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This document is a compilation of academic articles and papers that cover topics such as economic inequality, diversity and inclusion in education, and the role of business schools in society. The articles offer a range of perspectives and research findings, making them useful resources for library patrons conducting research on these subjects. However, the document does not provide summaries of the individual articles. [Extracted from the article]

The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions. [ABSTRACT FROM AUTHOR]

With its direct impact on admissions procedures and (in)direct impact on campus climate, affirmative action bans can potentially influence student retention. This study uses a national dataset to examine the relationship between affirmative action bans in Oklahoma and New Hampshire and retention rates at public colleges and universities. Our findings indicate that the adoption of affirmative action bans is not associated with the average full-time or part-time retention rates for treated institutions relative to those institutions without affirmative action bans. We discuss the implications with respect to admissions policy changes, students' college choices, and alternative policies to increase student diversity, equity, and inclusion. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusionSignificant gender disparities exist in the medical field. Medical schools play an important role in promoting gender inclusion, which can lead to increased gender equity in clinical settings. This study explores participants’ experiences and gender perspectives at the University of Global Health Equity (UGHE) in Rwanda, which is prioritizing gender inclusion across several initiatives.This is a qualitative study with a feminist social constructivist approach. Participants included faculty and students in UGHE’s School of Medicine. Participants were selected via random stratified sampling by their role and sex. Twelve semi-structured interviews were conducted, six with faculty and six with students. The data was analyzed via coding and narrative analysis.Participants described their experiences at UGHE, including strengths, weaknesses, shifts in their own gender perspectives, and recommendations for the future. Three overarching themes included the role of affirmative action, integrating gender-based training and curriculum, and strengthening institutional policies to promote inclusion.Medical schools play a key role in promoting gender equity and catalyzing a shift in gender perspective. Internal systems and policies impact gender inclusion. Medical schools should consider ways to build capacity for both its faculty and students in gender-related topics. [ABSTRACT FROM AUTHOR]

Substantive due process, drawn from the 14th Amendment, has been a consistent judicial doctrine for establishing and protecting the rights and liberties of Black citizens in the face of systemic racism. This prompts a question for political consideration and investigation: if the 14th Amendment is a constitutional equilibrium for rights Black citizens would otherwise not enjoy, could the rescission of a right decided and sustained by the 14th Amendment that is not racially explicit have negative racial implications for Black Americans? This study answers this question through an atheoretical case study on the ruling in Dobbs v. Jackson Women's Health Organization, which overturned Roe v. Wade. This study finds that the ruling in Dobbs weakened the 14th Amendment by allowing parameters to be placed on substantive due process. Though the question before the Court was the constitutionality of Mississippi's abortion law, the implications of weakening the 14th Amendment are that it allows for the legal and cultural revitalization of Black exclusion that existed under the Black Codes, which has already come to fruition in Students for Fair Admissions, Inc. v. President and Fellows of Harvard College and the end of affirmative action. [ABSTRACT FROM AUTHOR]

This article analyzes public preferences toward affirmative action (reservation policy) designed for disadvantaged social groups in India by examining the co‐relational and causal relationship between the perceived fairness of the reservation policies and the citizens' preferences for reservation policies available in the political sphere, government jobs, and higher education institutions; and how urban India—particularly the metropolitan cities—utilizes better opportunities for socioeconomic mobility. I argue that there are opposing trends in discourse, primarily based on self‐interest or motivation‐based community interest. Examining citizens' preferences by adding more variables to the analysis and testing them with the data (N = 1800) is imperative since self‐motivation or community interest cannot be the sole factor. The findings allow us to represent potential interaction effects based on caste, education level, and place of birth. These are the primary reasons for citizens' choices, and they all have an additive effect rather than being present as an individual factor of analysis. Related Articles: Harel‐Shalev, Ayelet. 2013. "Policy Analysis beyond Personal Law: Muslim Women's Rights in India." Politics & Policy 41(3): 384–419. https://doi.org/10.1111/polp.12016. Harel‐Shalev, Ayelet. 2009. "Lingual and Educational Policy toward 'Homeland Minorities' in Deeply Divided Societies: India and Israel as Case Studies." Politics & Policy 37(5): 951–70. http://onlinelibrary.wiley.com/doi/10.1111/j.1747‐1346.2009.00206.x/abstract. Pearson‐Merkowitz, Shanna. 2012. "Aqui no hay oportunidades: Latino Segregation and the Keys to Political Participation." Politics & Policy 40(2): 258–95. http://onlinelibrary.wiley.com/doi/10.1111/j.1747‐1346.2012.00349.x/abstract. [ABSTRACT FROM AUTHOR]

