Journal articles: 'Affirmative Action Pilot Program'

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Reddy, P. S., S. Moodley, and S. Maharajj. "Human Resources Capacity-Building in Local Government." Public Personnel Management 29, no. 2 (June 2000): 293–304. http://dx.doi.org/10.1177/009102600002900210.

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The Training and Development Scheme (TDS) is an affirmative action-based program located in the Greater Durban Area of Kwazulu-Natal. The program was conceived in 1992 to address the racial and gender disparities in the Durban Metropolitan Area. At the time the Scheme was introduced, the transition from an apartheid city council to a non-racial council had yet to take place, and the uneven racial and gender employment patterns were all too evident. The TDS would be one of the mechanisms to address the under-representation of Black (Indian, Colored, and African) employees in the management cadre of local and provincial government. The Training and Development Scheme has since evolved from a small affirmative action pilot project into a comprehensive human resource development program with additional objectives and partnerships. It is envisaged that at the end of the 1997–98 program, approximately 145 participants would have graduated from the Scheme. The participants would have been provided with education and training that complies with the requirements of the National Qualifications Framework and is dynamically linked to the broader institutional transformational issues of local and provincial government management. The Training and Development Scheme has since been upgraded and since 1998, has been offered as a Post-Graduate Diploma in Public Administration (Development Management) by the School of Public Policy and Development Management of the University of Durban-Westville.

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Mellifont, Damian. "Soft affirmative action lacking traction? An early qualitative exploration of the RecruitAbility Scheme performance within the Australian Public Service." Australian Journal of Career Development 27, no. 1 (February 27, 2018): 20–28. http://dx.doi.org/10.1177/1038416217745070.

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Politicians are challenged to increase economic opportunities for citizens with disabilities. Today, the employment of persons with disabilities within the Australian Government is being supported through a RecruitAbility Scheme. With full implementation of the Scheme underway, it is a timely research exercise to critically explore early progress. Enabling such exploration, this study has applied qualitative content analysis to 12 publicly available texts that collectively assess early (i.e. pilot and first year full implementation) program performance. Findings of this critical analysis should be of particular interest to policymakers, practitioners, and persons with disabilities. The findings reveal that despite policy rhetoric, the Scheme is making only modest achievements. This exploratory study supports a biopsychosocial model inspired approach, which aims to improve the recruitment, retainment, and career development of individuals with disabilities across the Australian Public Service.

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Srinivas, Prashanth Nuggehalli, Tanya Seshadri, Nandini Velho, Giridhara R. Babu, C. Madegowda, Yogish Channa Basappa, Nityasri Sankha Narasimhamurthi, Sumanth Mallikarjuna Majigi, Mysore Doreswamy Madhusudan, and Bruno Marchal. "Towards Health Equity and Transformative Action on tribal health (THETA) study to describe, explain and act on tribal health inequities in India: A health systems research study protocol." Wellcome Open Research 4 (December 13, 2019): 202. http://dx.doi.org/10.12688/wellcomeopenres.15549.1.

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Background: In India, heterogenous tribal populations are grouped together under a common category, Scheduled Tribe, for affirmative action. Many tribal communities are closely associated with forests and difficult-to-reach areas and have worse-off health and nutrition indicators. However, poor population health outcomes cannot be explained by geography alone. Social determinants of health, especially various social disadvantages, compound the problem of access and utilisation of health services and undermine their health and nutritional status. The Towards Health Equity and Transformative Action on tribal health (THETA) study has three objectives: (1) describe and analyse extent and patterns of health inequalities, (2) generate theoretical explanations, and (3) pilot an intervention to validate the explanation. Methods: For objective 1, we will conduct household surveys in seven forest areas covering 2722 households in five states across India, along a gradient of socio-geographic disadvantage. For objective 2, we will purposefully select case studies illustrating processes through which socio-geographic disadvantages act at the individual, household/neighbourhood, village or population level, paying careful attention to the interactions across various known axes of inequity. We will use a realist evaluation approach with context-mechanism-outcome configurations generated from the wider literature on tribal health and results of objective 1. For objective 3, we will partner with willing stakeholders to design and pilot an equity-enhancing intervention, drawing on the theoretical explanation generated and evaluate it to further refine our final explanatory theory. Discussion: THETA project seeks to generate site-specific evidence to guide public health policy and programs to better contribute to equitable health in tribal populations. It fulfills the current gap in generating and testing explanatory social theories on the persistent and unfair accumulation of geographical and social disadvantage among tribal populations and finally examines if such approaches could help design equity-enhancing interventions to improve tribal health.

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Roy, Prashant, and Mohsin Alam. "Corporate Social Responsibility and Affirmative Action Program." Social Responsibility Journal 3, no. 3 (August 2007): 69–78. http://dx.doi.org/10.1108/17471110710835608.

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Leonard, Jonathan S. "Women and Affirmative Action." Journal of Economic Perspectives 3, no. 1 (February 1, 1989): 61–75. http://dx.doi.org/10.1257/jep.3.1.61.

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This paper reviews evidence indicating that, as it has been enforced so far, affirmative action has contributed negligibly to women's progress in the workplace. Affirmative action can be modeled as a tax on employers whose female employment growth falls below a certain rate. Clearly, if labor supply shifts result in female employment growth greater than the regulatory standard, the tax constraint will not be binding. As we shall see, this may help explain an affirmative action program that is generally ineffective for women, although it has been effective for minorities. Federal anti-bias policies in general, and the system of affirmative action goals in particular, have been accused of instituting employment quotas. This paper reviews evidence on the homogenization of the workplace predicted by the quota theory, as well as considering more direct evidence on whether affirmative action goals are really quotas in lambs' clothing. I shall also review the slim evidence on the most fundamental and controversial criticism of affirmative action: that rather than reducing discrimination against women and minorities, it has induced discrimination against white males. A new methodology employing direct productivity measures rather than the traditional but limited wage equation residuals proves useful in exploring this issue.

