Search

Although diversity in higher education has continued to increase over the past 20 years, colleges and universities continue to enroll Black, Latinx and American Indian students in bachelor's programs at low rates; additionally, more selective institutions and high-demand fields of study are less likely to enroll these students, and they often are not afforded the supports and services that can help them finish college or obtain a degree. These disparities have a significant impact on the long-term employment outcomes for students, and they maintain a racial and ethnic wealth gap -- both problematic scenarios for state policymakers looking to build a prepared workforce and resilient economy. This Policy Guide explores various types of barriers that these students face in: (1) College readiness. This includes inadequate access to advanced coursework, counseling and financial aid resources that prepare students for college or university; (2) Transitions to college. Black, Latinx and American Indian students are more likely to be directed into developmental education coursework, which does not count toward a degree; and (3) Degree attainment. Financial need and experiences with racism on campus, among other factors, disproportionately impact these students and potentially drive them to dropout. This trend not only leaves students without a credential, but often with high levels of debt. While this guide is not an exhaustive examination of the systemic barriers that exist, it elevates issues along the higher education pipeline that are actionable for policymakers. This is a companion resource to "State Policy Options to Promote K-12 Integration" [see ED613900], which explores three types of K-12 segregation -- across districts, between schools in a district and within schools -- and provides policy considerations and examples of state initiatives that address each.

One of the important arguments by critics of affirmative action is that it actually hurts the students it is supposed to help by subjecting them to the "stigma" of being admitted under policies explicitly seeking campus diversity. Such students, this theory argues, must feel embarrassed and uncomfortable as a result and would prefer to be somewhere with color blind admissions. Therefore, the critics conclude, it would be better to have more Latino and black students go to less demanding schools with no affirmative action even though those schools have lower completion rates and far less success in placing students in the best professional schools and jobs. There are numerous assumptions buried within this argument, including the assumption that we have some fair way to measure "merit" even though test score selection means ignoring the clear impact of segregated and unequal communities and schools on students' test scores and opportunities to take strong college prep courses. Affirmative action supporters note that students admitted under diversity policies are chosen from a highly qualified pool and research shows they flourish both in college and in their professions and communities as leaders. If the critics were right, advocates of affirmative action would be unintentionally harming students of color. If they are wrong and affirmative action was rejected on that basis, those claiming to aid Latino and African American students would actually be seriously narrowing their opportunities. This paper says that they are wrong. This paper analyzes two very important dimensions of this debate. The first explores extensive survey data to determine whether black students feel better on University of California campuses, where there should be no stigma after 16 years of affirmative action bans. Since all consideration of race has been forbidden for a generation by the state constitution, the stigma theory would suggest that they would feel much more comfortable on campuses under race-blind policies. The second part of the study explores the proposition that black students should be more willing to come to excellent post-stigma campuses in the nation's leading public university system. This study uses unique data from surveys of the University of California campuses and from their enrollment statistics and compares them to the University of Texas at Austin campus and two other selective campuses, one private and one public (whose names are kept confidential at their request). (Contains 102 footnotes.) [Foreword by Gary Orfield.]

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Since enactment of the "Strategic Plan", students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2006 continues a trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. The overall trends are: (1) In fall 2006, minorities numbered 24,278 or 25.3 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the ninth consecutive year; (2) During the 2005-06 academic year, minority students received 2,476 or 18.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,444 were minority group members at the end of 2006. Despite impressive growth over the course of the past 23 years, disproportional levels of achievement in minority enrollment, graduation and employment persist. Persistent areas of racial/ethnic disparity in Connecticut's public higher education include: (1) Hispanic/Latinos are the only minority group whose overall undergraduate enrollment level has not reached its proportion of the state's population; (2) Hispanic/Latino and African American students are overrepresented in their enrollment at community colleges and underrepresented at universities; (3) Disproportionate numbers of Hispanic/Latino and African American students who enroll in college fail to attain an undergraduate degree; and (4) Hispanic/Latinos are underrepresented in each of the professional occupational categories within the professional workforce of the public institutions of higher education. This report summarizes the activities and progress achieved in 2006 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 25 tables and 6 graphs.)

Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. The overall trends are: (1) In fall 2005, minorities numbered 23,537 or 24.9 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the eighth consecutive year; (2) During the 2004-05 academic year, minority students received 2,202 or 17.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,564 or 17.8 percent were minority group members at the end of 2005. This report summarizes the activities and progress achieved in 2005 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; (2) Undergraduate Degree Recipients; and (3) Projections. (Contains 22 tables and 6 graphs.)

This report describes the University of California's (UC's) experience developing and implementing race-neutral undergraduate admissions and outreach policies and programs from 1995-2002. UC's experience indicates that in highly selective institutions, implementing race neutral policies leads to substantial declines in the proportion of entering minority students. These declines have been partially mitigated by programs designed to increase enrollments of students from low-income families, those with little family experience in higher education, and those who attend schools that traditionally do not send many students to four-year institutions. Increases in numbers of underrepresented minorities graduating from California high schools, combined with substantial expansion of enrollment capacity at several UC campuses, have led to overall increases for some groups, though underrepresented students remain a substantially smaller proportion of those admitted to and enrolled at UC's most selective campuses than they were before race conscious policies were eliminated. The gap between the percentage of underrepresented minority students graduating from California high schools and the percentage enrolling at UC has widened. In the 5 years since elimination of race conscious policies, UC has adopted strategies to enhance UC students' academic preparation and maintain access for disadvantaged students (e.g., expanding outreach to and partnerships with K-12 schools, expanding the criteria used to define academic achievement, and implementing the comprehensive review admission policy). (Contains 24 footnotes.) (SM)