This paper accounts for the experiences of the authors who teach feminist approaches to gender and development practice at a university in India. As a space for discourse and debate on development, the university is consistently shaped by the embodied experiences of students who enter the university from diverse subject positions through affirmative action policies. This practice note shares how the teachers engage with teaching a course titled "Women, Development Practice and Politics". The paper highlights the inadequacies in gender and development (GAD) literature that views gender as a binary and women as a homogenous group, remains silent on the intersectional axis of gender inequalities, and uncritical of the development paradigm. The paper shares how the teachers overcome these deficiencies in the literature by creating a fluid connection with the "field", thereby highlighting the centrality of place-based (time–space-embodied) knowledges and reclaiming the legacy of critique, an attribute which is at the core of the GAD approach. [ABSTRACT FROM AUTHOR]

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the 70th anniversary of the Brown v. Board of Education decision, highlighting its impact on desegregation and the Equal Protection Clause. It explores unresolved legal and policy questions related to race in schools, including diversity, admissions, and affinity groups. The article also delves into the historical context, challenges, and outcomes of desegregation efforts, emphasizing the ongoing debate over racial isolation, educational quality, and the role of the judiciary in promoting equal educational opportunity. [Extracted from the article]

The article discusses the debate surrounding whether wealthy families should benefit from private-school choice programs, with advocates like Derrell Bradford supporting universal programs and Michael Petrilli advocating for need-based prioritization. Bradford highlights the importance of including the wealthy in coalitions for policy sustainability, while Petrilli emphasizes the need for fiscal responsibility and fairness in school choice programs. Examples from Ohio and other states show how a sliding scale approach can balance universal access with income-based eligibility for scholarships, ensuring both affordability and equity in education. [Extracted from the article]

In July 2023, the U.S. Supreme Court ruled on two cases: Students for Fair Admissions vs. the University of North Carolina and Students for Fair Admissions v. President and Fellows of Harvard College, effectively prohibiting the use of race as one of many factors in college or university admissions decisions. To explore these two cases, we conducted a content analysis of the legal briefs, the final court ruling, concurrences, and dissents. In its ruling, the Court did not overturn precedents upholding affirmative action, but the majority interpreted those prior cases in such a way that makes it impossible to justify the use of race in college admissions. Although these cases are from the context of higher education, the ruling highlights the fragility of affirmative action generally and may challenge the legal and regulatory structure that underpins many other important civil rights issues. [ABSTRACT FROM AUTHOR]

The article deals with the shortage of STEM teachers in Germany and its impact on the education system and the economy. It is pointed out that well-trained teachers are essential for high-quality teaching and equal opportunities in the education system. The shortage of teachers in STEM disciplines (mathematics, computer science, natural sciences, technology) is already leading to a massive loss of teaching hours and a decline in student performance. Industry, science, and research heavily rely on well-trained STEM professionals. The article suggests measures to counteract the teacher shortage, such as involving external learning partners, targeted recruitment of career changers and lateral entrants, and increased use of digital teaching and learning methods. It is recommended to create spaces for individual learning in teacher training and to promote research and project-based learning in STEM subjects. It is emphasized that schools should be designed in a contemporary and modern way to make the teaching profession more attractive. [Extracted from the article]