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McKillip, Jack. "Affirmative Action at Work." education policy analysis archives 9 (April 22, 2001): 12. http://dx.doi.org/10.14507/epaa.v9n12.2001.

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IMGIP and ICEOP are minority graduate fellowship programs sponsored by the State of Illinois in order to increase the number of minority faculty and professional staff at Illinois institutions of higher education through graduate fellowships, networking and mentoring support. Nearly 850 fellowships have been awarded since 1986. A performance audit examined immediate (areas of graduate study, ethnicity of awards), intermediate (graduation areas and rates), and long-range results (academic job placement). The primary source for the audit was the database maintained by the programs' administrative office. These data were compared with data sets maintained by the Illinois Board of Higher Education and with national benchmarks (NSF and Ford Foundation Minority Graduate Fellowships). Findings revealed: (a) the IMGIP and ICEOP programs led to major diversification of minority doctoral study in Illinois; (b) a high percentage of all fellows graduated, both absolutely and in relation to national benchmarks, and fellows made up a large percentage of doctoral degrees awarded to minorities by Illinois institutions (e.g., 46% of doctorates in the hard sciences awarded to African Americans from 1988-1998); and (c) fellows made up an important proportion of all minority faculty in Illinois (9%). Most ICEOP doctoral fellows and many other fellows have taken academic positions. The audit revealed outcomes-based evidence of a successful affirmative action program in higher educationevidence that is not otherwise available.

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Oldfield, Kenneth, and Richard F. Conant. "Professors, Social Class, and Affirmative Action: A Pilot Study." Journal of Public Affairs Education 7, no. 3 (July 2001): 171–85. http://dx.doi.org/10.1080/15236803.2001.12023512.

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Aguirre, Adalberto. "Academic Storytelling: A Critical Race Theory Story of Affirmative Action." Sociological Perspectives 43, no. 2 (June 2000): 319–39. http://dx.doi.org/10.2307/1389799.

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The minority (nonwhite) can tell stories about institutional practices in academia that result in unintended benefits for the majority (white). One institutional practice in academia is affirmative action. This article presents a story about a minority applicant for a sociology position and his referral to an affirmative action program for recruiting minority faculty. One reason for telling the story is to illustrate how an affirmative action program can be implemented in a manner that marginalizes minority persons in the faculty recruitment process and results in benefits for majority persons. Another reason for telling the story is to sound an alarm for majority and minority faculty who support affirmative action programs that the programs can fall short of their goals if their implementation is simply treated as a bureaucratic activity in academia.

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Wilson, William Julius. "RACE AND AFFIRMING OPPORTUNITY IN THE BARACK OBAMA ERA." Du Bois Review: Social Science Research on Race 9, no. 1 (2012): 5–16. http://dx.doi.org/10.1017/s1742058x12000240.

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AbstractI first discuss the Obama administration's efforts to promote racial diversity on college campuses in the face of recent court challenges to affirmative action. I then analyze opposition in this country to “racial preferences” as a way to overcome inequality. I follow that with a discussion of why class-based affirmative action, as a response to cries from conservatives to abolish “racial preferences,” would not be an adequate substitute for race-based affirmative action. Instead of class-based affirmative action, I present an argument for opportunity enhancing affirmative action programs that rely on flexible, merit-based criteria of evaluation as opposed to numerical guidelines or quotas. Using the term “affirmative opportunity” to describe such programs, I illustrate their application with three cases: the University of California, Irvine's revised affirmative action admissions procedure; the University of Michigan Law School's affirmative action program, which was upheld by the Supreme Court in 2003; and the hiring and promotion of faculty of color at colleges and universities as seen in how I myself benefited from a type of affirmative action based on flexible merit-based criteria at the University of Chicago in the early 1970s. I conclude by relating affirmative opportunity programs for people of color to the important principle of “equality of life chances.”

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Lunn, John, and Huey L. Perry. "Justifying Affirmative Action: Highway Construction in Louisiana." ILR Review 46, no. 3 (April 1993): 464–79. http://dx.doi.org/10.1177/001979399304600302.

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Using data from Louisiana's Department of Transportation and Development for the years 1985–89 and a 1990 survey of construction firms doing business in Louisiana, the authors examine whether firms owned by minorities and women faced discrimination in the awarding of contracts in the state's public highway construction program. No evidence of discrimination is shown by a regression analysis, and only weak, ambiguous evidence of discrimination is shown by a disparity ratio analysis. The authors conclude that the sampled firms did not face discrimination in the years examined.

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Bagde, Surendrakumar, Dennis Epple, and Lowell Taylor. "Does Affirmative Action Work? Caste, Gender, College Quality, and Academic Success in India." American Economic Review 106, no. 6 (June 1, 2016): 1495–521. http://dx.doi.org/10.1257/aer.20140783.

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Public policy in modern India features affirmative action programs intended to reduce inequality that stems from a centuries-old caste structure and history of disparate treatment by gender. We study the effects of one such affirmative action program: an admissions policy that fixes percentage quotas, common across more than 200 engineering colleges, for disadvantaged castes and for women. We show that the program increases college attendance of targeted students, particularly at relatively higher-quality institutions. An important concern is that affirmative action might harm intended beneficiaries by placing them in academic programs for which they are ill-prepared. We find no evidence of such adverse impacts. (JEL O15, O17, I23, I28, J15, J16, Z13)

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de Bodman, Florent, and Pamela R. Bennett. "MR. SECRETARY, TEAR DOWN THIS WALL." Du Bois Review: Social Science Research on Race 8, no. 2 (2011): 441–66. http://dx.doi.org/10.1017/s1742058x11000427.