This document, which is not legal advice, has been designed to help medical schools work with legal counsel to put into practice the rulings from two Michigan court cases that provide tools for enhancing medical school diversity and outline the contours of a race-conscious/ethnicity-conscious admissions policy likely to pass legal muster. The document focuses on using the diversity rationale in building race-conscious/ethnicity-conscious admissions policies. It offers: (1) brief summaries with an analysis of both Grutter v Bollinger, et al. (the law school case) and Gratz et al. v. Bollinger et al. (the undergraduate case); (2) policy considerations associated with the U.S. Supreme Court rulings in these cases; (3) a list of considerations to help medical schools think about how to implement narrowly tailored, race-conscious/ethnicity-conscious admissions policies or assess existing policies; and (4) appendices that include historical highlights of affirmative action in education and selected references for readers to obtain more information about how the Court ruled and the implications of its rulings. With the Supreme Court rulings an important mechanism for promoting diversity has been preserved, although opponents of affirmative action will continue to challenge institutions that use race-conscious/ethnicity-conscious policies. (Contains 40 references.) (SLD)

This three-section guide was created to help people with disabilities in the state of Colorado look for and find employment. Aimed at both potential employees and employers, the guide provides information to help citizens with disabilities to prepare for and represent themselves when seeking employment and to better understand their rights under the Americans with Disabilities Act (ADA). It also provides information to help Colorado employers to ensure equality of opportunity for individuals with disabilities. Section 1 covers the job-search process, including myths and realities about individuals with disabilities, attitudes and transferable skills, agencies that can help, resume writing, searching for job openings, job application forms, interviews, and disclosure of disability information. Section 2 covers the ADA, including disclaimer, definitions, essential job functions, reasonable accommodation, undue hardship, employment process considerations, alcohol and drug issues, workers compensation, and employment discrimination. The final section of resources lists telephone numbers of federal agencies involved with the ADA; 24 pamphlets, videotapes, and other materials concerning the ADA and job-hunting; and Colorado Workforce Centers. (KC)

This complete Kids into Health Careers (KIHC) information package contains guidance materials to use when working with local school systems. It provides operating instructions on how to choose and address an audience, either at a school or community-based organization. (KIHC is an initiative being developed to supplement the pool of qualified applicants from economically and educationally disadvantaged and underrepresented minority populations for entry into health professions training.) The packet includes an overview booklet; a poster with information on the back about what KIHC is, why it is so important, who KIHC is trying to reach, examples of career opportunities in the health professions, and reference guides; an operating instructions booklet covering qualifying, financial aid, fulfilling a need, selection criteria, addressing target audiences, and reporting elements; and a booklet with presentation models for students K-5, students 6-12, parents, and teachers, counselors, and school administrators. Appended are a list of 17 references detailing career opportunities in the health field; additional information on specific health careers and certificate positions; a list of 30 sources of financial aid; and a list of federally-funded health facility contacts for additional information. (YLB)

Findings from a study of institutions that are members of the American Association of State Colleges and Universities (AASCU) or the National Association of State Universities and Land Grant Colleges (NASULGC) show that enrollment at public four-year institutions increased 3.4% from fall 1990 to fall 2000, going from 5.91 million students to 6.11 million students. During this period, the enrollment of racial/ethnic minorities rose 34.4% at these institutions while the enrollment of white students fell 10.6%. Similar trends were evident for both AASCU and NASULGC member institutions. At both sets of institutions, the total number of men declined slightly, and the number of women increased moderately. Public four-year colleges and universities are experiencing enrollment growth at opposite ends of the age spectrum, with greatest increases in those under 20 and those 50 and older. The greatest gains for institutions that are members of both associations was in the Southeast, and the smallest increase was in "outlying areas." Factors identified as likely to influence enrollment patterns and trends at state colleges and universities over the next several years include: (1) demographic developments; (2) an influx of traditionally underserved minorities; (3) continued change in enrollment intensity; (4) policy changes and judicial activity related to affirmative action and college/university admissions; and (5) tightening state fiscal conditions that may result in decreased program offerings or enrollment caps. Two appendixes list total enrollment in member institutions for both associations. (Contains 6 figures, 11 tables, and 45 endnotes.) (SLD)

This statement presents the U.S. Commission on Civil Rights' position on higher education percentage plans. The One Florida Plan bans the consideration of race and gender in university admissions, guaranteeing state university admissions to high school seniors in the top 20 percent of their class, regardless of test scores. Texas' Ten Percent Plan entitles the top 10 percent of undergraduate classes within accredited Texas high schools to attend Texas state universities. After abolishing affirmative action, California created the four percent plan, which increases outreach and ensures that students who rank in the top four percent of their junior year class will be eligible for admission to the state university. The essay asserts that though percentage plans succeed as public relations strategies, they ignore law, medical, and other graduate and professional schools, where ending affirmative action is devastating. They are no substitute for strong race-conscious affirmative action, though they directly highlight the failure of states to ensure an equal education for poor, minority students. Civil rights activists must insist that states fix K-12 education now and that while working to repair education, politicians not slam the doors for those who can do academic work now. Attached are Florida's and California's plans and enrollment data. (SM)

The term "allied health" refers to a cluster of health professions encompassing as many as 200 occupational titles (exclusive of physicians and nurses) involved with the delivery of health or related services pertaining to the identification, evaluation, prevention, and treatment of diseases and disorders; dietary and nutritional services; and rehabilitation and health systems management, among others. This guidebook was developed to encourage minority students to pursue allied health careers and to provide information to those considering such careers. The guide covers definitions of allied health occupations, the need for minority groups in allied health professions, and steps in preparing for a career in allied health. It also describes 23 of the allied health professions and the educational requirements for each. The guide provides lists of 23 allied health professional associations, and colleges and universities serving minority students and offering allied health professions programs (73 serving Asian-Americans, 199 serving Hispanic students, 94 historically or predominantly black colleges and universities, and 31 tribal colleges and universities). The guide lists 80 sources of scholarships, federal government financial aid programs, and resources and internships serving African-American, Native American, and Hispanic students. (Contains 15 references.) (KC)