In a union campaign that began in 1970 and ended in 1974, the University of California at Berkeley's American Federation of State, County, and Municipal Employees (AFSCME) Local 1695's secretaries published a clerical workers' manifesto, participated in writing a formal affirmative action report with the librarian's union, and filed a mass grievance against sex discrimination signed by three hundred clerical workers. Significantly, they rallied against sex discrimination with the slogan "equal pay for equivalent work." Their campaign not only preceded the first comparable-worth campaign in 1978 in San Jose, California, but was linked directly to it through Local 1695 activists and their activism. This article complicates the origin story for the late-twentieth-century comparable-worth movement and highlights Local 1695's partnership with librarians in crafting what historian Katherine Turk has called an "expanded interpretation of sex equality law." [ABSTRACT FROM AUTHOR]

This article explores the gender disparities in prestigious biomedical awards in Japan. It reveals that women are underrepresented in scientific research fields and are less likely to receive prestigious awards. Despite efforts to promote gender equity in academia, gender gaps persist in Japan. The study analyzes three notable Japanese awards and finds that the majority of recipients are men, with only two women receiving awards in the last decade. The research suggests that unique circumstances within the Japanese scientific community, such as fewer female doctoral scientists and potential unconscious bias in the selection process, contribute to this gender gap. The authors recommend increasing transparency in the awarding process and promoting gender balance in the selection committee and among nominees to address this issue. [Extracted from the article]

The Supreme Court of the United States (SCOTUS) overturned affirmative action in higher education in June 2023, which has significant implications for the diversity of the pulmonary and critical care medicine (PCCM) workforce. This decision goes against previous rulings that allowed consideration of race as a factor in admissions. The history of systemic racism in medical education, including the closure of historically Black medical schools, has already led to a shortage of Black physicians. The recent SCOTUS ruling is likely to exacerbate these disparities. Medical institutions should develop strategies to support and recruit racially underrepresented trainees. [Extracted from the article]

Multiculturalism and cultural diversity permeate various sectors of society, including higher education. The educational policies implemented in this sphere appear to promote social and educational equality. The aim of this study was to examine this subject by analysing the affirmative action policy implemented in a Brazilian university. It sought to understand whether this policy has contributed to the access and completion of undergraduate programmes of black and mixed-race, indigenous and quilombola students. The analysis was conducted based on data relating to the access and dropout of students who enrolled in the university through the quota and reservation systems. Data were collected from university administrative datasets and a questionnaire administered to undergraduate course coordinators and students who had benefited from the policy in question and dropped out of university. The findings reveal, on the one hand, an increase in the intake of black and mixed-race, indigenous and quilombola students. On the other hand, a high dropout rate was observed among these students, which may raise the possibility that the policy in question is not completely successful. [ABSTRACT FROM AUTHOR]

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Affirmative action (AA) has long been viewed negatively in contemporary society. The political philosophies of AA are still widely misunderstood and fiercely debated around the world today. The argument against AA is that faculty hired through AA are less efficient than those hired through open/general category. This research attempts to empirically assess if professors from the Other Backward Class (OBC), Scheduled Caste (SC) and Scheduled Tribe (ST) categories in India's three Central Universities are equally productive and effective as their General category counterparts. The effectiveness of the four teaching categories (General/OBC/SC/ST) was evaluated using the CCR model of Data Envelopment Analysis, while the productivity of teachers was estimated using bibliometric analysis. The data analysis demonstrates that AA positively impacts the research productivity of marginalized groups, except ST, which has very low representation in Pure and Applied Sciences, with OBC and SC performing on par with their General counterpart when placed in higher productivity subjects. [ABSTRACT FROM AUTHOR]

This article analyzes how the implementation of affirmative action in Brazil has changed the way people, in particular potential beneficiaries of racial quotas, understand race, inequalities, and rights. Drawing on an original collection of essays written by low-income students in a college preparatory course in Rio de Janeiro, and comparing essays written nearly twenty years apart (2003 and 2022), it shows that potential beneficiaries have become more critical of the often-repeated notion that Brazil is a "racial democracy". It also finds that, contrary to their 2003 counterparts, potential beneficiaries in 2022 rarely express fear that racial quotas would increase prejudice against black people. Finally, students in 2022 commonly describe racial quotas as a means of reparation and a right the state should protect, a framing nearly absent in 2003. These findings highlight the transformative potential of affirmative action in creating a new legal consciousness among historically stigmatized groups. [ABSTRACT FROM AUTHOR]