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AbstractRacial segregation has been a persistent feature of the American social landscape and a longstanding contributor to racial inequality, particularly between Blacks and Whites. Affirmative action policies have been used to address the systemic discrimination and attendant socioeconomic consequences to which African Americans have been subjected. Yet affirmative action has not been widely used in all domains in which segregation and systemic discrimination occurred. Although such policies have been adopted in the domains of employment and postsecondary education, few federal affirmative action programs have been used in housing. This is surprising given high levels of segregation across the metropolitan United States, as well as the stated integrative objectives of the U.S. Congress when it passed the Fair Housing Act of1968. To understand this puzzle, we use the Gautreaux Assisted Housing Program, a housing mobility effort of the Federal government and the Chicago Housing Authority that used explicit racial criteria, as a surrogate for affirmative action in housing more broadly. We conduct a comparative analysis of Gautreaux and affirmative action in college admissions using insights from applied political philosophy and sociology. By confronting Gautreaux with a more traditional affirmative action program, we are able to identify and compare the judicial, moral, and instrumental justifications for each, enabling us to draw conclusions about whether and how affirmative action can justifiably be used on a large scale to reduce neighborhood segregation, the possible forms it could take, and the difficulties it would face. We close with a discussion of the recent shift toward integration taken by the Department of Housing and Urban Development under the Obama administration, its relationship to affirmative action, and its implications for declines in residential segregation in the United States.

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Marion, Justin. "Affirmative Action Exemptions and Capacity Constrained Firms." American Economic Journal: Economic Policy 9, no. 3 (August 1, 2017): 377–407. http://dx.doi.org/10.1257/pol.20150498.

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This paper studies how affirmative action exemptions in public procurement can improve efficiency and government expenditures without harming disadvantaged business enterprise (DBE) utilization. I examine a unique program employed by the Iowa Department of Transportation, where prior to 2013 prime contractors were allowed an exemption from a project's affirmative action requirement if their history of DBE utilization was sufficiently high. I find that prime contractors use the exemption to smooth demands on capacity constrained DBEs, building a history of utilization during low demand periods and exploiting the resulting exemption during high demand. The exemption policy was unexpectedly eliminated in 2013, which I exploit to evaluate its effect on DBE utilization and procurement costs. I find that average DBE utilization was unchanged and bids rose on affirmative action contracts. (JEL D22, H76, J15, J16)

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Islam, Gazi, and Sarah E. S. Zilenovsky. "Affirmative Action and Leadership Attitudes in Brazilian Women Managers." Journal of Personnel Psychology 10, no. 3 (January 2011): 139–43. http://dx.doi.org/10.1027/1866-5888/a000039.

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This note examines the relationship between affirmative action (AA) program perceptions and women’s self-ascribed capacity and desire to become leaders. We propose that women who believe that their organization implements a program of preferential selection toward women will experience negative psychological effects leading to lowered self-expectations for leadership, but that this effect will be moderated by their justice perceptions of AA programs. We test this proposition empirically for the first time with a Latin American female sample. Among Brazilian women managers, desire but not self-ascribed capacity to lead was reduced when they believed an AA policy was in place. Both desire’s and capacity’s relationships with belief in an AA policy were moderated by justice perceptions.

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Lima, C., G. Cunha, and F. Brandão. "Psycho-educational program “+ family” – Pilot program." European Psychiatry 33, S1 (March 2016): S566. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2098.

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The CLDS + Paredes de Coura integrated in its action plan the implementation of a program for the development of strategies at the level of qualification of the families as it corresponded to one of the needs highlighted by the Social Municipality Action under the Social Diagnosis.With a Psychologist/Family Therapist and a Conflict Mediator, have formed groups with parents and children separately.Questionnaires were applied at the beginning and end of the program for evaluation of impact. The results showed that the personal development of children and adults was promoted, were broadcast techniques that facilitate the daily emotional management and improved is communication skills. This program will now be applied to other groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Vermeulen, L. P., and M. Coetzee. "Perceptions of the dimensions of the fairness of affirmative action: A pilot study." South African Journal of Business Management 37, no. 3 (September 30, 2006): 53–65. http://dx.doi.org/10.4102/sajbm.v37i3.607.

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The purpose of this study was to identify the dimensions of affirmative action (AA) fairness in order to develop a valid and reliable questionnaire to assess employees’ perceptions of the fairness of AA decisions and practices, and to explore the relationship between employees’ biographical characteristics and their perceptions of the dimensions of AA fairness. The research sample consisted of 349 participants connected to a large financial institution in South Africa. Principal axis factor analysis with a varimax rotation was performed on the data in order to uncover the different factors that employees perceived to be important for the fair and just management of affirmative action practices. Four factors define AA fairness: namely interactional, procedural (input), procedural (criteria) and distributive justice. One-way MANOVAs and associated ANOVAs revealed that the importance of the justice factors in AA fairness differed significantly across ethnicity and staff category. This study enables a better understanding of the dimensionality of AA fairness. It should ultimately contribute to more effective management of AA in the workplace.

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Leeds, Michael A. "Who Benefits from Affirmative Action? The Case of the AEA Summer Minority Program 1986–1990." Journal of Economic Perspectives 6, no. 2 (May 1, 1992): 149–56. http://dx.doi.org/10.1257/jep.6.2.149.

