment rights of older Americans); (4) immigration; (5) health (civil rights impact on national health policies and challenges posed by the Acquired Immune Deficiency Syndrome); (6) housing (fair housing enforcement, federal fair lending, credit opportunity, and community reinvestment enforcement); (7) affirmative action; (8) political rights (voting rights enforcement, voter registration reform, and the 1990 Census and minority undercount); (9) rights of institutionalized persons; (10) rights of persons with disabilities (Americans With Disabilities Act, Department of Housing and Urban Development, and rights of the institutionalized disabled); (11) United States Civil Rights Commission; and (12) administration of justice (judicial nominations and the Hate Crime Statistics Act). Included are notes on the authors and extensive endnotes for the working papers. (JB)

No issue in American higher education is more contentious than that of race-based affirmative action. In light of the ongoing debate around the topic and recent Supreme Court rulings, affirmative action policy may be facing further changes. As an alternative to race-based affirmative action, some analysts suggest affirmative action policies based on class. In "Race, Class, and Affirmative Action," sociologist Sigal Alon studies the race-based affirmative action policies in the United States and the class-based affirmative action policies in Israel. Alon evaluates how these different policies foster campus diversity and socioeconomic mobility by comparing the Israeli policy with a simulated model of race-based affirmative action and the U.S. policy with a simulated model of class-based affirmative action. Alon finds that affirmative action at elite institutions in both countries is a key vehicle of mobility for disenfranchised students, whether they are racial and ethnic minorities or socioeconomically disadvantaged. Affirmative action improves their academic success and graduation rates and leads to better labor market outcomes. The beneficiaries of affirmative action in both countries thrive at elite colleges and in selective fields of study. As Alon demonstrates, they would not be better off attending less selective colleges instead. Alon finds that Israel's class-based affirmative action programs have provided much-needed entry slots at the elite universities to students from the geographic periphery, from high-poverty high schools, and from poor families. However, this approach has not generated as much ethnic diversity as a race-based policy would. By contrast, affirmative action policies in the United States have fostered racial and ethnic diversity at a level that cannot be matched with class-based policies. Yet, class-based policies would do a better job at boosting the socioeconomic diversity at these bastions of privilege. The findings from both countries suggest that neither race-based nor class-based models by themselves can generate broad diversity. According to Alon, the best route for promoting both racial and socioeconomic diversity is to embed the consideration of race within class-based affirmative action. Such a hybrid model would maximize the mobility benefits for both socioeconomically disadvantaged and minority students. "Race, Class, and Affirmative Action" moves past political talking points to offer an innovative, evidence-based perspective on the merits and feasibility of different designs of affirmative action.

More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy.

This book explores the battle to desegregate public school teachers in the South. It also considers the implications of linking racially balanced school faculties to equal educational opportunities for African American students. This book demonstrates that the legal struggle to desegregate teachers and other school personnel is critical to understanding the politics of school desegregation in the South and perhaps elsewhere. Its premise is that the status of educators--far from being at the margins of the desegregation story--was central in shaping the desegregation process and outcomes. This is important today as student populations became largely resegregated. To capture the dynamics of faculty desegregation at the district level, this book explores the process in two distinct southern metropolitan areas: Jackson, Mississippi and Tampa, Florida. This is an important book for researchers, professors, and pre-service teachers.

Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors self-identifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Individuals' attempts to provide every child and adult learner with what they need--equity--to make the most of their educational experiences--excellence--are still consciously and unconsciously thwarted by the ingrained nature of racism in this society. This point becomes obvious when individuals begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a critical race pedagogy that reflects both an acknowledgment of the evolving significance of race and opportunities for hope via education. Contents include: (1) Foreword (Marvin Lynn); (2) Introduction (Sherick Hughes, Theodorea Regina Berry, and Rod Carey); (3) Father, Daughter, and Schooling--Curriculum Theorizing From a Critical Race Feminist Perspective (Theodorea Regina Berry); (4) Two Scoops Vanilla: Teaching Against the Notion of White Savior (Brian D. Schultz); (5) Constructing Space for Elementary School Students to Talk About Race and Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High School Students Confront History and Heterosexism (Connie North); (7) Youth Teaching Teachers: Bridging Racial and Cultural Divides Between Teachers and Students (Tara M. Brown, Summer Clark, and Thurman Bridges); (8) Breaking the Cycle of Racism in the Classroom: Critical Race Reflections From Future Teachers of Color (Rita Kohli); (9) Maggie and Me: A Black Professor and a White Urban School Teacher Connect Autoethnography to Critical Race Pedagogy (Sherick Hughes); (10) Du Boisian Double Consciousness in the Multicultural Classroom and the Questions It Raises (Hilton Kelly); (11) An Academic in the Classroom: Uncovering and Resisting the Barriers to Racial Equity in Public School (Benjamin Blaisdell); (12) Understanding Equity: A "Brown" Lesson in a Teacher Education Program From a Critical Race Feminist Perspective (Theodorea Regina Berry); (13) Where Am I Going, Where Have I Been? A Critical Reflexion on Black-Jewish Relations, Jewish Political Shifts to the Right, and the Preparation of Young Jewish Women for Teaching "Other People's Children" (Josh Diem); (14) La Politica Vecindaria: A Micro to Macro Lens on Immigrant Newcomer Students in U.S. Schools (Leticia Alvarez and Francisco Rios); (15) Race, Wealth, and the Commons (Dedrick Muhammad and Chuck Collins); (16) Profitting From Racism: A Family History of How Race and Class Privilege Created Wealth (Cooper Thompson); (17) The Myth and Math of Affirmative Action (Goodwin Liu); (18) Toward an Informed and Transparent Philosophy of Racial Diversity for Colleges of Education (Sherick Hughes and Dale Snauwaert); (19) The Race for President and a Precedent for Race: Lessons from NCLB and Bringing Race to the Top (Zeus Leonardo); and (20) Interview "I'm the Daughter of a U.S. Marine": An Interview With Nadia Hassan on the Racialization, Misrepresentation, and Mistreatment of Muslim Women in Post-9/11 America (Nadia Hassan and Sherick Hughes).

Until very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, "deanlets"--administrators and staffers often without serious academic backgrounds or experience--are setting the educational agenda. "The Fall of the Faculty" examines the fallout of rampant administrative blight that now plagues the nation's universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers--ostensibly because of budget cuts. In a further irony, many of the newly minted--and non-academic--administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal "life skills" curriculum. Consequently, students are denied a more enriching educational experience--one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty. As troubling as this trend has become, there are ways to reverse it. "The Fall of the Faculty" outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.

Despite their numbers, Latinos continue to lack full and equal participation in all facets of American life, including education. This book provides a critical discussion of the role that select K-12 educational policies have and continue to play in failing Latino students. The author draws upon institutional, national, and statewide data sets, as well as interviews among students, teachers, and college administrators, to explore the role that public policies play in educating Latino students. The book concludes with specific recommendations that aim to raise achievement, college transition rates, and success among Latino students across the preschool through college continuum.