In 1964, Congress passed Public Law 82-352. This civil rights act forbade hiring, promoting, and firing discrimination based on sex or race. Title VII of the act created the Equal Employment Opportunity Commission (EEOC) to implement the law. Subsequent legislation expanded the role of the EEOC. Today, the EEOC enforces laws that prohibit discrimination based on race, color, religion, sex, national origin, disability, or age in hiring, promoting, firing, setting wages, testing, training, apprenticeship, and all other terms and conditions of employment. Working with state and local programs, the EEOC processes 48,000 claims annually. This lesson relates to the Preamble, to Article I, which establishes the president's power to issue executive orders; to Article III, which establishes the jurisdiction of the courts; and to the 14th Amendment which guarantees equal protection of the laws. As the primary source document, the lesson uses the Civil Rights Act of 1964 (pages 1-8.) The lesson correlates to the National History Standards and to the National Standards for Civics and Government. It provides historical background about the act and an overview of the debate about the term "affirmative action" (with two resources). It suggests diverse teaching activities for classroom implementation, including document analysis, research and discuss, design and construct a poll, and a research and jigsaw activity. The document is appended. (BT)

This publication presents six primary tools employers can use to narrow or eliminate pay gaps in their workplaces. After each tool is a discussion of the problem and examples of "best practices" by employers that have won the Department of Labor's Opportunity 2000 and EVE (Exemplary Voluntary Efforts) awards. The report is divided into six tools: "Tool #1: Evaluate Your Compensation System--Are there wage gaps between women and men at your company that cannot be explained by legitimate nondiscriminatory factors?" Examples of best practices are Blue Cross Blue Shield of Delaware, Pacific Northwest National Laboratory (PNNL), and Eli Lilly and Company (Lilly); "Tool #2: Establish Effective Recruitment, Hiring, and Promotion Practices--How effective are you at recruiting, hiring, and promoting qualified women and minorities?" Examples of best practices are Hawaiian Electric Company, Inc., PNNL, and Lilly; "Tool #3: Address Diversity--Do you address diversity?" An example of best practice is Payne & Dolan, Inc; "Tool #4: Implement Mentoring Programs--Do you have a formal mentoring program?" An example of best practice is Lilly, "Tool #5: Have a System To Ensure Accountability--What tools do you have in place to monitor progress and hold people accountable for equal opportunity and equal pay in your workplace?" Do senior executives support their use? An example of best practice is Lilly; Tool #6 suggests four Web sites that offer information and technical assistance. (YLB)

This report discusses how to safeguard affirmative action on college campuses. Section 1, "Threats to Affirmative Action," discusses Congressional action; state actions; and anti-affirmative action studies and reports. Section 2, "Affirmative Action Works," includes research findings; leaders' beliefs about affirmative action and diversity; a national perspective; and the business sector. Section 3, "Answering the Critics," presents The Case for Affirmative Action: a leadership conference on civil rights; and "Affirmative Action: Myth v. Reality" (the American Association of University Women). Section 4 "Legal Issues," presents "Affirmative Action in Education: A Current Legal Overview" (Jonathan R. Alger); major affirmative action cases: digest of the record; major civil rights and equal employment opportunity legislation since 1963; U.S. Department of Education 1966 memo on impact of Hopwood decision; and U.S. Department of Education 1995 memo on race-targeted student financial aid. Section 5, "What You Can Do," discusses college change of opinion; sample letters to Congress and to the editor; and joining the affirmative action in higher education network. Section 6, "ACE and Affirmative Action," describes the American Council on Education (ACE); ACE contacts; the history of the ACE and affirmative action; an ACE survey reinforcing the need to act; and ACE board statements on affirmative action and diversity. (SM)

This guide is designed to help college athletic administrators obtain a basic and working knowledge of the Title IX Education Amendments of 1972 in order to ensure that athletics programs are in compliance with the law. Separate sections of the report cover: (1) Title IX basics, outlining the components of the amendment and offering examples of how to be in compliance, including Office of Civil Rights policy clarifications; (2) current case law, which provides an in-depth look at critical developments in case law, particularly during the last four years; (3) athletics certification, which summarizes the Division I certification program and principles related to gender issues; (4) promotional ideas gathered from members, and a sampling of conference promotions; (5) "emerging" sports, which provides basic information on those sports that increase participation opportunities for female student-athletes. Included here also is an explanation of relevant National Collegiate Athletic Association legislation regarding sport sponsorship; and (6) a list of nonprofit legal and women's organizations, coaches' associations, and national governing bodies, as well as a list of periodicals about women in education and athletics. (JM)

Executive Order 11873 was introduced in June 1965 by President Lyndon B. Johnson in a speech at Howard University. This order began the first of the federal government's affirmative action programs. Since that time, these programs have become a major topic among not only government officials at all levels of government but the general population of the United States. In this lesson plan, students represent particular interest groups before a Senate subcommittee charged to determine the future of federal affirmative action programs. Some of the groups represented will be the American Indian Movement, National Association for the Advancement of Colored People, United Farm Workers, Christian Coalition, National Organization for Women, Eagle Forum, Republican Party, and Democratic Party. Noting that some of these groups will be in favor of affirmative action and some will be against it, the lesson states that each student's role will be to represent the position of the organization he/she is assigned and to prepare a presentation (and an essay) that has the evidence necessary to convince the subcommittee which course of action to pursue. Students are provided with background information, detailed instructions, and online resources. The teacher's notes describe the unit's purpose, explain the application of history/social science standards, and suggest teaching strategies. (Contains a transcript of the Lyndon B. Johnson speech.) (BT)

This Register of Graduates was compiled by the Human Science Research Council (Pretoria, South Africa) and offers statistical data on college graduates in South Africa for 1999. This information on graduate availability is used by employers to prepare and implement employment equity plans, as required by the Employment Equity Act, No. 55 of 1998. The base information on the graduates was obtained electronically from each South African university. A questionnaire was then sent to each graduate requesting further information on occupation, address, and other issues. Graduate qualifications were sorted into 48 categories (e.g., fields of study). Each degree and postgraduate diploma, as well as each major field of study (980 total) was allocated to a category. Each graduate is shown in all the categories in which he or she has qualifications. A double page of data for each category lists qualification trends by level, qualification trends by population group and gender, qualification trends by current province of residence, and total availability information, by region, and by race and gender. (SM)