Copyright of Tsinghua Journal of Education is the property of Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

BAföG is intended to exploit educational potential and promote equal opportunities. To this end, it has two main control levers: allowances and benefit rates. However, adjustments to both figures have been determined by political debates and budgetary considerations rather than on the basis of scientific evidence on the achievement of objectives. Without a causal impact evaluation, however, neither the effectiveness nor the efficiency of the funding can be determined. In view of the objectives and the scope of the funds used (€3 billion per year), causal evaluations appear more than overdue. This article proposes a solution to this problem with five key points as an impetus for political and scientific discussion. [ABSTRACT FROM AUTHOR]

The article discusses the Supreme Court case Swann v. Charlotte-Mecklenburg Board of Education which deals with educational choice. Topics mentioned include the impact of race and housing patterns on educational policies, the conflict between equal opportunity and diversity over liberty and individual rights, and effect of the city's desegregation policies on student achievement.

Background: For over 50 years, the United States (US) used affirmative action as one strategy to increase diversity in higher education including medical programs, citing benefits including training future public and private sector leaders. However, the recent US Supreme Court ending affirmative action in college admissions threatens advancements in the diversity of medical college faculty. Objective: Our study evaluated the demographic trends in Internal Medicine (IM) faculty in the US by assessing sex and race/ethnicity diversity to investigate who is likely to be impacted most with the end of affirmative action. Design: Longitudinal retrospective analysis Subjects: IM faculty from the Association of American Medical Colleges faculty roster from 1966 to 2021 who self-reported sex and ethnicity Main Outcomes: The primary study measurement was the annual proportion of women and racial/ethnic groups among IM faculty based on academic rank and department chairs. Results: Although racial/ethnic diversity increased throughout the era of affirmative action, African American, Hispanic, and American Indian populations remain underrepresented. White physicians occupied > 50% of faculty positions across academic ranks and department chairs. Among the non-White professors, Asian faculty had the most significant increase in proportion from 1966 to 2021 (0.6 to 16.6%). The percentage of women increased in the ranks of professor, associate professor, assistant professor, and instructor by 19.5%, 27.8%, 25.6%, and 26.9%, respectively. However, the proportion of women and racial/ethnic minority faculty decreased as academic rank increased. Conclusion: Despite an increase in the representation of women and racial/ethnic minority IM faculty, there continues to be a predominance of White and men physicians in higher academic ranks. With the end of affirmative action, this trend has the danger of being perpetuated, resulting in decreasing diversity among IM faculty, potentially impacting patient access and health outcomes. [ABSTRACT FROM AUTHOR]

The concept of "diversity dishonesty" has emerged as a pressing concern within highly selective and highly ranked schools of medicine, pharmacy, and public health at elite and highly ranked U.S. universities, particularly in the context of diversity, equity, and inclusion (DEI) efforts. This phenomenon, defined as a lack of sincerity and genuineness in an organization's commitment to genuine and measurable change regarding diversity, raises significant questions about the authenticity of their endeavors. Organizations often engage in surface-level or performative actions related to diversity, creating the illusion of progress and dedication while failing to enact substantive and meaningful advancements in promoting diversity and inclusivity. This applied research inquiry uses a review of literature, research theories, and research frameworks to delve into the nuanced dynamics of diversity dishonesty, exploring how organizations demonstrate a commitment in form but not in substance. The practice of tokenism, where diverse individuals are hired and prominently featured in organizational materials but are not genuinely valued, emerges as a defining characteristic of diversity dishonesty. Moreover, when questions regarding the authenticity of their commitment arise, organizations may resort to gaslighting minorities, further exacerbating the issue. Recognizing the critical need to address diversity dishonesty, this article comprehensively explores frameworks to understand and combat this phenomenon. It seeks to engage with viable theories, problem-solving approaches, and contextual models that can illuminate the complex interplay of factors contributing to diversity dishonesty. By shedding light on the mechanisms through which elite and highly ranked predominantly White schools of medicine, pharmacy, and public health engage in performative acts without enacting transformative cultural change, this research aims to pave the way for more genuine and impactful DEI efforts and future research in this area. [ABSTRACT FROM AUTHOR]