Diversity has been a focus of higher education policy, law, and scholarship for decades, continually expanding to include not only race, ethnicity and gender, but also socioeconomic status, sexual and political orientation, and more. However, existing collections still tend to focus on a narrow definition of diversity in education, or in relation to singular topics like access to higher education, financial aid, and affirmative action. By contrast, "Diversity in American Higher Education" captures in one volume the wide range of critical issues that comprise the current discourse on diversity on the college campus in its broadest sense. This edited collection explores: (1) legal perspectives on diversity and affirmative action; (2) higher education's relationship to the deeper roots of K-12 equity and access; and (3) policy, politics, and practice's effects on students, faculty, and staff. Bringing together the leading experts on diversity in higher education scholarship, "Diversity in American Higher Education" redefines the agenda for diversity as individuals know it today. This book begins with an introduction by Lisa M. Stulberg and Sharon Lawner Weinberg. Part I, The K-12 Pipeline: Impacts on Educational Equity, contains: (1) Ethnic and Social Class Disparities in Academic Skills: Their Origins and Consequences (Meredith Phillips); (2) Inside the K-12 Pipeline for Black and Latino Students (Amanda E. Lewis and Michelle J. Manno); and (3) Testing, No Child Left Behind, and Educational Equity (Linda Darling-Hammond). Part II, The Diversity Imperative: Postsecondary Institutional and Legal Ramifications, contains: (4) A Long View on "Diversity": A Century of American College Admissions Debates (Lisa M. Stulberg and Anthony S. Chen); (5) The Diversity Imperative in Elite Admissions (Mitchell L. Stevens and Josipa Roksa); (6) The Diversity Rationale: Its Limitations for Educational Practice (Mitchell J. Chang and Maria C. Ledesma); and (7) The Official Organization of Diversity in American Higher Education: A Retreat from Race? (Anthony Lising Antonio and Chris Gonzalez Clarke). Section III, Understanding Progress and Continuing Challenges in American Higher Education, contains: (8) Trends in the Education of Underrepresented Racial Minority Students (Peter Teitelbaum); (9) Gender Equity in Higher Education (Claudia Buchmann and Thomas A. DiPrete); (10) LGBT Students, Faculty, and Staff: Past, Present, and Future Directions (Debbie Bazarsky and Ronni Sanlo); (11) Identifying Talent, Interrupting the Usual: Diversifying the Faculty (Daryl G. Smith); (12) Asian Americans and Diversity Talk: The Limits of the Numbers Game (Dana Takagi); (13) Conservative Critics and Conservative College Students: Variations in Discourses of Exclusion (Amy J. Binder and Kate Wood); (14) Explaining Professors' Politics: Is It a Matter of Self-Selection? (Neil Gross and Catherine Cheng); and (15) Experiences of Exclusion and Marginalization: A Study at the Individual Student Level (Bonita London, Vanessa Anderson, and Geraldine Downey). Part IV, Future Implications for Diversity: Practice, Policy, and the Law, contains: (16) HBCUs: Continued Relevance in the New Century (Sarah Willie-LeBreton); (17) The Role of Women's Colleges in the 21st Century (Leslie Miller-Bernal); (18) The New Financial Aid Policies: Their Impact on Access and Equity for Low-Income Students (Bridget Terry Long); (19) Improving Assessments of Faculty Diversity (Sharon Lawner Weinberg); and (20) New Legal Perspectives: Implications for Diversity in the Post-Grutter Era (Lia Epperson).

Based on research from multiple disciplines, "The Great Diversity Debate" describes the presence and growth of diversity in the United States from its earliest years to the present. The author describes the evolution of the concept of pluralism from a philosophical term to a concept used in many disciplines and with global significance. Rather than assuming that diversity is a benefit, Koppelman investigates the ways in which diversity is actually experienced and debated across critical sectors of social experience, including immigration, affirmative action, education, and national identity, among others. Koppelman takes the sometimes complicated arguments for and against diversity in school and in society and lays out the benefits with great clarity and simplicity making this book accessible to a large audience. This book features: (1) A broad view of diversity in the United States based on research from philosophy, psychology, sociology, political science, economics, and more; (2) Cogent arguments from both advocates and critics concerning whether pluralism represents an appropriate response to diversity in a democratic society; and (3) An overview of multicultural education, including its origins and its current emphasis on strategies such as culturally responsive teaching. Contents include: (1) The Diversity Debate; (2) The Growth of Diversity and Pluralism: The Impact of Immigration; (3) Pluralism and Democracy: Complementary or Contradictory?; (4) Diversity and Discrimination: The Argument over Affirmative Action; (5) The Struggle for Identity: What Does It Mean to Be an American?; (6) Multicultural Education in K-12 Schools: Preparing Children and Youth to Function Effectively in a Diverse, Democratic Society; and (7) Globalization, Diversity, and Pluralism: Finding the Common Ground.