This report presents the 1998 statistical findings of the annual survey to determine the attitudes of national high school student leaders. Questionnaires were completed by 3,123 high school juniors and seniors, all of whom were selected for recognition in "Who's Who among American High School Students." In addition to demographic information, the report details responses regarding the following areas of student life and contemporary issues: (1) education; (2) school violence; (3) weapons and violence; (4) Clinton-Lewinsky affair; (5) attitudes toward media; (6) sexual harassment and assault; (7) cheating/misconduct; (8) sexual behavior and attitudes; (9) condom distribution in school; (10) abortion; (11) cigarettes, alcohol and drugs; (12) peer pressure; (13) teen trends; (14) parental involvement; (15) future/aspirations; (16) important influences; (17) family meal time; (18) happiness; (19)suicide; (20) internet usage; (21) extracurricular activities; (22) generation's greatest crisis; (23) prejudice; (24) sexual orientation; and (25) affirmative action. (LBT)

This study examined the extent to which racial and ethnic preferences were used in the admissions policies of six North Carolina public universities ranging from the most to the least selective. Data were collected on applicants, admittees, rejectees, and enrollees regarding racial or ethnic group, SAT scores, and high school grade point averages. Results indicated that all six schools had substantial qualifications gaps between black and white applicants who had been accepted for future enrollment. The odds of admission at five schools indicated a strong degree of preference in admissions given to blacks over whites. Only a moderate qualifications gap existed between Hispanic and white applicants accepted for future enrollment. The odds of admission of Hispanic versus white students differed at the six schools. Asian applicants received no special preference at any of the schools, and the odds of admission favored whites over Asians. Schools routinely rejected many white applicants with higher test scores and grades than black applicants who were admitted. The 6-year graduation rates of white students were higher than those of blacks at all schools. (SM)

This report presents findings of the Center for Equal Opportunity's investigation of undergraduate admissions at the University of California, San Diego (UCSD). It describes the racial and ethnic composition of UCSD applicants, admittees, rejectees, and enrollees, and the racial and ethnic differences in Scholastic Assessment Test (SAT) and high school grade point averages (GPAs) for these groups. The report also provides a detailed summary of the procedures used to generate these results. The analysis and report focus on African Americans, Hispanic Americans, Asian Americans, and Whites, but statistical comparisons were not made with American Indian/Native Alaskan applicants. In 1995, 39% of applicants were Asian Americans, 44% were White, 13% were Hispanic American, and 3% were African American. The racial and ethnic composition of admitted students and of rejected students was similar to that of the profile for applicants. The racial and ethnic composition of enrollees was similar to that of applicants. In 1995, proportionately fewer African American applicants were accepted than Hispanic, Asian, or White applicants. There are two virtually distinct populations of enrollees at UCSD as measured by SAT mathematics scores, with African Americans and Hispanics on one hand and Whites and Asian Americans on the other. There are few overlapping scores between these groups. Verbal SAT scores show more overlap than mathematics scores. The different racial and ethnic groups were almost alike on high school GPA. A look at the graduation rates in previous years indicates that Hispanic and Black students are less likely to graduate in 5 years. It is believed that this difference reflects differences in preparation for college. Results support the view that UCSD weighs grades above test scores in determining admission, and demonstrate the existence of racial preferences in admission, even though students given preference are less likely to graduate in 5 years. (Contains eight figures.) (SLD)

This report presents conclusions and recommendations of a study of possible criteria to define educationally underserved populations in Texas in light of the 1994 Court decision (Hopwood v. Texas) ending the use of racial quotas. The study identified qualitative variables related to social and cultural factors and 10 quantitative criteria (such as socioeconomic background, first-generation college status, and financial status of student's school district). The study came to eight major conclusions including that: (1) there is no single criterion or combination of criteria that will produce the same level of minority participation as prior to the Hopwood decision; (2) institutions using selective admission procedures may have decreased minority applications; and (3) the use of standardized tests (such as the Scholastic Assessment Tests (SAT) and the American College Testing (ACT) program) unduly limits admissions of underserved populations. Twenty-one specific recommendations are made and organized into those for the Texas Higher Education Coordinating Board, for the legislature, and for Texas institutions of higher education. After an executive summary, the report presents the full qualitative and quantitative analyses of alternative diversity criteria (including extensive data tables). Appended is a survey of the research on the predictive validity of College Board admissions tests. (Contains 54 references.) (DB)

This paper offers suggestions for teaching high school and college students about cultural diversity and for providing them with multicultural educational experiences. After presenting a background and rationale for such teaching, the paper gives a list of classroom activities, including student reactions to statements regarding racism and affirmative action and a video analysis exercise. Among the suggestions are that students write down their feelings and reactions to the video, then share what they have written in a class discussion, guided by the teacher. (CR)

The Student Equity Plan developed by California's Mount San Jacinto College (MSJC) is intended to assure equal access of historically underrepresented and ethnic minority students while maintaining excellence in academic standards. This update provides current information on the goals and activities involved in the Plan. An executive summary reviews state legislation mandating the development of student equity plans, the goals and initiatives of the Plan, and student equity indicators used at MSJC. The second section provides background information to the development of the plan, while the third provides tables of results from surveys of faculty, staff, and students regarding the campus climate. The fourth section discusses student access at MSJC, providing data on the percentages of ethnic groups in the college service area and student body and suggesting that the college's funding be increased in order to adequately serve all the students. Sections five through eight then provide data by ethnic group and gender on basic skills completion, successful course completion, degree and certificate completion, and transfer. The final section describes MSJC's annual review model. Each section includes tables which detail the barriers pertaining to that section, and implementation strategies for each barrier. (AJL)

