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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]

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]

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]

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 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.)

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.)

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 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 Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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]

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 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]

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.)

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]

I study student characteristics and academic performance at the University of California, where consideration of an applicant's ethnicity has been banned since 1996 and SAT scores were used in admitting students to the university until fall 2021. I show the following: (1) SAT scores were more important than high school grades in predicting first‐year university GPA; (2) the use of SAT scores alone or with high school grades in determining admission is biased in favor of admitting underrepresented minorities and students who are socioeconomically disadvantaged; (3) SAT scores are more important and high school grades are less important in predicting GPA for underrepresented minorities and/or those students from low‐income families than they are for those students who are white and/or from high‐income families; and (4) the University of California found ways to admit a significant number of underrepresented minorities despite many of them having low SAT scores. [ABSTRACT FROM AUTHOR]

This article explores the recent United States Supreme Court ruling that deems race-conscious admissions practices at the University of North Carolina and Harvard as unconstitutional. The decision has significant implications for higher education institutions, limiting their ability to consider race in admission decisions. However, educational research, policy, and advocacy organizations argue that race-conscious admissions are necessary to address racial inequities in higher education. The article also delves into the historical context of Black student protests in the 1960s and 1970s, suggesting that a reimagining of affirmative action policies could challenge the current higher education system's limitations and promote free access to education for all. [Extracted from the article]

The article titled "Beyond the 'Tried and True': Emergent and Liberatory Residential Life and Housing Practices" discusses the need for reimagining and reevaluating traditional practices in residential life and housing in higher education. The authors argue that these practices must be examined through critical lenses and that new approaches are necessary to prioritize equity and liberation. The special issue of The Journal of College and University Student Housing explores alternative practices that center on humanity, well-being, and community-building. The articles in the issue provide examples of innovative and meaningful changes that challenge the status quo and promote inclusivity and social justice. [Extracted from the article]

The article explores the impact of the Supreme Court decision in SFFA v. Harvard on voluntary affirmative action programs. It discusses the history of affirmative action in higher education, highlighting landmark Supreme Court cases such as Bakke and Grutter. The article then focuses on the SFFA v. Harvard case and its implications for private employers. It argues that challenges to voluntary affirmative action programs in the private sector are unlikely to succeed due to the strength of Title VII and previous Supreme Court precedents. The article concludes by emphasizing the importance of investing in diversity and inclusion regardless of the future of affirmative action. [Extracted from the article]

The text provides an overview of the historical context and ongoing challenges surrounding equal citizenship rights in the United States. It discusses the impact of various Supreme Court decisions, including the veto of a Reconstruction-era statute and rulings on discrimination cases. The text emphasizes the importance of social movements and public engagement in shaping constitutional meaning and encourages individuals to uphold the ideal of equal citizenship, despite potential limitations from the current Court majority. [Extracted from the article]

In a setting of many‐to‐one two‐sided matching with nontransferable utilities, for example, college admissions, we study conditions under which preferences of both sides are identified with data on one single market. Regardless of whether the market is centralized or decentralized, assuming that the observed matching is stable, we show nonparametric identification of preferences of both sides under certain exclusion restrictions. To take our results to the data, we use Monte Carlo simulations to evaluate different estimators, including the ones that are directly constructed from the identification. We find that a parametric Bayesian approach with a Gibbs sampler works well in realistically sized problems. Finally, we illustrate our methodology in decentralized admissions to public and private schools in Chile and conduct a counterfactual analysis of an affirmative action policy. [ABSTRACT FROM AUTHOR]

The United States began as a place of bondage, a European‐privileged, segregated state where profit and exploitation ruled the day. American schools developed within this racially discriminate society. Euro‐American officials excluded African descendants and other people of color from political, economic, and educational opportunities. One theory to emerge for including non‐European descendants into America's segregated schools was multicultural education, which theorists established to provide African Americans and others with equal access to mainstream educational services. The popular terms to arise from multicultural education are diversity and inclusion although educators often use the condescending term "minorities" to describe communities of color. Critics of multicultural education believe it is unnecessary because it would create disunity and negate America's core values. Critics also believe multicultural educators do not address the impact of racism on educational development. Unlike multicultural educators, critical race theorists analyze the impact of racism as multicultural theorists tend to view racism as a social anomaly motivated by individual choice. This paper is an exploration of the sociological complexities of multicultural education and its effectiveness as a response to America's unjust society, the possibility of non‐white ethnic groups working together to create an atmosphere of educational equality under the theoretical guidance of multicultural education, and the extent of how students of color may include themselves in standard American school curriculums. [ABSTRACT FROM AUTHOR]