Presumed competent, Asian Americans exhibit the highest level of education and median household income of all major US ethnoracial groups. On average, they outpace all groups in the domain of education, yet they do not maintain their advantage in the labor market. The question of bias against Asian Americans has taken center stage in the most recent US Supreme Court ruling on affirmative action, but the attention has been on university admissions. We broaden the focus and rewrite the question to consider how Asian Americans seek to preempt bias in the labor market by strategically adapting to mitigate it. Strategic adaptation begins with precollege education, continues with college choice and major, and entails acquiring elite credentials that signal hard skills and merit. The strategy falls short of obviating bias altogether, however. We show how Asian Americans' labor market earnings and mobility vary by gender, nativity, national origin, place of education, and field of study. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the Supreme Court's decision in the case of Students for Fair Admissions, Inc. v. President & Fellows of Harvard College, which has sparked strong reactions. The Liberty Justice Center threatened medical school admissions departments with litigation if they did not cease diversity, equity, and inclusion policies. However, the Supreme Court's decision does not prevent colleges, including medical schools, from considering race-related experiences of applicants in order to improve care and health outcomes in Medically Underserved Areas (MUAs). The article emphasizes the importance of diversity in medical education and practice for better health outcomes in underserved communities. [Extracted from the article]

Copyright of Dados - Revista de Ciências Sociais is the property of DADOS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Ciencias Sociales is the property of Fondo Editorial Fundacion Universitaria Luis Amigo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the shift towards test-free admissions at selective colleges and universities in the United States. It highlights that while test-optional policies have led to modest increases in diversity, they also have unintended consequences such as confusion for low-income and minority students. The article explores the perspectives of admissions professionals on test-free policies and finds that they generally support them as a way to promote equity and reduce reliance on standardized tests. Admissions professionals feel well-prepared to implement test-free policies and believe it allows for a more careful evaluation of applicants. The article concludes by recommending continuous assessment of admissions policies and further research on the impact of test-free policies. [Extracted from the article]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article reflects on the past 50 years of education and the changes that have occurred during that time. It highlights various cultural shifts, such as the transition from black and white to color television and the emergence of new shows and music genres. The article also discusses significant educational reforms, including the Tinker decision, the passage of P.L. 94-142, and the implementation of career education. It acknowledges the ongoing challenges and debates in education, emphasizing the importance of considering different perspectives and the need for continuous adaptation and improvement. [Extracted from the article]

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Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to explore the policy considerations that should be taken into account regarding the practical introduction of affirmative action policies in the field of education. For this purpose, we analysed the 100 most relevant YouTube videos produced between 2015 and 2023 using network analysis, the aim being to utilize the material they provide on affirmative action so as to reflect this in future education policies. As a result, nine key policy considerations that should be considered when introducing affirmative action policies in the field of education were derived. [ABSTRACT FROM AUTHOR]

This article discusses the role of teacher education in promoting gender equity in Turkey and the United States. It compares the perspectives of pre-service teachers from both countries and examines how their teacher education programs prepare them to be gender-sensitive in their practices. The research reveals that teacher education programs often lack sufficient content and structure to develop gender awareness among trainees, even in societies that have made progress in achieving gender equality. The study emphasizes the importance of addressing gender issues in teacher education to create a more egalitarian understanding of education. [Extracted from the article]

This survey article provides insights regarding the future of affirmative action by analyzing the implementation methods and the empirical evidence on the use of placement quotas in the Brazilian higher education system. All federal universities have required income and racial‐based quotas in Brazil since 2012. Affirmative action in federal universities is uniformly applied across the country, which makes evaluating its effects particularly valuable. Affirmative action improves the outcomes of targeted students. Specifically, race‐based quotas raise the share of Black students in federal universities, an effect not observed with income‐based quotas alone. Affirmative action has downstream positive consequences for labor market outcomes. The results suggest that income and race‐based quotas beneficiaries experience substantial long‐term welfare benefits. There is no evidence of mismatching or negative consequences for targeted students' peers. [ABSTRACT FROM AUTHOR]