This comprehensive, encyclopedic review explores gender and its impact on American higher education across historical and cultural contexts. Challenging recent claims that gender inequities in U.S. higher education no longer exist, the contributors--leading experts in the field--reveal the many ways in which gender is embedded in the educational practices, curriculum, institutional structures, and governance of colleges and universities. This work features the latest theories, scholarship, research, and debates related to gender and higher education, including institutional diversity; academic majors and programs; extracurricular organizations such as sororities, fraternities, and women's centers; affirmative action and other higher educational policies; and a range of theories--from liberal feminism to postmodern queer theory--that have been used to analyze and explain the ways in which gender in academe is constructed. Theoretically grounded and based on the newest research, "Gender and Higher Education" provides an excellent overview for students of higher education, gender studies, and sociology, as well as for anyone interested in the current state of scholarship and practice.

This timely book examines issues pertaining to equal opportunity--affirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groups--in higher education today. Its starting point is California's Proposition 209, which ended race-based affirmative action in public education and the workplace in 1996. The book carefully considers how Proposition 209 reflects national trends that have changed higher education policy and practice, from admissions to student diversity to standards. With a roster of leading scholars and administrators--including Chancellor Robert Birgeneau of the University of California, Berkeley, and President Mary Sue Coleman of the University of Michigan--"Equal Opportunity in Higher Education" is a crucial assessment of one of the most important issues facing higher education. Following a foreword (Robert J. Birgeneau), this book is divided into eleven sections: (1) Introduction--Proposition 209 and the National Debate on Affirmative Action (Christopher Edley Jr., with Ana Henderson, Michal Kurlaender, and Eric Grodsky); (2) Interpreting Proposition 209 and California's Developing Case Law on Affirmative Action (Jeffrey L. Bleich and Mark R. Conrad); (3) The Demography of Higher Education in the Wake of Affirmative Action (Eric Grodsky and Michal Kurlaender) and Policy Comment (Fabian Nunez); (4) Investigating the College Destinations of University of California Freshman Admits (Susan A. Wilbur); (5) A Portrait of Underrepresented Minorities at the University of California, 1994-2008 (Tongshan Chang and Heather Rose); (6) The Role of Community Colleges in Promoting Student Diversity in California (Josipa Roksa, Eric Grodsky, and Willard C. Hom) and Policy Comment (Mary Sue Coleman); (7) The Quest for Excellence and Diversity in UC Freshman Admissions (Michael T. Brown, Mark Rashid, and David Stern); (8) The Effectiveness of California Standards Tests as Alternatives to the SAT in Predicting Freshman Grades (Samuel J. Agronow and Catherine Horn); (9) Building Educational Field Stations to Promote Diversity and Access in Higher Education (Hugh Mehan, Gail Kaufman, Cecil Lytle, Karen Hunter Quartz, and Rhona S. Weinstein); (10) Lessons about College Admissions from the Texas Top 10 Percent Law (Marta Tienda) and Policy Comment (Peter Schmidt); and (11) Toward Equal Opportunity in Higher Education (Michal Kurlaender and Eric Grodsky).

This volume is the first to comprehensively examine Chinese's affirmative action policies in the critical area of minority education, the most important conduit to employment and economic success in the People's Republic of China after the economic reforms begun in the late 1970s. This book contains four parts. Part I, "Debating China's Positive Policies: Historical Antecedents and Contemporary Practice", contains: (1) Mandarins, Marxists, and Minorities (Walker Connor); (2) Tracking the Historical Development of China's Positive Policies or Preferential Policies for Minority Education: Continuities and Discontinuities (Minglang Zhou); (3) Minority Policies and Equality in College Admission Examinations in China (Tiezhi Wang); (4) Preferential Policies for Ethnic Minorities and Equality in Higher Education in China (Xing Teng and Xiaoyi Ma); and (5) Yunnan's Preferential Policies in Minority Education Since the 1980s: Retrospect and Prospects (Yanchun Dai and Changjiang Xu). Part II, "Between State Education and Local Cultures", contains: (6) Compulsory Education in the Eastern Tibetan Areas: A Field Survey in Kangding and Machu Counties (Gelek); (7) Tibetan Students Perspectives on Neidi Schools (Gerard Postiglione, Ben Jiao, and Ngawang Tsering); and (8) School Consolidation in Rural Sichuan: Quality Vs. Equality (Christina Y. Chan and Stevan Harrell). Part III, "Between Market Competitiveness and Cultural/Linguistic Identities", contains: (9) The Trade Culture of a Hui Community and Local Education: An Anthropological Case Study (Ma Xiaoyi); (10) Issues of Minority Education in Xinjiang China (Rong Ma); and (11) Using Yugur in Local Schools: Reflections on China's Policy for Minority Language and Education (Zhanlong Ba). Part IV, "Globalizing the Discourse on Inequality and Education", contains: (12) Natives and Nation: Assimilation and Indigenous Peoples in China and the U.S. (Ann Maxwell Hill); (13) Affirmative Action, Civil Rights and Racial Preferences in the United States: Some General Observations (Evelyn Hu-DeHart); and (14) Learning about Equality: Affirmative Action, College Admissions, and the Law of the United States (Doug Edlin). An introduction by Ann Maxwell Hill and Minglang Zhou is also included.

