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1
Webb, Patrick, Le’Brian Patrick y Sandra H. Sulzer. "Stigma and Status at an HBCU: Perceptions of Racial Authenticity Among Racially Underrepresented Students in the South". Journal of Black Studies 49, n.º 2 (3 de enero de 2018): 171–86. http://dx.doi.org/10.1177/0021934717749416.
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The existence of race-based stigma among minority populations in the United States has been well-documented. Notably, the acting White accusation has garnered considerable attention in relation to the African American population. Interestingly, studies related to this accusation have been primarily centered around Black students at Predominately White Institutions. Comparably, a focus on African American college students at Historically Black Colleges and Universities is limited. The purpose of this study is to determine the extent to which student characteristics (i.e., age, classification) are associated with the acting White accusation. Utilizing a quantitative method design, we analyzed over 100 student surveys which identified a number of significant outcomes. Through the use of ANOVA, findings indicate that both student classification and age are significantly associated with a number of aspects related to the race-based stigmatization. Limitations, policy implications, and areas of further research are discussed.
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Goodwill, Janelle R., Natasha C. Johnson y Daphne C. Watkins. "Adherence to Masculine Norms and Depressive Symptoms in Young Black Men". Social Work 65, n.º 3 (1 de julio de 2020): 235–44. http://dx.doi.org/10.1093/sw/swaa029.
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Abstract Recent reports have highlighted disparities in representation of Black men within research, calling for more work to be done with this group. The authors take up this call by exploring whether adherence to masculine norms influences mental health outcomes among young Black men. The sample included survey responses from 18- to 30-year-old Black men (N = 273) enrolled at five colleges and universities in the midwestern United States. Two theoretically relevant subscales from the Conformity to Masculine Norms Inventory (that is, self-reliance and emotional control) were used to measure adherence to masculine norms, and depressive symptoms were measured using the Patient Health Questionnaire. Confirmatory factor analysis results indicate that the model fit the data well. Furthermore, self-reliance was associated with higher rates of depressive symptoms (β = .358, p < .001), but emotional control was not (β = .137, p = .099). Study findings suggest that depression treatment interventions should be tailored to incorporate aspects of masculinity that are most salient to young Black men. In addition, social work researchers, clinicians, and service providers are uniquely positioned to contribute to the promotion of mental wellness among this underserved population and should be prepared to attend to young Black men’s mental health needs.
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Barnhardt, Cassie L., Amanda Mollet, Carson W. Phillips, Ryan L. Young y Jessica K. E. Sheets. "University Leaders’ Public Advocacy: An Educational Asset in Creating Inclusive Climates". Teachers College Record: The Voice of Scholarship in Education 120, n.º 8 (agosto de 2018): 1–34. http://dx.doi.org/10.1177/016146811812000806.
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Background While it may appear that university leaders’ public advocacy is somewhat punctuated in today's political environment, campuses have long been symbolic epicenters of civic discourse about contentious social issues in the United States. Scholarly discourse about university leaders’ advocacy has centered on when or how leaders have chosen to use it to facilitate productive interactions with political leaders and other strategic constituencies. Largely absent from these discussions is evidence detailing whether senior campus leaders’ public advocacy has any discernible effects on the campus climate and educational environment. Research Question In this analysis, we ask: Does public and vocal advocacy for educational values by senior campus leaders translate into cultivating a campus climate that corresponds to the values and messages being communicated in the leaders’ rhetoric? What, if any, educational impact results from campus leaders’ public advocacy? Research Design The quantitative data for this analysis come from the Personal and Social Responsibility Inventory (PSRI) that was developed through the Association of American Colleges and Universities’ (AAC&U) Core Commitments initiative. This campus climate survey consists of two parallel and largely parsimonious forms—one for students and one for professionals (faculty, instructors, and student and academic affairs administrators). Data were gathered in 2007. The sample consists of 10,693 responses, three-fourths of which were from students and the remaining one-fourth from professionals. We used OLS regression to generate a blocked model examining the effects of exposure to senior leaders’ public advocacy for particular educational values on the campus community's perception of the climate. Findings/Results Senior campus leaders’ public advocacy for educational values (citizenship, valuing diverse perspectives, moral and ethical conduct, and academic effort) operated as a positive resource for improving the campus climate for diversity. Frequent exposure to leaders’ advocacy for valuing diverse perspectives generated the largest effects on the extent to which the educational climate is viewed as one where faculty teach about the importance of considering diverse views, students are respectful when discussing controversial issues, and campus community members feel safe in holding unpopular positions on campus. Findings also revealed that the extent to which all campus community members felt safe to hold unpopular positions on campus declined when there was greater racial homogeneity among students, academic employees, and service and support employees. Conclusions/Recommendations When campus community members experienced sustained and frequent exposure to administrative leaders who publicly discussed educational values, a campus can expect to experience positive gains in aspects of the psychological, behavioral, and structural dimensions of the campus climate for diversity. This study also suggests that in order to create an environment where diverse discourse is more likely, campuses need to be attentive to the demographic composition across the entire organization, therefore seeking ways to cultivate compositional racial diversity among all members—students, academic employees, and service and support employees.