This paper reviews critical court cases regarding affirmative action and offers guidelines to institutions of higher education evaluating and developing their affirmative action programs in the context of continuing changes in this aspect of law. It discusses the following aspects of affirmative action: what affirmative action is and the need for affirmative action plans, the legal foundation for affirmative action, and the recent legal history surrounding this issue. The paper emphasizes that institutions should: (1) ensure that their affirmative action plan has a clear purpose; (2) narrowly tailor the plan to achieve that purpose; (3) periodically audit or assess the plan; and (4) make allowances for special considerations. A checklist for institutions evaluating or developing affirmative action plans is offered. A matrix chart compares six major legislative and executive statutes and authorities concerning race and gender discrimination. Major cases discussed in the paper include: Hopwood v. Texas (1996), Adarand Constructors v. Pena (1995), and Regents of the University of California v. Bakke (1978). The appendix provides summaries of these and other significant affirmative action cases from 1978 to 1996. (CK)

This report provides an overview of the available racial and ethnic data on high school completion rates, college participation, college enrollment, degrees conferred, and employment in higher education for the period 1974-1994. Major data sources are reports of the U.S. Bureau of the Census and the National Center for Education Statistics. The report also includes a special focus on affirmative action and higher education. Trends identified include the following: high school completion rates increased for African Americans but declined for Hispanics; women continue to complete high school at higher rates than men with a 6 percent gap for Hispanics, 6.3 percent gap for African Americans, and a 3.9 percent gap for whites. The total college-age population continued to decline, falling 10 percent from 1984 to 1994 while total college enrollment declined slightly. All four major ethnic groups achieved enrollment growth, with Hispanics increasing 6.9 percent, Asian Americans 7.5 percent, and Hispanics 6.7 percent (at two-year institutions). The number of faculty of color increased 43.7 percent from 1983 to 1993, compared with a 6.4 percent increase for whites. Twenty-three tables of data and other tables and figures provide detailed statistical data. (Contains 70 references.) (JLS)

This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division (WID), is designed to prepare trainees to carry out administrative requirements effectively. The following topics are covered in the module's individual sections: program management systems, corporate relationships with WID, and lines of communication; corporate and division policies, procedures, and instructions; hiring, promotion, and discipline policies; sexual harassment policies; fitness for duty; diversity and affirmative action programs; WID's employee compensation program; and procedures for obtaining support in legal and ethical matters. Each section includes some or all of the following: enabling objectives, an exercise requiring trainees to evaluate a manager's effectiveness in a given scenario, and lists of good practices and practices to avoid. Concluding the module are a list of "smart moves," practice test, test answers, and a 25-item reference list. (MN)

Intended to assure equal access of historically underrepresented and ethnic minority students while maintaining excellence in academic standards, Mount San Jacinto College (MSJC), in California, developed this student equity plan. An executive summary reviews state legislation mandating the development of student equity plans, the goals and initiatives of MSJC's plan, and student equity indicators used at the college. The second section provides background information to the development of the plan, while the third provides tables of results from surveys of faculty, staff, and students regarding the campus environment. The fourth section discusses student access at MSJC, providing data on the percentages of ethnic groups in the college service area and student body and suggesting that the college funding base be increased so that all students have access to college. Sections 5 through 8 then provide data by ethnic group and gender on basic skills completion, successful course completion, degree and certificate completion, and transfer. The final section describes MSJC's annual review model. Appendixes include the texts of California Assembly Bill 4071, related to campus climate, and Division 6 of Title 5 of the California Code of Regulations, related to student equity; survey instruments; MSJC's guarantee of nondiscrimination; an affirmative action plan; data on annual hires; MSJC's sexual harassment policy; campus goals related to affirmative action and the Transfer Center; and a list of members of the Student Equity Committee. (TGI)

Because affirmative-action programs require governmental entities to act in a race-conscious and/or gender-conscious manner, public employers' affirmative-action programs may be challenged under both Title VII and the Equal Protection Clause of the 14th Amendment to the U.S. Constitution. This document describes the standards of review by which courts examine the appropriateness of an affirmative-action plan--the Title VII standard of judicial review and the equal-protection standards of review. The paper addresses the dilemma of whether school districts should formulate affirmative-action plans based on the requirements of Title VII or on the demands of the Equal Protection Clause. To minimize liability, it is recommended that public colleges and universities formulate their affirmative-action plans in accordance with the stricter requirements of the Equal Protection Clause. With the omission of the Sixth Circuit, gender-based affirmative-action plans are constitutional if they are substantially related to government interests. The distinctions between important government interests and substantially related interests are described. In conclusion, public education employers are mandated by federal law to implement gender-based affirmative-action programs if their past employment practices have had a discriminatory effect on women. Programs may also be instituted to redress the results of past social discrimination against women. However, an ill-devised plan may provide grounds for charges of reverse discrimination against the employer. (LMI)

One of a series of guides on implementing the Americans with Disabilities Act (ADA), this guide focuses on cultural diversity and the ADA. First, the major components of the ADA are summarized. This is followed by discussion of employer considerations in addressing cultural diversity issues and implications of the ADA, such as diversity initiatives led and supported by management, development of training programs which focus on communication skills and compliance with the ADA, writing of job descriptions that identify essential job functions, and non-discriminatory performance appraisals. The meaning of "reasonable accommodation" is addressed, noting criteria for whether such an accommodation would create an "undue hardship" for the employer. The guide ends with some suggested implementation strategies to heighten awareness of ADA through cultural diversity initiatives in business and industry. These include affirmative action initiatives to actively recruit individuals with disabilities, provision of training and promotion opportunities to minority individuals and those with disabilities, and integration of the nondiscrimination requirements of the ADA in all facets of personnel training and human resources practices. Suggested organizational resources are listed. (DB)