Highly respected scholar Robert Teranishi draws on his vast research to present this timely and compelling examination of the experience of Asian Americans in higher education. "Asians in the Ivory Tower" explores why and how Asian Americans and Pacific Islanders (AAPIs) are important to our nation's higher education priorities and places the study of AAPI college participation within a broad set of conditions through which all students must navigate as they pursue higher education. Teranishi captures the intersections of individual agency, social conditions, and organizational structures as synergetic forces that result in a range of postsecondary outcomes for subpopulations within the larger body of AAPIs. Transcending narrow generalizations about this understudied population, this seminal book: (1) Debunks false stereotypes about AAPI students and their educational trajectories; (2) Offers a unique empirical perspective on racial stratification in higher education through case studies that mix quantitative data with narratives of lived stories; (3) Examines the educational experiences and routes to college for AAPIs, and examines broader issues around racial inequality and debates about affirmative action; and (4) Captures the nuances and complexity of race, offering theoretical perspectives that can be applied to other populations. [Foreword by Marcelo M. Suarez-Orozco.]

Building on their important findings in "The Source of the River," the authors now probe even more deeply into minority underachievement at the college level. "Taming the River" examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, "Taming the River" considers all facets of student life, including who students date, what fields they major in, which sports they play, and how they perceive their own social and economic backgrounds. The book explores how black and Latino students experience pressures stemming from campus racial climate and "stereotype threat"--when students underperform because of anxieties tied to existing negative stereotypes. Describing the relationship between grade performance and stereotype threat, the book shows how this link is reinforced by institutional practices of affirmative action. The authors also indicate that when certain variables are controlled, minority students earn the same grades, express the same college satisfaction, and remain in school at the same rates as white students. A powerful look at how educational policies unfold in America's universities, "Taming the River" sheds light on the social and racial factors influencing student success. (Contains 56 tables. )

Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? "No Longer Separate, Not Yet Equal" pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and "selective admission enhancement strategies"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status. "No Longer Separate, Not Yet Equal" offers valuable insights into the intricate workings of America's elite higher education system.

The Principal's Legal Handbook contains information and recommendations for practice in four areas. Section 1, "Students and the Law," yields interesting and informative answers on a number of issues related to students and the law: recent issues in schools relative to students' rights; the use of technology; and the latest case law and commentary on students' First, Fourth, and Fourteenth Amendment rights. Section 2, "Special Education and the Law," provides an overview of federal disability law as it applies to public schools today: Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the Individuals with Disabilities Act. Section 3, "Teachers and the Law," discusses academic freedom, teacher supervision and student injuries, sexual harassment in the workplace, censorship, teacher performance evaluations, documentation for teacher improvement, dismissal procedures, and teacher certification. Section 4, "Schools and the Law," highlights current legal issues faced by public schools, specifically addressing religion in schools, curricular issues, alternative dispute resolution, desegregation, and affirmative action among other topics.