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Since 1974, the American Economic Association Summer Minority Program (AEASMP) has provided minority undergraduates with intensive training in the core areas of economics. From 1986 to 1990, while the program was at Temple University, this consisted of advanced undergraduate instruction in microeconomics, macroeconomics, econometrics, and mathematics. As a form of affirmative action aimed at increasing the number of minority economists, the AEASMP is subject to many of the controversies surrounding more standard affirmative action programs. Upon becoming managing director of the AEASMP in 1989, I explicitly attempted to alter the admissions policy in favor of students from lesser backgrounds, favoring those from poorer families and coming from less prestigious institutions. Access to the records of all students who applied to the AEASMP while it was at Temple provides a unique chance to analyze the effect of a change in the underlying philosophy of an affirmative action program. Specifically, I examine the impact of the change in philosophy on who was admitted to the AEASMP. Then, using the grades of students admitted to the summer program, I estimate the effect of the change in admissions procedures on the performance of students in the program. Finally, I test whether students in 1989–1990 performed better than students with similar characteristics in 1986–1988, to see whether there was greater “value-added” by the program in its last two years.

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Andrews, Rodney J. "Coordinated Admissions Program." American Economic Review 106, no. 5 (May 1, 2016): 343–47. http://dx.doi.org/10.1257/aer.p20161114.

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In the wake of challenges to affirmative action, access to oversubscribed elite public universities remains a contentious issue. Much of the research on these issues focuses on freshman admissions. This paper examines the University of Texas at Austin's Coordinated Admissions Program which offers Texas residents that were not admitted to the University of Texas at Austin as freshman the option of transferring from a participating University of Texas System school. Using the regression discontinuity design, I show that this path to an elite public university has an impact on academic outcomes.

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Riccucci, Norma M. "Fisher v. University of Texas and the Status of Affirmative Action." Review of Public Personnel Administration 37, no. 1 (August 1, 2016): 23–39. http://dx.doi.org/10.1177/0734371x15608420.

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In June of 2013, the U.S. Supreme Court issued a ruling in Fisher v. University of Texas that threatened the continued use of affirmative action to promote diversity in university admissions. It vacated the decision of the U.S. Court of Appeals for the Fifth Circuit, which upheld its use, and remanded the case back to the appellate court. This legal brief examines the implications of the Fifth Circuit’s decision on remand. It examines the appellate court’s response to the High Court on remand, where it once again upheld the affirmative action program at the University of Texas.

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Aygün, Orhan, and Bertan Turhan. "Large-Scale Affirmative Action in School Choice: Admissions to IITs in India." American Economic Review 107, no. 5 (May 1, 2017): 210–13. http://dx.doi.org/10.1257/aer.p20171049.

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We provide a real-life application of a large scale affirmative action policy in school choice in the context of engineering school admissions in India where students not only care about what program they are matched to but also what type of seat category they are admitted under. We explain the market and the mechanism currently in use. Two significant shortcomings of the current mechanism are explained. The affirmative action policy in use leaves many seats vacant even though there are students who would take these seats. We provide the insight of a potential matching-theoretical solution to these problems.

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Uysal, Davut, Rahman Temizkan, and Nazmi Taslacı. "Investigation of Attitudes and Perceptions of Human Resource Managers at Hospitality Establishments Regarding Affirmative Action Programs A Case Study in Eskişehir-Turkey." European Journal of Multidisciplinary Studies 4, no. 2 (January 21, 2017): 27. http://dx.doi.org/10.26417/ejms.v4i2.p27-34.

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The purpose of this study is to examine the perceptions and attitudes of human resource managers at some hospitality organisations regarding the employment of disadvantaged individuals as part of affirmative action program in the province of Eskişehir-Turkey. This study is a qualitative study focusing on real cases to inspire other organisations. The data were collected through active interviews, and the collected data was analysed through the use of manual qualitative data analysis methods. The findings of the study reveal that perceptions of human resource managers regarding disadvantaged individuals at hospitality organisations are closely related to disabled individuals. They do not have positive attitudes towards the employment of disadvantaged individuals in tourism as part of affirmative action programs. They are also against positive discrimination of disadvantaged individuals in the employment in tourism for some reasons. All these findings suggest that participants are confused about some terms regarding affirmative action.

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Winkler, Jennifer. "The Small Business Administration's 8(a) Program: An Historical Perspective on Affirmative Action." Policy Perspectives 2, no. 1 (May 1, 1995): 17. http://dx.doi.org/10.4079/pp.v2i1.4166.

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McCrary, Justin. "The Effect of Court-Ordered Hiring Quotas on the Composition and Quality of Police." American Economic Review 97, no. 1 (February 1, 2007): 318–53. http://dx.doi.org/10.1257/aer.97.1.318.

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Arguably the most aggressive affirmative action program ever implemented in the United States was a series of court-ordered racial hiring quotas imposed on municipal police departments. My best estimate of the effect of court-ordered affirmative action on work-force composition is a 14-percentage-point gain in the fraction African American among newly hired officers. Evidence on police performance is mixed. Despite substantial black-white test score differences on police department entrance examinations, city crime rates appear unaffected by litigation. However, litigation lowers slightly both arrests per crime and the fraction black among serious arrestees. (JEL H76, J15, J78, K31)

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Rios, Ignacio, Tomás Larroucau, Giorgiogiulio Parra, and Roberto Cominetti. "Improving the Chilean College Admissions System." Operations Research 69, no. 4 (July 2021): 1186–205. http://dx.doi.org/10.1287/opre.2021.2116.

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In “Improving the Chilean College Admissions System,” Rios, Larroucau, Parra, and Cominetti describe the design and implementation of a new system to solve the Chilean college admissions problem. The authors develop an algorithm that (i) obtains all applicant/program pairs that can be part of a stable allocation when preferences are not strict and when all students tied in the last seat of a program (if any) must be allocated and (ii) efficiently incorporates affirmative action, which is part of the system to correct the inefficiencies that arise from having double-assigned students. By unifying the regular admission with affirmative action, the solution proposed and implemented by the authors has improved the allocation of approximately 2.5% of students assigned every year since 2016, helping to improve the overall efficiency of the system.