The North Carolina Department of Public Instruction has made considerable progress in removing barriers that tended to preclude women and minority group members from competing for jobs on an equal basis. However, there remains a need to identify and remove those discriminatory practices that may still exist in the department's employment procedures. This document presents the department's affirmative action plan. The introduction includes the equal employment opportunity/affirmative action policy, the sexual harassment policy/plan, plans for policy dissemination, program responsibilities, an analysis of employment distribution by race and sex, goals and timetables, sample affirmative-action programs, and procedures for program evaluation. Appendices contain a definition of terms, an equal employment opportunity form, an exit interview form, an employee evaluation form, a list of recruitment sources, guidelines for recruitment and employment, and other employment forms. (LMI)

This publication presents a series of steps that can be used by employers to initiate or modify a diversity program. It is based on a study of a nationally recognized model developed by the City of San Diego. Fifteen steps that are considered elements of San Diego's success are described, using the city's experience. The steps are as follows: secure commitment from the top; assign qualified staff; write a mission statement and define the terms; conduct external and internal research; present the strategy to top management; secure the money; establish a steering committee; develop partnerships; develop the program; conduct diversity training; encourage department activities on diversity; establish a speakers' bureau; tell the story and keep everyone informed; hear advice from those who have done it; and keep the vision and act on it. Exhibits that make up almost one-half of the publication include the following: interview questions for the City of San Diego; focus group questionnaire; supervisors' diversity commitment pre-session and post-session questionnaires; invitation from City Manager to attend diversity training; learning goals; handout on what is meant by cultural diversity; and speakers' bureau topics. (YLB)

This study discusses the racial and ethnic composition of Minnesota's children and child care providers, focusing on the need for more multi-ethnic, culturally-appropriate programming for the increasing number of children of color in the state. A 1992 survey of 1,003 day care centers and 35 Head Start programs found disparities between numbers of staff of color and European-American caregivers. Center staff of color were more likely to hold lower level positions in centers than European-Americans. Among the nine recommendations intended to have an impact on the cultural appropriateness of the child care system in Minnesota were the following: (1) recruitment of child care providers of color; (2) multicultural training for all providers; (3) professional development opportunities for child care providers of color; (4) implementation of strategies for overcoming barriers to people of color entering the child care field; (5) collection of information on the informal system of child care; (6) promotion of collaboration among new and existing diversity efforts; (7) increasing financial subsidies to families to improve access to care; (8) continuing to track racial/ethnic data on children in child care and child caregivers; and (9) working with public and private funders to support statewide and local efforts focusing on cultural diversity. (Four appendices provide information on data sources, growth rates for populations of color in Minnesota counties, a map of Minnesota, and survey data for Minnesota and its geographic and political subdivisions. (MDM)

A study was conducted at Rancho Santiago College (RSC) District campuses to determine the extent to which the college provides a welcoming, receptive, inclusive, friendly, and non-hostile environment for students of special groups, including minority students, older students, women students, and disabled students. Five areas of study related to an equitable campus climate were identified, including College and Community, Student Life and Comfort, Student Performance and Retention, Curriculum and Pedagogy, and Faculty and Staff. Questionnaires were administered to a random sample of RSC students, to all staff and full-time faculty, and to high school seniors and staff in RSC's service area. In addition, interviews were conducted with RSC faculty and staff. Following an introduction, this report presents five detailed sections corresponding to the five areas of study. The first section provides analysis of responses to equity questionnaires completed by RSC faculty and students, and area high school students, teachers, and counselors. Section 2 analyzes responses to staff surveys, student satisfaction surveys, transfer student surveys, and graduate surveys, as well as results of staff interviews. Section 3 examines student persistence and academic performance data, and reviews RSC programs for select student groups. Section 4 analyzes questionnaire results as they relate to RSC curriculum and instruction. Finally, section 5 reviews faculty and staff characteristics, presents results of faculty and staff equity questionnaires, and discusses staff interview results. Appendixes provide tabulated survey results, the survey instruments, and copies of RSC policy statements and other documents relating to issues of diversity and affirmative action. (PAA)

Developed for faculty and staff of the California Community Colleges (CCC), this report serves as a comprehensive, quick reference to revisions of the Affirmative Action Staff Diversity Regulations of Title V of the California Education Code. The report provides separate explanations of each of the 29 sections of the legislation, presents detailed answers to 17 commonly asked questions, and contains a copy of the actual legislation. The opening sections list issues addressed in the regulations in addition to hiring procedures and briefly review 13 selected sections of the Title V regulations. The next section reviews the 29 sections of the legislation, which are entitled Affirmative Action; Scope and Intent; Definitions; Policy Statement; District Plan; District Evaluation and Report to Chancellor; Advisory Committee; Responsibility, Delegation of Authority, Complaints; Recruitment; Job Announcements and Required Qualifications; Applicant Pool; Screening or Selection Procedures; Persons with Disabilities; Complaints; Applicability to Districts Operating on the Merit System; Fund Allocation; Success; Point Factors; Failure to Report; Required Report; Visitor Parking for Persons with Disabilities; Sexual Harassment and Sexual Discrimination; Responsible District Officer; Complaint; District Investigation; Administrative Determination; Final District Decision, Appeals; Forward to Chancellor; and Extensions, Fail to Comply. Questions pertinent to particular section are presented and answered. The final section of the report provides the actual legislation. (PAA)

All campuses and units of the University and Community College System of Nevada annually submit data to the Chancellor's Office on affirmative action. This report provides tables of affirmative action data for students enrolled during fall 1992 and professional and classified staff employed during 1992. First, student data is provided on gender and race/ethnic designation by campus; percentage of minority student enrollment for fall 1985 and fall 1992; and percentages of female, white, and minority enrollment from 1985-1992. Next, faculty tables provide data on gender and race/ethnicity by campus and systemwide for 1989, 1991, and 1992 and by length of contract (9-10 month vs. 11-12 months) for 1992. Then, tables on classified staff provide 1992 data on gender and race/ethnicity for executive, administrative, and managerial employees; other full-time professionals; full-time secretarial and clerical employees; full-time technical/paraprofessional employees; full-time skilled craft employees; full-time service/maintenance employees; and part-time employees. Finally, tables are presented on the gender and race/ethnicity of new hires employed between July 1 and September 30, 1992 and staff eligible for and awarded tenures and promotions from 1991-1992. Highlighted findings include the following: (1) 17% (n=10,970) of the students enrolled systemwide in fall 1992 were members of minority groups, up from 11% in 1985; (2) systemwide, the secretarial/clerical job category had the highest proportion of female employees at 92%; and (3) of the 217 full-time professional staff hired between July 1 and September 30, 1992, 36% were female and 15% were minority. (ECC)