This book represents the second of two volumes in a two-volume set where educators explore the intersection of gender and education. Their entries deal with educational theories, research, curricula, practices, personnel, and policies, but also with variations in the gendering of education across historical and cultural contexts. The various contributors discuss gender as a social construction. The latest research on boys and masculinities as well as girls and feminism is included. The entries in this work cover the breadth of topics related to gender and education. They provide reference information on the history and condition of gender and education from elementary to high school. Entries cover such topics as: alternative schools, historically black colleges and universities in the United States, military colleges and academies, private and public single-sex and coeducational schools, literacy, mathematics achievement, women's centers, teacher interactions with girls and boys, affirmative action in U.S. higher education, sororities and fraternities, educator sexual misconduct, expectations of teachers for boys and girls, heterosexism and homophobia, bullying, harassment, and violence among students, salaries of male and female educators, school choice and gender equity, disabled students and gender equity, Title IX and school sports, black feminism, womanism, and queer theory. [For Volume I, see ED497860.]

In this two volume set, educators explore the intersection of gender and education. Their entries deal with educational theories, research, curricula, practices, personnel, and policies, but also with variations in the gendering of education across historical and cultural contexts. The various contributors discuss gender as a social construction. The latest research on boys and masculinities as well as girls and feminism is included. The entries in this work cover the breadth of topics related to gender and education. They provide reference information on the history and condition of gender and education from elementary to high school. Entries cover such topics as: alternative schools, historically black colleges and universities in the United States, military colleges and academies, private and public single-sex and coeducational schools, literacy, mathematics achievement, women's centers, teacher interactions with girls and boys, affirmative action in U.S. higher education, sororities and fraternities, educator sexual misconduct, expectations of teachers for boys and girls, heterosexism and homophobia, bullying, harassment, and violence among students, salaries of male and female educators, school choice and gender equity, disabled students and gender equity, Title IX and school sports, black feminism, womanism, and queer theory. [Sara Delamont, Assoc. Ed.; Catherine Marshall, Assoc. Ed.] [For Volume II see ED497861.]

"Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of Progressive School Leadership and Community Activism (Lauri Johnson); and (3) We Are Already Multicultural: Why Policy and Leadership Matter (Yoon K. Pak). Part 2: First Nations and American Indian Education, contains: (4) First Nations Education Policy in Canada: Building Capacity for Change and Control (Jan Hare); (5) Policy Issues in the Education of American Indians and Alaska Natives (John W. Tippeconnic III and Sabrina Redwing Saunders); and (6) What We Know about Native Participation in Higher Education (Augustine McCaffery). Part 3: Immigrant and Language Education, contains: (7) Canadian Policies on Immigrant Language Education (Tracey M. Derwing and Murray J. Munro); (8) Language Education in the Conflicted United States (Carlos J. Ovando and Terrence G. Wiley); and (9) A Critical Examination of Language Policies and Practices in Canada and the United States (Karen M. Gourd ). Part 4: Race-Based Policies contains: (10) Race-Based Policies in Canada: Education and Social Context (Adrienne S. Chan); (11) Education, American Style: Race-Based School Policies and Practices in the United States (Christopher M. Span, Rashid V. Robinson, and Trinidad Molina Villegas); and (12) Canadian and American Race-Based Education Policies (Njoki Nathani Wane). Part 5: Employment Equity and Affirmative Action contains: (13) Canada's Employment Equity Act: Perspectives on Policy and Implementation (Carol Agocs); (14) Critical Race Theory and Interest Convergence in the Backlash against Affirmative Action: Washington State and Initiative 200 (Edward Taylor) and (15) Dialogue across Borders on Employment Equity/Affirmative Action ( Michelle Goldberg). Part 6: Extending the Dialogue, contains: (16) Institutional Racism in Education Policy and Practice: A View from England (David Gillborn); and (17) Multicultural Policies and Practices in North America: A Dialogue with the View from England (Catherine Cornbleth, Rinaldo Walcott, Carlos J. Ovando, and Terezia Zoric).