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São Paulo, Eduardo de. "Preliminary studies on affirmative action in a brazilian university." RAM. Revista de Administração Mackenzie 11, no. 3 (June 2010): 27–45. http://dx.doi.org/10.1590/s1678-69712010000300004.

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As a signatory to Durban III World Conference against Racism, Discrimination, Xenophobia and other forms of Intolerance, Brazil has committed itself to the enforcement of mechanisms to promote social equity. As a consequence, governmental programs have been implemented, aiming at the inclusion of Afro-descendents in higher education. Actually, the quantity of such students in the academy is minimal and does not relate to what can be observed in the general population. As an example of such endeavor, Universidade de Brasília (UnB) has started an Affirmative Action program in order to include a contingent of 20% of its freshman students as representatives of racial underprivileged groups. This policy started in August 2004. The present study aimed to investigate the perceptions of students and general public to this policy. An instrument, based partially on McConahay's (1986) Modern Racism scale, was administered to a sample of 316 students. A factor analysis (AF) extracted five factors, corresponding to 48% of the total variance explained. An Analysis of Variance (Anova) was performed to better understand the results, concerning both age and gender of the subjects. Results show that, although students demonstrated interest in the implementing of Affirmative Action programs, and are aware of the relevance of such procedures to the cultural and social structure of the community, they do not agree with their reasons or measures taken, or to the existence of the problem itself.

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Briones, Jocelyn, and Daniel Leyton. "Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile." education policy analysis archives 28 (September 14, 2020): 136. http://dx.doi.org/10.14507/epaa.28.5262.

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Based on Foucauldian notions such as discourse, regime of subjectification, and governmentality, the article analyzes one of the dominant discourses constituting the affirmative action policy in higher education in Chile. Our analysis is based principally on main documents associated to the discursive formation of the Support and Effective Access into Higher Education Program (PACE by its acronyms in Spanish), the main affirmative action program in that country. We argue that this program deploys a meritocratic exceptionality subjectification regime that governs inclusion and right to HE through a discursive chain that articulates notions of selectivity, excellence, quality, talent, sacrifice, responsibilization and critique against the dominant admission policy. This articulation is inscribed and mobilized in the discourses about working-class students, their families and schools, and the university. This makes possible, on the one hand, the legitimacy of the program as well as of their students as new constituencies with the right to HE, and on the other hand, the strategic foreclosure and invisibilisation of the structures of inequality that sustain the majority of working-class students and their knowledges excluded from HE.

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GULZAR, SAAD, NICHOLAS HAAS, and BENJAMIN PASQUALE. "Does Political Affirmative Action Work, and for Whom? Theory and Evidence on India’s Scheduled Areas." American Political Science Review 114, no. 4 (August 5, 2020): 1230–46. http://dx.doi.org/10.1017/s0003055420000532.

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Does political affirmative action undermine or promote development? We present the first systematic analysis of Scheduled Areas in India, home to 100 million citizens, where local political office is reserved for the historically disadvantaged Scheduled Tribes. A newly constructed dataset of 217,000 villages allows us to probe conflicting hypotheses on the implementation of the world’s largest workfare program, the National Rural Employment Guarantee Scheme. We find that reservations deliver no worse overall outcomes, that there are large gains for targeted minorities, and that these gains come at the cost of the relatively privileged, not other minorities. We also find improvements in other pro-poor programs, including a rural roads program and general public goods. Reservations more closely align benefits to each group’s population share, allaying concerns of overcompensation for inequalities. Contrary to the expectations of skeptics, results indicate that affirmative action can redistribute both political and economic power without hindering overall development.

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Guimarães, Nadya Araujo, Ana Carolina Andrada, and Monise Fernandes Picanço. "TRANSITIONING BETWEEN UNIVERSITY AND WORK: UNEQUAL TRAJECTORIES AND AFFIRMATIVE POLICIES." Cadernos de Pesquisa 49, no. 172 (June 2019): 284–309. http://dx.doi.org/10.1590/198053146216.

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Resumo The article analyzes the transition process between higher education and the labor market, as experienced by graduates of a prestigious institution that helped pioneer affirmative action programs. A panel was created to track the occupational pathways taken by the first two sets of graduates that went through the program (enrolled in 2005 and 2006). The article contains four parts: the case; the methodological construction of the panel; the results, highlighting the diversity of the trajectories and the chances for accessing quality employment among beneficiaries, or not, of inclusion policies; and the effects of the program on the occupational destinations of its graduates.

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Ramirex, Genevieve M., and Rebecca J. Evans. "SOLVING THE PROBATION PUZZLE." NACADA Journal 8, no. 2 (September 1, 1988): 34–45. http://dx.doi.org/10.12930/0271-9517-8.2.34.

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As part of the campus concern with retention, California State University at Long Beach developed several intervention strategies to work with students on academic probation. The Student Affirmative Action Program designed their program components based on an identification of key factors contributing to academic difficulties. Findings suggest that students who participated in this mandatory, long-term, comprehensive program made far more significant and steady progress compared with control populations who utilized other services or who did not participate in any campus program.

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Riciputi, Shaina, Paige Boyer, Meghan H. McDonough, and Frank J. Snyder. "Formative Evaluation of a Pilot Afterschool Physical Activity–Based Positive Youth Development Program." Health Promotion Practice 20, no. 2 (February 14, 2018): 269–81. http://dx.doi.org/10.1177/1524839918759956.

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4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.

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전홍주, 조미숙, and 권현조. "Adaptation to college life of students admitted through affirmative action program Based on grounded theory." Journal of Education & Culture 23, no. 6 (December 2017): 87–111. http://dx.doi.org/10.24159/joec.2017.23.6.87.