This guide identifies the key skills for the delivery of education and training for black adult learners in Britain. It provides a rich resource of examples of good practice and case studies of innovative approaches to policy development, curriculum, and support. Each section is structured to include introductory comments to clarify current thinking and contextualize recommended good practice; an outline, in checklist form, of some key issues for students, practitioners, and managers (as appropriate) for use as a training aid or to inform planning, review, and policy development discussions; a practical example, case study, or resource; and a list of resources and useful contacts. Section 1, Pre-Course, covers community consultation, policy development, outreach, and marketing and publicity. Section 2, Recruitment and Selection, addresses educational guidance; precourse assessment and accreditation; recruitment, selection, and admissions; staffing issues; and ethnic monitoring. Section 3, On-Course, focuses on these topics: ethos and environment, personal support, curriculum issues, on-course assessment, language support, and working with refuges. An appendix provides some useful definitions of race equality terms. (YLB)

This publication is a practical guide to implementing the Mathematics, Science, and Minorities: K-6 (MSM: K-6) Project, a program to increase minority student participation in mathematics and sciences in the kindergarten through sixth grade levels. The guide is organized into five parts. Part 1 is an introduction that explains why minority participation in mathematics and sciences is important, describes how this particular project began, notes typical obstacles to be overcome, and describes project components. Part 2 contains four testimonials from different schools that have implemented the project in the District of Columbia metropolitan area. Two accounts are told from the teacher's point of view, one is a principal's reflection, and the other is told from the guidance counselor's point of view. Part 3 is the key section that describes a nine-step implementation process (determining the nature of the problem, deciding how to get started, developing goals, identifying leadership teams, developing intervention plans, implementing a staff development program, implementing a school-based intervention plan, disseminating and institutionalizing, and evaluating). Part 4 offers reflections on what might have been done differently at locations where the program is in place. Part 5 is a summary. Four appendixes contain research study information, a list of project consultants, a checklist for reformers, and first year reflections. (JB)

This course guide is designed for teaching about the U.S. business system. Students are introduced to management functions and the background knowledge/skills necessary to be a successful manager. The guide contains 10 competency goals: (1) nature of U.S. business; (2) environment of business; (3) types of business ownership; (4) management function; (5) employability skills and leadership development; (6) labor relations and legislation; (7) communications; (8) financial management; (9) production and marketing; and (10) critical issues. For each competency goal, objectives, learning activities, key terms, and suggested resources are listed. A bibliography of 56 printed resource materials, 12 visual materials, and 3 computer software packages is included. (NLA)

This manual is designed to be used to acquaint Michigan State school and community members with provisions and requirements of the Steward B. McKinney Homeless Assistance Amendments Act of 1990. This act authorizes local and intermediate school districts to use competitive funding and to implement innovative laws, policies, and procedures that ensure a free and appropriate education for school-age homeless children and youth. The manual summarizes background information and provides a brief description of the impact of homelessness on the educational and social development of homeless children and homeless youth. The manual provides suggestions for achieving educational success for this population. In addition, the manual details the role of the State Board of Education and that of local and intermediate school boards. (JB)

This affirmative action (AA) guide is intended to identify and remove discriminatory employment practices that may still exist in the North Carolina State Department of Public Instruction (DPI). DPI extends equal employment opportunity (EEO) to all applicants and employees without regard to race, color, religion, sex, age, handicap, political affiliation, or national origin. Supervising personnel must make positive efforts to prevent discriminatory practices, including sexual harassment. The following policies, actions, and responsibilities are outlined: (1) EEO/AA Policy; (2) Sexual Harassment Policy/Plan; (3) policy dissemination; (4) program responsibilities; (5) a female and minority workforce analysis by survey of employment distribution by race and sex; (6) goals and timetables; (7) AA programs; and (8) program evaluation. Statistical data are included on 10 tables and 9 graphs. The following material is appended: (1) equal opportunity employment form; (2) exit interview form; (3) employee's performance evaluation form; (4) affirmative action list of recruitment sources; (5) recruitment and employment guidelines; (6) employment authorization/vacancy announcement form; (7) recommendation for employment/promotion/transfer form; and (8) six tables of statistical data on 1988 manpower information for affirmative action programs in North Carolina. (FMW)

This chapter explores alternative solutions for selective institutions of higher education to reach beyond their traditional admission measures and identify diverse students who might otherwise not be selected by traditional admission criteria.

Discusses how colleges and universities must demonstrate that granting racial preferences in admissions will confer a benefit upon society, and how they can develop a plan for granting racial preferences that is "narrowly tailored" to achieve only the level of diversity needed to create the desired benefit. (EV)

This report discusses non-sports-related Title IX complaints filed with the Department of Education's Office for Civil Rights (OCR) from 1993-1997. Its purpose is to dispel the popular belief that Title IX is a sports-equity law and to determine the effectiveness of the legislation. The document examines the kinds of complaints filed, the status of those making the complaints, and the actions taken in response by the OCR. It found that 70 percent of the Title IX complaints filed in the 4-year period were non-sports related. It also found that although Title IX has improved the educational climate for women and girls, enforcement of the law varies widely by region and is often hampered by the absence of guidelines and the overtolerance of institutional foot-dragging. The report encompasses 425 cases, representing more than 60 percent of nonsports-related cases resolved by the OCR. The report includes an overview of the scope and impact of Title IX; the enforcement of Title IX; case and complaint information, including the types of complaints; trends and issues; filing and investigative procedures; the resolution and monitoring of complaints; and an action agenda for Congress, the OCR, schools, and universities. (RJM)