The article discusses the recent U.S. Supreme Court decision in Students for Fair Admissions, Inc. v. President and Fellows of Harvard College and Students for Fair Admissions, Inc. v. the University of North Carolina-Chapel Hill, which further restricted the consideration of race in college admissions processes. The decision has significant implications for racially minoritized students, who often face greater challenges in accessing educational opportunities compared to their white peers. The authors argue that this decision reflects a broader trend of repressive legalism, where external pressures lead educational professionals to suppress equity-oriented policies and practices. They emphasize the importance of countering these pressures and providing guidance to higher education administrators and student affairs practitioners to ensure equal treatment and promote nondiscrimination. [Extracted from the article]

This article explores the issue of diversity in centralized public school admissions and the challenges it poses in balancing diversity objectives with schools' priorities in assigning students. The authors propose a reserves-based choice rule that minimizes priority violations while meeting diversity objectives. They argue that stability, commonly used in previous approaches, is not necessarily a policy objective and instead advocate for directly modeling the school district's objectives. The article introduces the concept of priority violation instances and presents axioms to address this issue, proposing a reserves rule as a solution. It emphasizes the importance of transparent and explainable implementation of policy goals in market design and notes that the theory applies to both decentralized and centralized admissions systems. [Extracted from the article]

The article is a report from the Committee on the Status of Minority Groups in the Economics Profession (CSMGEP), which aims to address the underrepresentation of minority groups in economics. The report provides data on the representation of underrepresented minorities in economics degrees at the undergraduate and graduate levels, comparing it to representation in STEM fields and the general population. It also discusses the representation of minority women in economics and STEM. The findings show that minority groups, particularly Black, Hispanic, and Native American individuals, are underrepresented in economics compared to STEM and the overall population. Minority women are also underrepresented in both economics and STEM. The article highlights concerns about lower educational attainment among men of color and the overrepresentation of women in higher education, which makes the limited number of minority women in STEM, and economics in particular, troubling. The article suggests that major restrictions, demographics of instructors, implicit and explicit bias, and experiences of discrimination and unfair treatment may contribute to the underrepresentation of minority women in economics. The text also provides information on programs and initiatives aimed at increasing diversity and representation in the economics profession, as well as resources available to support minority students pursuing economics degrees. [Extracted from the article]

Affirmative-action-hostile admissions lawsuits are modern Trojan horses. The SFFA v. Harvard/UNC case—Students for Fair Admissions, Inc. v. President & Fellows of Harvard College and Students for Fair Admissions, Inc. v. University of North Carolina, et. al., decided jointly—is the most effective Trojan horse admissions lawsuit to date. Constructed to have the distractingly appealing exterior façade of a lawsuit seeking greater fairness in college admissions, the SFFA v. Harvard/UNC case is best understood as a deception-driven battle tactic used by forces waging a multi-decade war against the major legislative victories of America’s Civil Rights Movement, specifically Title VI and Title VII of the Civil Rights Act of 1964. Although the Court’s ruling in SFFA v. Harvard/UNC did not accomplish the legal goal of making race affirmative action categorically unconstitutional, the case conceals and perpetuates a moral falsehood with the ideological power to destroy race-inclusion-focused civil rights laws. [ABSTRACT FROM AUTHOR]