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Rothgeb, John M. y Betsy Burger. "Tenure Standards in Political Science Departments: Results from a Survey of Department Chairs". PS: Political Science & Politics 42, n.º 03 (26 de junio de 2009): 513–19. http://dx.doi.org/10.1017/s1049096509090829.
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ABSTRACTThis article presents the results from a survey of political science department chairs regarding the tenure procedures and standards at their colleges or universities. The findings reveal that only a small fraction of the colleges and universities in the United States refuse to offer tenure or are attempting to limit tenure. We also find general agreement regarding the standards for evaluating teaching and service and that research expectations vary according to the highest degree offered by a department.
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Garcia, Gina A., John DeCostanza Jr. y Jaqueline Romo. "Theorizing a Catholic Hispanic-Serving Institution (C-HSI) Identity Through Latinx Theological Lenses of Lo Cotidiano and Traditioning". Journal of Catholic Education 24, n.º 2 (2021): 20–42. http://dx.doi.org/10.15365/joce.2402022021.
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As the students entering U.S. colleges and universities become increasingly diverse, the number of Hispanic-Serving Institutions (HSI's) continues to increase. Catholic colleges and universities, similarly, are seeing an increase in student diversity on campus, with an emergence of Catholic HSIs as well. As the number of Catholic colleges and universities in the United States that are HSI-eligible increases they must grapple with what it means to be both Catholic and Hispanic-serving. The purpose of this article is to propose a U.S. Catholic HSI (C- HSI) identity that brings together the extensive literatures on Catholic identity and HSI identity through the lens of decolonial theory and Latinx theologies. We argue that in order to effectively serve students of color who have intersectional identities, Catholic HSIs must intentionally recognize the ways of knowing (epistemologies) and being of these groups, which includes a collective understanding of the theo-political, social, historical, and economic forces that have subjugated them since before the founding of the present day United States and long before the founding of the first Catholic institution in the country. Building off the Catholic Identity and Mission Models (CIMA) currently used by the Association of Catholic Colleges and Universities to assess mission integration, we propose a C-HSI model.
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Chennamsetti, Prashanti y Krishna Bista. "Understanding Indian International Student Experience in the United States". Journal of Underrepresented & Minority Progress 3, n.º 2 (30 de diciembre de 2019): 29–50. http://dx.doi.org/10.32674/jump.v3i2.1807.
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Currently, over 196,271 Indian international students are attending American colleges and universities. These students, similar to other ethnic minority student populations, encounter various challenges while studying overseas. This article focuses on two central questions, (1) How do individual factors (e.g., personality traits) of Indian international students aid in their adjustment in the U.S? (2) Can these individual factors be acquired? Seven Indian international students currently studying in a U.S. university were interviewed. Data were analyzed using phenomenological methodology. The findings identified ten individual themes that aided in adjustment and reported how these factors can be acquired by adapting certain cognitive and behavioral aspects. This study reflects the limitations, implications, and future research.
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Shane, Mary Jo, Loredana Carson y Diana Gloria Macri. "First Term Support for International Graduate Students Attending Small Colleges and Universities". Journal of International Students 10, n.º 2 (15 de mayo de 2020): 527–38. http://dx.doi.org/10.32674/jis.v10i2.1126.
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The recruitment and retention of international students in academic institutions in the United States has become more complicated and more competitive than ever before given the current political climate and governmental policies. This article discusses some of the specific challenges international students face and what a small- to medium-sized private university has put in place to attract these students and to better prepare them for graduate level management courses starting their first term. This example introduces an 11-week foundations course along with additional resources designed to provide knowledge, instruction, and practice in skills and behaviors crucial for academic success within the United States.