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Durán, Guillermo, and Rodrigo Wolf-Yadlin. "A Mathematical Programming Approach to Applicant Selection for a Degree Program Based on Affirmative Action." Interfaces 41, no. 3 (June 2011): 278–88. http://dx.doi.org/10.1287/inte.1100.0542.

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Taylor, Robert. "Assisting Disadvantaged People to Overcome Systemic Factors Limiting Tertiary Opportunities." Australian Journal of Career Development 6, no. 1 (April 1997): 11–12. http://dx.doi.org/10.1177/103841629700600104.

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This paper describes the Q-STEP program at the Queensland University of Technology (QUT). Q-STEP is an affirmative action program that aims to increase participation at QUT of people from socioeconomically disadvantaged backgrounds. The program raises awareness of higher education as an option among school students and mature age students, assists the entry of suitable students to QUT, and supports them while they attend university. Since 1991, almost 600 students have entered QUT through the program and have been found to achieve similar academic results to other students.

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McDonald, Helen. "Aboriginal and Islander Tertiary Students as Creators of Culture." Australian Journal of Indigenous Education 15, no. 5 (November 1987): 34–44. http://dx.doi.org/10.1017/s0310582200015145.

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James Cook University of North Queensland currently offers an affirmative action program enabling Aboriginal and Islander people to enter teacher education programs. This program - the Aboriginal and Islander Teacher Education Program (AITEP) - began in 1977 at Townsville College of Advanced Education, now amalgamated with the university. In July 1987, there were about 130 undergraduate students enrolled in teacher education programs, having entered the university through AITEP. A similar program in community welfare now operates with over 20 students enrolled. Currently there are possibly around seven Aboriginal or Islander undergraduates who gained direct entry to university and four graduate students, including three who began their undergraduate studies through AITEP.

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Lapointe, Alicia, Caely Dunlop, and Claire Crooks. "Feasibility and Fit of a Mental Health Promotion Program for LGBTQ+ Youth." Journal of Youth Development 13, no. 4 (December 14, 2018): 100–117. http://dx.doi.org/10.5195/jyd.2018.585.

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This study evaluated the feasibility and fit of a mental health promotion and violence prevention program adapted for LGBTQ+ youth (ages 14-18). The pilot program included 16 30-minute sessions and was implemented in 8 gender and sexuality alliances (GSAs) and one community youth group setting. Extensive feedback was collected from 11 facilitators via session tracking sheets, ongoing email communication, an implementation survey, and a focus group; and from 7 youth who participated in a variety of feedback activities during a 2-day post-program workshop. Results indicated a strong interest in formalized programming, challenges related to its delivery in GSAs, and significant issues with its content. Facilitators and youth advocated for the program to be more affirmative, include youth-centered notions of identities and expressions, be trauma-informed, include a wider range of relationships, and adopt a youth-led approach.

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McDonald, Helen. "Teaching Writing in the Aboriginal and Islander Teacher Education Program Applying a Process-Conference Approach." Australian Journal of Indigenous Education 14, no. 5 (November 1986): 21–30. http://dx.doi.org/10.1017/s0310582200014620.

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The Aboriginal and Islander Teacher Education Program (AITEP) is an affirmative action program offering entry to teacher education courses at James Cook University to Aboriginal and Islander students who do not meet direct entry requirements. The program operates with a ‘stretched’ first year. First year subjects in the regular teacher education courses are spread over three semesters instead of two, and students are required to undertake additional subjects - Study Skills and Oral Communications, Written Communications, and Introductory Mathematics during that 18 months. This paper began as a personal exploration into the way in which the teaching of writing within these additional subjects had developed and to provide a greater understanding of the process of teaching writing.

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Mariza, Nazla. "Achieving Girls’ Dreams to Become Leaders: A Case Study of ‘Girls Take Over’ Program in Indonesia." Jurnal Perempuan 25, no. 2 (July 22, 2020): 89. http://dx.doi.org/10.34309/jp.v25i2.438.

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<div>This paper emphasizes the importance of affirmative action to encourage women leadership, which is important to start from early age. Until now, women still face challenges in taking leadership position even to make decisions for themselves. From the age of children, the space for women has been limited due to patriarchal system which discriminates against women in almost every aspect of life including social, culture, politics, education and so on. This paper will specifically examines an example of affirmative action, namely Girls Take Over campaign, that aims to encourage girls’ leadership in Indonesia. The study analyses how GTO campaign in 2019 can increase girls’ leadership and agency among girls participants and how this campaign can also increase public support to empower girls. The analysis is based on secondary data from activity reports and empirical data from interviews with GTO 2019 participants including the girls and the leaders whose positions are taken over. The analysis is based on power relations theory, leadership theory, participation and safe space. The results of the analysis indicate that a GTO can increase the girls’ agency and power to fight for gender equality. They feel empowered, capable to lead and and safe to make decision. In addition, the campaign helps</div><div>open the perspective of the leaders and their support to girls’ to speak up, lead and decide. This campaign shape opinion that safe space is important for girls to advance their leadership. It also forces the environment to accept the idea that women leadership is very important and it has to start from child-age.</div>

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Felicetti, Vera Lucia, Marilia Costa Morosini, and Patricia Somers. "Affirmative Action in the Quality of Higher Education: The Voices of Graduates of the University for All Program." Policy Futures in Education 11, no. 4 (January 2013): 401–13. http://dx.doi.org/10.2304/pfie.2013.11.4.401.

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Haynes, Ray, and Meera Alagaraja. "On the Discourse of Affirmative Action and Reservation in the United States and India." Advances in Developing Human Resources 18, no. 1 (December 28, 2015): 69–87. http://dx.doi.org/10.1177/1523422315619141.