The Roberts Court holds a well-earned reputation for overturning Supreme Court precedent regardless of the long-standing nature of the case. The Roberts Court knows how to overrule precedent. In Students for Fair Admissions v. Harvard (SFFA), the Court’s majority opinion never intimates that it overrules Grutter v. Bollinger, the Court’s leading opinion permitting race-based affirmative action in college admissions. Instead, the Roberts Court applied Grutter as authoritative to hold certain affirmative action programs entailing racial preferences violative of the Constitution. These programs did not provide an end point, nor did they require assessment, review, periodic expiration, or revision for greater institutional efficacy, including possible race-neutral alternatives. The programs also failed to break down stereotypes through the introduction of a critical mass to empower diverse voices. The programs thereby resembled prohibited quotas or racial balancing. As such, the programs at issue violated Grutter, which still governs race-based affirmative action in college admissions. More importantly, the Roberts court paved the way for more expansive diversity-based admissions programs by permitting institutions to value individual racial experiences, which authentically further an institution’s mission and interests. After SFFA, the use of race as a factor could well face time limits. Contrastingly, individualized racial experiences may benefit college applicants at institutions that embrace diversity in an authentic way without facing any time limitation. Further, institutions with distinct missions may value diversity in a race-conscious way but without any racial preference. In sum, the Roberts Court guides the use of race in college admissions toward a race-neutral, diversity-based paradigm such that institutions may still unlock the empirically proven benefits of cultural diversity with only de minimus interference from the courts. This approach rests upon a powerful policy basis that leads to superior innovation, macroeconomic outcomes, social cohesion and, therefore, superior national security for the United States. This approach thus could support a powerful interest convergence. [ABSTRACT FROM AUTHOR]

At a time when equalizing measures like affirmative action are being challenged, a women's university is uplifting the most neglected and defenseless populations in Bangladesh. Yet the Asian University for Women (AUW) faces additional challenges in providing excellent higher education. This essay discusses how AUW also confronts mounting pernicious state control of education by transforming state-university relationships, and how, despite resurfacing nationalism and parochialism, it advocates for regional collaboration in its student body. In a conflict-ridden world, it marshals political, financial, and diplomatic prowess to provide a liberating pathway to those marooned in conflict. While fostering equality through its undergraduate and graduate programs, AUW has raised an age-old question concerning a university's function in an unjust, violence-prone, and divided world. Its answer: the best institutions embrace disadvantaged members of society through education aimed at emancipating those under the yoke of oppression. [ABSTRACT FROM AUTHOR]

This document discusses the legal background and implications of the end of affirmative action in higher education and the need to intensify efforts to diversify the medical field. It highlights the historical challenges and bans on race-based affirmative action in education, as well as the recent court ruling that overturned the use of race as a factor in admission decisions. The document also addresses the underrepresentation of historically underrepresented groups (HUGs) in undergraduate and medical school enrollment and emphasizes the benefits of diversity in the medical workforce. It suggests various mitigation strategies to improve diversity, such as alternative admission processes, targeted outreach, and diversity training. The document concludes by emphasizing the importance of a diverse medical workforce in providing equitable healthcare and calls for innovative actions to create change. [Extracted from the article]

Evidence from psychology and finance links facial characteristics to cognitive and non-cognitive abilities in males. Specifically, prenatal testosterone increases facial masculinity and mathematical aptitude, while circulating testosterone increases facial-width-to-height ratios (fWHRs) and effort in status-seeking behavior. To explore how these associations might influence college admissions, we analyze photos from 450 online social media profiles of alumni from 30 randomly selected Chinese universities ranked 1–200. Notably, Chinese universities use standardized tests almost exclusively for admissions. Thus, the rank of the college of alumni can serve as a measure of mathematical ability and effort in test preparation, and, thereby, the influences of testosterone. Supporting the influence of prenatal testosterone, alumni in "Hard" (i.e., mathematical) majors at high-ranked colleges exhibit significantly higher attractiveness. Supporting the circulating testosterone hypothesis, the fWHRs of alumni in all majors increase with college ranking. A comparison group of US alumni admitted on additional criteria showed no significant associations between facial features and college rank. These results suggest that college admissions based solely on standardized tests may introduce a non-uniform distribution of facial characteristics across universities, which is counteracted by admissions based on other criteria in the US. Our study provides novel insights into the relationship between facial indicators of ability and personality and academic achievement in post-secondary education. [ABSTRACT FROM AUTHOR]