The diversity justification for race affirmative action recognized in the Bakke-Grutter-Fisher line of cases survived the SFFA v. Harvard ruling. However, the diversity rationale is scathed enough that universities should end the nearly forty-year-old practice of relying exclusively on the institution’s educational need for diversity to satisfy strict scrutiny. This Article argues that the SFFA v. Harvard ruling is a wake-up call for universities to understand and be prepared to invoke other defenses for race affirmative action in college admissions. [ABSTRACT FROM AUTHOR]

This article explores the conservative case against legacy preferences in college admissions. It argues that legacy preferences, which give an advantage to applicants with family connections to the institution, go against conservative values of hard work and self-reliance. The article discusses federal legislative efforts, such as the Fair College Admissions for Students Act and the MERIT Act, to end legacy preferences. It also highlights state-level efforts, with Colorado being the only state to successfully ban legacy preferences. The article concludes by suggesting that bipartisan cooperation is possible to address this issue and promote equal opportunities in college admissions. [Extracted from the article]

The article discusses recent Supreme Court decisions that have had a significant impact on higher education. Conservative justices on the Court have made rulings that undermine the use of race in admissions processes and limit the authority of colleges and universities. These decisions also restrict the Secretary of Education's ability to cancel student debt, making higher education less accessible for students. The article raises concerns about the cumulative effect of these attacks on higher education and the potential consequences for institutional authority and autonomy. The text discusses two separate cases, Students for Fair Admissions, Inc. v. President & Fellows of Harv. Coll. and Students for Fair Admissions, Inc. v. Univ. of N. C., which were resolved simultaneously by the Supreme Court. The plaintiffs argued that the consideration of race in admissions violated the Fourteenth Amendment, and the majority opinion rejected this argument. The article also mentions the Biden Administration's plan to cancel a portion of federal student loans, which was blocked by the conservative majority on the Supreme Court. These decisions have had a negative impact on colleges and universities, setting back efforts to provide financial relief to student borrowers and undermining diversity, equity, and inclusion requirements for faculty members. Overall, these challenges weaken the role of colleges and universities in society and democracy. [Extracted from the article]

The article discusses the rise of anti-literacy laws, particularly in the context of the Stop W.O.K.E. Act in Florida. It argues that these laws restrict the teaching of topics related to unconscious bias or systemic racism, under the guise of protecting students and teachers from discrimination and woke indoctrination. The article highlights the historical context of Black educational aspirations and the erasure of progress that has been made. It also discusses the impact of "anti-woke" legislation on education in the United States, criticizing these laws for undermining democratic principles and equal and adequate education. The article calls for stronger federal protections for education to ensure equal access and promote informed citizenship. [Extracted from the article]

The Syracuse Law Review recently published a book on Educational Access and Opportunity, which includes articles and panel discussions on various topics related to education. The publication covers recent Supreme Court decisions on race-based affirmative action and student debt relief, as well as controversies surrounding K-12 education funding, curriculum restrictions, and online instruction. The symposium emphasized the importance of promoting education access and empowering the next generation. The articles in the book address issues such as the impact of the Supreme Court's decision on race-conscious admissions policies, efforts to dismantle diversity programs, the criminalization of teaching critical race theory in K-12 classrooms, and the racial wealth gap's contribution to disparities in student loan debt. The authors provide analysis, debunk claims, and propose constitutional protections for education rights. [Extracted from the article]