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The Problem Discriminatory practices appear to be part of the human condition and these practices negatively impact historically oppressed and marginalized groups. The United States developed the system of Affirmative Action (AA), and India developed the system of Reservation to end discriminatory practices and increase diversity; particularly in the areas of employment and education. The sustainability of both systems is an open question because the dominant discourses about AA and Reservation generally are negative. AA and Reservation are viewed as public goods by some as well as public nuisances; and are criticized as thwarting meritocracy and creating innocent victims. Organizations as microcosms of society experience this controversy which impacts the utility of AA and Reservation, and the implementation of diversity management (DM) programs. In some instances, misunderstanding and opposition to AA, Reservation, and DM programs can be attributed to the human maladies of racism, sexism, and casteism. These conditions require dynamic and complex interventions that go beyond simplistic training and development interventions. The Solution Human resource development (HRD) practitioners should adopt an expansive definition of HRD which include the design and implementation of developmental interventions for an increasingly diverse workforce. Given the growing adoption of HRD practice internationally, we provide two units of discourse about AA and Reservation to demonstrate the importance of dialogue and inclusion when developing DM interventions. Importantly, we illustrate how conversations representing majority and minority perspectives can foster Dialogic HRD (DHRD) practice. The Stakeholders The stakeholders are organizational leaders, policymakers, DM program managers, and HRD practitioners.

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McAnaney, Donal, and Blake Williams. "Internalising Disability Management: Using Action Research to Explore Organisational Change Processes." International Journal of Disability Management 5, no. 2 (December 1, 2010): 32–39. http://dx.doi.org/10.1375/jdmr.5.2.32.

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AbstractInternalising disability management (DM) processes into an organisation needs careful planning and preparation particularly where the existing practice is to outsource DM services and supports to third-party providers. By using an action research methodology, the implementation process of an early intervention and rehabilitation pilot project in a large North American multisite health provider was tracked and monitored. An action researcher, who was the staff member responsible for line managing the DM pilot, kept an action research journal in which the actions taken, outcomes achieved, issues arising, insight gained and successful responses were regularly recorded over the initial phase of the pilot project. Organisational impact indicators for the pilot project were very positive. A content analysis of the action research journal revealed key components in a successful company DM program, the challenges faced when introducing a new program where pre-existing programs and policies exist, challenges arising from project implementation and mechanisms and strategies that worked well. The action research approach provided a useful insight into the day-to-day issues to be addressed when internalising DM into a large multisite organisation.

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Puerto, Kàtia Lurbe i. "From Slum to City Dweller, Trajectories of Integration of the “Roma” Families of an Affirmative Action Program in France." Revue européenne des migrations internationales 32, no. 1 (March 1, 2016): 79–100. http://dx.doi.org/10.4000/remi.7659.

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Huang, Yi-Mei, David J. Pauleen, Shane Scahill, and Nazim Taskin. "A PKM–Based Decision-Making Training Program for Personal Healthcare." International Journal of Knowledge Management 14, no. 3 (July 2018): 101–14. http://dx.doi.org/10.4018/ijkm.2018070107.

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Making effective healthcare decisions is important. Despite the large volumes of information available, individuals often face limitations evaluating this information and making effective decisions. This article reports on the design, implementation and evaluation of a pilot training program based on action learning principles. The evaluation of the pilot program provided a clear understanding of what needed to be refined in terms of program structure, content and delivery. Participants' experience of the PKM process was also gained. The results of the study are expected to contribute to knowledge management in three ways: 1) inform current and future researchers of PKM in individual healthcare decision-making; 2) provide a PKM training model for individual healthcare decision-making; 3) demonstrate how action learning can be linked with a training program for the purposes of collecting research data.

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Jensen, Cory, Mohamed Kotaish, Aditi Chopra, Kiran A. Jacob, Taqdees I. Widekar, and Rahat Alam. "Piloting a Methodology for Sustainability Education: Project Examples and Exploratory Action Research Highlights." Emerging Science Journal 3, no. 5 (October 1, 2019): 312–26. http://dx.doi.org/10.28991/esj-2019-01194.

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This invited writing shares the education methodology known as Wicked problem, Experiences, Available Resources, Solution-Innovation (WEARS) and results from applying a pilot education program with a group of international students. The pilot involved three components that contribute to enhancing leadership skills based on stakeholder informed or bottom-up change: 1) developing a professional competition, 2) proposing a WEARS project, and 3) initiating a related outreach event. Outlines of student projects are shared. Students’ interests in generalized sustainability related education topics were polled and results are presented as an average of the group. Reflection on conducting the pilot is also presented from an exploratory action research perspective. Potential translation to higher education sustainability related projects was a driver for action research. Several conclusions are shared related to the educational structure and content for application of the WEARS methodology at a higher education institution. Future research and iterations of the program are proposed in coordination with a higher education institution that promotes interdisciplinary education. Specifically, means to select program candidates and longitudinal study of overall impacts are proposed as necessary to continuously update the WEARS methodology.

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Rahmaniah, Syarifah Ema. "PERAN GENERASI BINA BANGSA (GENBI) DALAM MEMBERDAYAKAN MASYARAKAT PERBATASAN JAGOI BABANG KAB BENGKAYANG." INFERENSI 7, no. 1 (June 1, 2015): 183. http://dx.doi.org/10.18326/infsl3.v9i1.183-208.

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This article discusses the role of GENBI in increasing the community participation in developing the Bidai craft in Jagoi Babang Bengka using incubator business program in cooperation with Bank Indonesia. This paper uses qualitative methods by using in depth interview towards Bidai craftsmen in Jagoi Babang and the community leaders who are competent about the issue of border development. Using Arstein Ladder method, it is identified that there is a significant increase of community participation in the business incubator program. It is on the fifth and the sixth phase, namely partnership and placation. The Synergy cooperation among government, the private sector and the community is needed in order to increase public participation. Government affirmative action becomes important to be pursued to control the bidai craft productivity and create a socio economic network among the craftsmen.