This paper invites views from the heads of publicly funded higher education institutions in the United Kingdom, higher education trade unions, and other bodies with an interest in equal opportunities on a proposal to set up an equal opportunities action group. While the proposal notes that progress has been made in providing equal opportunities for all who work in higher education, several reviews in 1999 by administrative bodies indicate that further improvement is required. The proposed group would be a collaborative venture and would included various representative bodies, existing networks, and initiatives with a mission to support the work of higher education institutions in the UK and provide an overall review of progress. A partnership framework is set out in detail. The cost over a five-year period, covering all of the UK, is estimated at 2.5 million English pounds. Several specific comments are requested. Appendix A sets forth the mission and aims of the partnership group; appendix B shows the organizational structure and roles of the various bodies. (RH)

Examines the implications of court cases challenging the legality of affirmative action policies of college and university financial aid programs. Explains five exceptions to requirements that such programs be race-neutral. These exceptions are: when aid is for disadvantaged students, authorized by Congress, to remedy the effects of past discrimination, to create diversity, and is privately funded and restricted. (DB)

Explores the importance of race in the United States as a means to questioning the necessity of affirmative-action laws. Presents different perspectives on the pros and cons of affirmative action in hiring practices and educational admissions. Asserts that the laws prohibiting affirmative action in Washington and California demonstrate the changing public climate. (CMK)

This report discusses the education and empowerment of Hispanic Americans, stressing the importance of expanding access to educational opportunity from preschool through graduate and professional school. The report focuses on closing the educational and opportunity gap faced by Hispanics in the United States. After an introduction, "A Hard Look at Where We Are Now," the first section discusses "Education and Hispanic Economic Opportunity." The next section presents "Where the Jobs Are," examining various types of jobs. The third section discusses "Earnings and the Hispanic Education Gap," examining educational achievement and attainment, education and earnings, job types, immigration and the economy, education and unequal pay, the importance of academic skills, the educational domino effect, and the importance of nonacademic skills. The fourth section examines "Skills and the Hispanic Employment Outlook through 2006," discussing the various skill levels and noting policy implications. The fifth section examines "Hispanic College Participation, 1995-2015," discussing challenges and increased access for traditional and nontraditional students. The sixth section highlights "Policy Priorities," including money matters, affirmative action and beyond, reinventing assessment, and supporting bilingual education. The seventh section discusses "A Strategy of Engagement," including enhancing social capital, reaching out to Hispanic students, encouraging community-based postsecondary institutions, and introducing new policy priorities. An appendix presents additional data on educational attainment and educational opportunity. (Contains 74 references, 16 tables, and 32 figures.) (SM)

Information and guidelines are presented in this report on the Black Advisory Committee (BAC) at Valencia Community College, which was created to monitor and assess the progress made by the college in increasing the enrollment and meeting the needs of black students. The preface outlines the history of the BAC's creation, the needs that the committee was designed to address, and its current role as a sounding board for matters pertaining to minority students. Next, guidelines for the BAC specify: (1) the status of the committee; (2) its purposes, i.e., to be a source of information for the college president, to assist in recruiting and retaining black personnel and students, and to develop a positive image of the college in the community; (3) its membership, which consists of people from the black community, administrators, faculty, and staff; (4) the offices and tenure of committee members; and (5) the frequency of meetings. Appended material provides BAC recommendations to the college president from 1979-80 through 1982-83, which included the funding of a Black Student Retention Pilot Project, the establishment of an Office of Minority Affairs, improved transportation for students, more support for developmental programs, and the employment of greater numbers of black faculty and administrators. Information on BAC incentive award recipients is also included. (HB)

Designed to provide an introduction to major issues, controversies, and case law related to Title IX of the Education Amendments of 1972, this handbook is intended to promote more informed interaction between administrators and the attorneys who represent and advise them regarding sex discrimination issues. Following a brief explanation of the need for Title IX in section I, section II discusses the theory and reality of permissible and impermissible discrimination and offers a capsule history of judicial opinions in cases involving sex-based distinctions. In section III, the author discusses the statute's enactment and amendment processes and provides a section-by-section analysis. Beginning with an exposition of the implementing regulation's adoption process, authoritativeness, scope, and interpretation, section IV offers a detailed analysis that constitutes the bulk of the document. In addition to its introductory section, this analysis contains sections on (1) coverage; (2) prohibitions of discrimination on the basis of sex in admission and recruitment, education programs and activities, and employment in education programs and activities; and (3) interim procedures. Appendix A provides a copy of the Title IX implementing regulation republished in 1980 as C.F.R. Part 106. Appendix B summarizes the United States system of legal references and citations. (JBM)

This sourcebook presents results of a recent case study of how principals are selected in American public school districts. Part 1 (chapters 1-3) describes and evaluates conventional selection practices in 10 randomly supplied school districts according to a five-step process: vacancy announcememts, selection criteria, applicant pools, screening, and employment decisions. These procedures as currently practiced do not do justice to the importance of the principalship, nor do they manifest any consistent likelihood of attracting or selecting the best qualified candidates. Chapter 3, "Pathways to the Principalship," provides case histories of five principals of varying competence, in order to illustrate the vagaries of the selection process from the applicants' perspective. Part 2 (chapters 4 and 5) describes three promising alternative procedures currently in use at five school districts: (1) assessment centers; (2) district operated internships; and (3) "exemplary" common practices. A comparative analysis follows, delineating the difference between the conventional practices described in part 1 and these alternatives. The essential advantages of the latter derive from sequential screening, which provides more objective, reliable, and comprehensive data for assessing applicants, so that appointments are based more on merit than on contingencies. The result is greater credibility for the selection process and a corresponding enhancement in prestige for the principal. Guidelines are included for developing or revising a principal selection procedure. (TE)