Background/Context: Community colleges are seen as malleable institutions that work closely with high schools, vocational programs, employers, and community organizations to provide an education for all members of their local community. As an extension of the community, the education provided must address larger social changes (i.e., Affirmative Action, Title IX regulations) while simultaneously adjusting to the needs of the student population (i.e., food pantries, financial insecurities, homelessness, job outlook). This is a major responsibility, and working with these organizations to create programs designed to serve the needs of the people requires an agreement, or a social contract formed between these organizations and the community college. Due to the various needs of students and other social factors that create unique circumstances for certain groups, including racial minorities, neurodiverse populations, and the like, it is important to look at this contract with a critical eye. Using Charles W. Mills's (1997) framework on the racial contract and collaborative autoethnography, we examined our lived experiences as members of a community college on the East Coast to understand how the racial contract shaped our social interactions and self-perceptions as a faculty member and as a student of color in higher education. This is accomplished by applying Robin Isserles's (2021) concept of student sensibility, which asserts that academia is geared toward certain populations being successful, and because of this, students of color often struggle to develop a sense of belonging and achieve student success outcomes. Further, we provide implications for creating a more equitable workplace and learning place for faculty and students of color, respectively, at community colleges. Purpose: The purpose of the article is to explore student sensibility at an East Coast community college using the racial contract framework. It is explored through the experiences of Wonmai, a Thai American, cisgender, female PhD student (formerly a community college student) and Myron, a Black, cisgender, male sociology professor at the same community college. In the first half of the collaborative autoethnography, the student describes how her identity informed her transition from high school to college and shaped her sense of belonging and navigation within higher education. In the other half of the collaborative autoethnography, the professor illustrates how his dedication to supporting students from minority backgrounds has led to an overreliance on him as a faculty resource. The professor not only discusses his experiences as a faculty resource, but also discusses the role that racial outsourcing plays, or the ways in which academic institutions rely on faculty of color to provide an equitable educational experience and other services to students of color (as cited in Wingfield, 2019). Collectively, they share how race, racism, and the institutional culture within higher education shape the ways in which they see themselves as faculty and student. Overall, the goal of this article is to add to the scholarship on student development and faculty involvement, as well as critique institutional racial practices that continue to limit the outcomes of students and faculty of color altogether. Research Design: We utilize a collaborative autoethnography approach to explore student sensibility, racial outsourcing, and the racial contract. We chose this approach rather than the traditional autoethnographic approach to circumvent some of the ethical challenges of the traditional autoethnographic approach like issues with enactment of relational ethics, researcher vulnerability, degree of rigor, and the risk of leaning toward self-indulgence (Lapadat, 2017). By working together and sharing our personal stories to explore the impact of the racial contract and racial outsourcing on student sensibility, this methodology shifts the focus from a singular analysis to a collective perspective. Findings: Autoethnographic analysis yielded complex results. The PhD student experienced overt racist incidents and microaggression in high school and struggled to find a sense of belonging. Although she felt isolated and invalidated in high school, this experience was a vast contrast to her newer experience at the community college. At the community college, she was able to thrive and find a sense of belonging through the programs and opportunities. Although there are programs and policies that help students make sense and gain comfortability, the professor focused on the physical and emotional labor that faculty of color bear in the community college environment, which places obstacles such as racial outsourcing and heavy workload on faculty of color, resulting in heavy emotional work, among other outcomes. Conclusions: This article explores how the role of the racial contract and racial outsourcing shape student sensibility by using collaborative autoethnography about a former community college student of color and a current community college professor of color on the East Coast. Though there are limitations to this article, much can be learned from the analysis, which shows that the results were complex. The social contract between community colleges and the larger community has had a positive impact on student sensibility. The student was able to thrive and find sensibility within the community college system, compared to her secondary education experience. As result, she was able to take advantage of educational opportunities and explore many different interests, such as theater and studying abroad. However, applying a racial contract framework to the student sensibility, the professor illuminates that faculty issues, such as racial outsourcing, heavy workload, and the like, result in increased physical and emotional labor that affect not only student sensibility, but also the sense of belonging of faculty of color in higher education. Afrofuturism is discussed as a way to transcend the hegemonic structure. Through creative assignments and placing experience at the center, it can be a liberatory and experiential way of learning for many students because they are able to connect personal experiences to academic discussions through things they find meaningful. [ABSTRACT FROM AUTHOR]