The recent decision by the United States Supreme Court to limit affirmative action in college admissions could make it even more challenging for academically talented students of color to gain access to competitive schools. The importance of school counselors in guiding and supporting these students is now more crucial than ever. This qualitative study aimed to determine what school counselors need to know, do, and believe to help academically talented, Black students from low-income households gain admission into highly selective colleges and universities. Three broad themes and 10 subthemes emerged from the data analysis. The themes were (a) knowledge and awareness, (b) mindsets and beliefs, and (c) habits and practices. Implications for school counselor practice, training, and research are discussed. [ABSTRACT FROM AUTHOR]

This essay, published in Perspectives on Political Science, responds to Erwin Chemerinsky's book criticizing "originalism" as a mode of Constitutional interpretation. The author argues that Chemerinsky's denunciation lacks the judicial temperament expected of legal scholars. The essay provides an overview of originalism and its development as a reaction to perceived abuses of Constitutional interpretation. It also addresses Chemerinsky's arguments against originalism, including the claim that it denies the need for judgment and the observation that discerning a single intent behind Constitutional provisions is often impossible. The author defends originalism, highlighting the importance of textualism and the ability of judges to reconsider settled precedents in Constitutional interpretation. The essay concludes by discussing Chemerinsky's defense of "non-originalism" and the potential consequences of an originalist majority on the Supreme Court. [Extracted from the article]

This article explores the impact of women's leadership on access and equity in global higher education. It discusses the challenges faced by women in leadership positions, including gender discrimination and limited opportunities for career advancement. The article emphasizes the importance of inclusive leadership that values and respects diverse identities. It calls for greater support and resources to empower women in higher education leadership roles. The article also discusses the historical context and current status of women's leadership in higher education, highlighting the increasing presence of women in leadership positions in various fields. It addresses the challenges women face in progressing to leadership positions and emphasizes the importance of increasing gender diversity in leadership roles. The article concludes by emphasizing the importance of mentorship and networking organizations in empowering women to pursue higher education and leadership positions. The given text is a list of references and citations from various sources related to gender equity and women's leadership in higher education. It provides a comprehensive collection of resources for library patrons conducting research on these specific topics, including the representation of women in academia, the development of African American women in higher education, barriers and facilitators for women in Indian university leadership, and the experiences of women leaders in South Africa and Kenya. The text features information on the experiences of women leaders in different countries, the challenges they face, and the importance of diversity and inclusion in leadership positions. It also highlights the accomplishments of specific women leaders and provides insights into the historical context and current status of women's leadership. [Extracted from the article]

This article is a review of the book "Gender-Sensitive Budgeting (Contexts, Models, and Practical Experiences)" by Černenko, Jančovičová Bognárová, Klimovský, Neubauerová, and Zubáľová. The book provides a comprehensive overview of gender-sensitive budgeting, discussing its definition, benefits, drawbacks, and trends. It explores the historical background of gender-sensitive budgeting and the representation of women in decision-making bodies. The book also examines gender equality at the national and European Union levels, emphasizing the importance of equal economic independence for both women and men. It concludes with an analysis of gender measurement methods, including the Gender Equality Index and the Global Gender Gap Index. The publication includes detailed statistical data presented in charts and tables, focusing on gender equality in various areas such as economic participation, education, health, and political engagement. It also discusses the quantification of poverty, social exclusion, and income inequality, with a specific focus on gender equality. The book explores the concept of gender-sensitive budgeting and its practical implementation, highlighting its goals of promoting gender equality, transparency, and citizen participation. It concludes with examples of gender budgeting practices in selected countries and emphasizes the importance of control mechanisms for effective implementation. The publication is praised for its high quality and extensive use of international literature. [Extracted from the article]

This article discusses the importance of cultural responsiveness in surgical training, particularly in relation to Indigenous communities in Australia, Aotearoa New Zealand, and the Pacific Islands. The author, an Indigenous surgeon in training, shares their personal experiences and highlights the need for a non-Indigenous surgical workforce that is culturally aware and responsive. The article also addresses the issue of racism in the surgical field, using a theoretical framework to understand its different levels and impact on health. The author emphasizes the benefits of having a surgical workforce that reflects the population and calls for allyship and cultural responsiveness from non-Indigenous surgeons. [Extracted from the article]