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Gurin, Patricia, Eric Dey, Sylvia Hurtado, and Gerald Gurin. "Diversity and Higher Education: Theory and Impact on Educational Outcomes." Harvard Educational Review 72, no. 3 (September 1, 2002): 330–67. http://dx.doi.org/10.17763/haer.72.3.01151786u134n051.

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In the current context of legal challenges to affirmative action and race-based considerations in college admissions, educators have been challenged to articulate clearly the educational purposes and benefits of diversity. In this article, Patricia Gurin, Eric Dey, Sylvia Hurtado, and Gerald Gurin explore the relationship between students' experiences with diverse peers in the college or university setting and their educational outcomes. Rooted in theories of cognitive development and social psychology, the authors present a framework for understanding how diversity introduces the relational discontinuities critical to identity construction and its subsequent role in fostering cognitive growth. Using both single- and multi-institutional data from the University of Michigan and the Cooperative Institutional Research Program, the authors go on to examine the effects of classroom diversity and informal interaction among African American, Asian American, Latino/a, and White students on learning and democracy outcomes. The results of their analyses underscore the educational and civic importance of informal interaction among different racial and ethnic groups during the college years. The authors offer their findings as evidence of the continuing importance of affirmative action and diversity efforts by colleges and universities, not only as a means of increasing access to higher education for greater numbers of students, but also as a means of fostering students' academic and social growth.

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Newman, Christopher B. "Minority engineering programs at a crossroads." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 217–33. http://dx.doi.org/10.1108/jme-01-2016-0016.

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Purpose Underrepresented groups have fought for equal access to higher education, which spurred the development of “minority” initiatives. However, the assault on affirmative action and race-based initiatives have led many universities to retreat toward more all-encompassing “diversity” initiatives. Design/methodology/approach In this study, the author examines two historically white public research universities. The data include 70 participants with voices of faculty, key administrators, students and recent alumni (within the past three-five years). Findings Analyzed through a pattern matching technique, the findings from this study suggest important financial benefits for the “multicultural” engineering program and a sense of communal support for both the “multicultural” and “minority” engineering program. Originality/value Given the international attention of raced-based initiatives, this study provides forward-looking insights based on the experiences and perspectives of key stakeholders.

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Storey, Matthew. "The Australian Indigenous Business Exemption as a ‘Special Measure’: Questions of Effectiveness." Deakin Law Review 21, no. 1 (February 23, 2018): 1. http://dx.doi.org/10.21153/dlr2016vol21no1art716.

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This article considers the issue of the requirements of establishing the Australian Commonwealth government’s Indigenous preferential procurement program, the ‘indigenous business exemption’ as a special measure under Article 1.4 of the International Convention on the Elimination of All Forms of Racial Discrimination. It does this by, considering jurisprudence regarding special measures and other affirmative action programs from Australia and other jurisdictions, concluding that it is necessary to establish some evidential base to justify the establishment (in Australian law) and ongoing operation of such measures (in international law). The article then examines the effectiveness of procurement policies aimed at achieving secondary social objectives in addition to the primary procurement of government goods and services.

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Luckett, Josslyn. "Searching for Betty Chen: Rediscovering the Asian American Filmmakers of UCLA in the Seventies." Film Quarterly 73, no. 3 (2020): 34–40. http://dx.doi.org/10.1525/fq.2020.73.3.34.

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Of the group of filmmakers of color who arrived at UCLA in the late 60s and 70s, as part of an affirmative action initiative called the Ethno-Communications Program, a growing body of award-winning scholarship has been devoted to the black filmmakers now known as the L.A. Rebellion. There is also an important body of work on the Asian American men who founded the nation's oldest and still vibrant Asian American media organization, Visual Communications (VC). This essay aims to expand this scholarship by centering the contributions of the group of Asian American women who trained at UCLA film school during this period, highlighting in particular the activist work of Betty Chen and Laura Ho.

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Frey, Lindsay M., and Judy L. Ratliff. "The Personal and Professional Experiences of Integrative Nurse Coach Certificate Program Graduates: A Pilot Study." Journal of Holistic Nursing 36, no. 2 (April 20, 2017): 134–44. http://dx.doi.org/10.1177/0898010117704516.

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Integrative Nurse Coaching is a new practice in professional nursing. The purpose of this pilot study is to describe Integrative Nurse Coach Certificate Program graduates’ personal and professional experiences. This is a qualitative, pilot study with a convenience sample of Integrative Nurse Coach Certificate Program graduates ( n = 13). Researchers conducted semistructured interviews and identified common themes. The pilot study found four common themes from the participants’ experiences as follows: (1) development of self, (2) enriched self-care, (3) a call to action for facilitating the health care paradigm shift, and (4) incorporating Integrative Nurse Coaching into practice. The pilot study’s findings and conclusions provide insight into the potential benefits of Integrative Nurse Coaching and the importance of nurse self-care.

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Deshpande, Ashwini. "How India’s Caste Inequality Has Persisted—and Deepened in the Pandemic." Current History 120, no. 825 (April 1, 2021): 127–32. http://dx.doi.org/10.1525/curh.2021.120.825.127.

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The economic impact of COVID-19 has been much harder on those at the bottom of the caste ladder in India, reflecting the persistence of a system of social stigmatization that many Indians believe is a thing of the past. Untouchability has been outlawed since 1947, and an affirmative action program has lowered some barriers for stigmatized caste groups. But during the pandemic, members of lower castes suffered heavier job losses due to their higher representation in precarious daily wage jobs and their lower levels of education. Lower caste families are less able to help their children with remote learning, which threatens to worsen labor market inequality in India. But Dalits, at the bottom of the caste ladder, have recently.

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Journal articles on the topic 'Affirmative Action Pilot Program'

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