Designed for undergraduate and graduate courses in education, this book covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. It introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills and examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. It contains 15 chapters: (1) The Colonial Experience, 1607-1776; (2) The Effects of the Revolutionary War Era on American Education; (3) The Early Political Debates and Their Effect on the American Education System; (4) Education, African Americans, and Slavery; (5) The Education of Women and Native Americans, Latinos, and Asian Americans; (6) The Widespread Growth of the Common School & Higher Education; (7) The Effects of the Events During and Between the Civil War and World War I; (8) The Liberal Philosophy of Education as Distinguished from Conservatism; (9) The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education; (10) The Civil Rights Movement and Federal Involvement in Educational Policy; (11) The Turbulence of the 1960s; (12) The Rise of Public Criticism of Education; (13) The Rise of Multiculturalism & Other Issues; (14) Educational Reform under the Republicans and Democrats; and (15) Other Recent Educational Issues and Reforms.

The conflict between access and quality in education has been front-page news for decades. Policies regarding the role of elite universities, the organisation of secondary education, admissions criteria, courses of study, high stakes testing, and fiscal and programme accountability have changed with uncommon frequency, resulting in confusion and uncertainty. Yet it is the argument of this book that the tension between access to education and the preservation of quality is another chapter in the much longer history of merit selection in England, Scotland and America, and should be seen in its proper contexts. The underlying cause of the difficulties, however, is the dilemma created by two competing conceptions of virtue, one determined by merit judged competitively and the other more vaguely but emotionally supported by a broader view of worth. Merit is consistent with liberal democracy, but worth is the special province of social democracy. None of the distinctions is easily categorised by political party or ideology. They are the result of opposite moral impulses inherent in plural democratic societies undergoing the strains of internal and global competition. Contents include: Foreword (Anthony Smith); Words, Words, Words; The Two Democracies; Two Words Where One Might Do; Elites and Elitism; The Merit of Examinations; Building Educational Systems; The Relation of Schools to Universities; Why Bother to Test?; Naturally Intelligent; Much Ado About the SAT; The California Master Plan for Higher Education; Affirmative Action; and How Many Cheers for Democracy?

According to Gordon and Bridglall, the ability to learn is more of a developed human capacity than a fixed aptitude with which one is born. They argue that the emergence of academic ability is associated with exposure to specialized cultures that privilege the attitudes, knowledge, and skills that schools reward. Children who are born to and raised in these cultures tend to do well in school, while those who are not exposed to such cultures tend seldom rise to high levels of academic achievement. Through a collection of interesting essays, this book attempts to address how people can deliberately develop academic ability in those children who are not raised under conditions that predispose them to develop high levels of academic ability. This book is divided into two parts. Part I: Affirmative Action and Affirmative Development, contains the following chapters: Chapter (1) Toward the Development of Intellective Character (James G. Greeno); (2) Intellective Competence: The Universal Currency in Technologically Advanced Societies (Edmund W. Gordon); (3) Intelligence as a Socialized Phenomenon (Robert J. Sternberg, Elena L. Grigorenko and Beatrice L. Bridglall); (4) Affirmative Development as an Alternative to Affirmative Action (Beatrice L. Bridglall); (5) Meritocracy and the Opportunity to Learn (Aundra Saa Meroe); and (6) Cultural Experience, Academic Cultures and Academic Ability (Edmund W. Gordon). Part II: Affirmative Development of Academic Ability, contains: (7) The Curriculum and Its Functions (Edmund W. Gordon); (8) The Teaching and Learning of Intellective Competence (Carol D. Lee); (9) Psychosocial Processes in the Cultivation of Intellective Competence: The Interpenetration of Affective, Cognitive, and Situative Processes in Intellective Behavior (Rodolfo Mendoza-Denton and Joshua A. Aronson); (10) Politicalization: A Neglected Pedagogical Process (Edmund W. Gordon); (11) The Problem of Transfer and Adaptability: Applying the Learning Sciences to the Challenge of the Achievement Gap (Howard T. Everson); and (12) Task Force Report on the Affirmative Development of Academic Ability: All Students Reaching the Top: Strategies for Closing Academic Achievement Gaps.