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Moore, Eric J., Frances G. Smith, Aleksandra Hollingshead y Brian Wojcik. "Voices From the Field". Journal of Special Education Technology 33, n.º 1 (27 de septiembre de 2017): 40–53. http://dx.doi.org/10.1177/0162643417732293.
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There is increasing pressure on universities in the United States to meet the needs of diverse learners. This fact increases the urgency for implementation and scaling up of Universal Design for Learning (UDL) in higher education. This qualitative study draws two major insights from interviews with six faculty members from universities and colleges around the United States who have experienced a degree of success (personal to institutional) in implementing UDL. First, successful implementation and scaling up of UDL initiatives often occur when UDL is presented in response to a clear problem, issue, or inquiry rather than more direct approaches. Second, I articulate an emerging conceptualization of “levels” of implementation and apparent aspects that enable an institution or group to move from lower to higher tiers.
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Swearingen White, Stacey. "Campus sustainability plans in the United States: where, what, and how to evaluate?" International Journal of Sustainability in Higher Education 15, n.º 2 (1 de abril de 2014): 228–41. http://dx.doi.org/10.1108/ijshe-08-2012-0075.
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Purpose – The purpose of this paper is to describe and analyze the use of integrated campus sustainability plans at US institutions of higher education. The paper also offers a preliminary framework for the evaluation of these plans. Design/methodology/approach – The paper examines 27 campus sustainability plans. It determines the types and characteristics of the institutions that have adopted these plans. It then uses content analysis techniques to determine their typical contents and emphases. Finally, the paper draws on literature pertaining to sustainability plans and plan evaluation to present a preliminary tool for evaluating campus sustainability planning efforts. Findings – Campus sustainability plans in the USA are extremely diverse. Environmental aspects are most prominent in these plans, and social equity aspects are least prominent. Campus operations receive more attention than do academic or administrative aspects. Most campuses have taken an inclusive, campus-wide approach to developing their sustainability plans. The evaluation of these plans should consider both their process and their substance and should account for circumstances unique to higher education. Research limitations/implications – The research is focused on US colleges and universities and may have overlooked some campus sustainability plans that have other titles. Nevertheless, it is a fairly comprehensive analysis of campus sustainability planning efforts to date in the USA. Practical implications – Campus sustainability plans are an important integrative tool. Understanding the details and potential evaluation of these plans can help determine their broader adoption and implementation. Originality/value – As an emerging tool for campus sustainability efforts, sustainability plans allow colleges and universities to examine operational, academic, and administrative functions in an integrated manner. To date, there has been very little scholarly attention to these plans, and no prior attempt to consider how they might be evaluated.
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Newman*, Stephen L. "The Politics of Campus Free Speech in Canada and the United States". Constitutional Forum / Forum constitutionnel 29, n.º 2 (3 de abril de 2020): 19–30. http://dx.doi.org/10.21991/cf29397.
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Ontario Premier Doug Ford and US President Donald Trump have something in common: both recently issued directives to colleges and universities intended to promote free speech on campus. Premier Ford’s came first. In August 2018, shortly after winning the provincial election, Ford required all colleges and universities in the province to devise policies upholding free speech on their campuses in line with a minimum standard prescribed by his government. The policies were to be in place no later than January 1, 2019. Failure to comply would result in a reduction of operating grant funding from the province. President Trump’s executive order concerning “free inquiry” on American campuses was issued in March 2019. The order states that it is the policy of the federal government to encourage institutions of higher learning “to foster environments that promote open, intellectually engaging, and diverse debate, including through compliance with the First Amendment for public institutions and compliance with stated institutional policies regarding freedom of speech for private institutions.”1 Colleges and universities that fail to do so are threatened with the loss of federal research and education grants.
* Associate Professor, Department of Politics, Faculty of Liberal Arts and Professional Studies, York University where he teaches political theory.1 Andy Thomason, “Here’s What Trump’s Executive Order on Free Speech Says”, The Chronicle of Higher Education (21 March 2019), online: <chronicle.com/article/Heres-Wat-Trumps-Executive/245943?cid+bn&utm_medium=en&cid=bn>. An executive order is a directive issued by the President of the United States in his capacity as head of the executive branch and has the force of law. Trump’s executive order on campus free speech is reproduced in its entirety online.
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LaVelle, John M., Nina Sabarre y Haley Umans. "An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States". American Journal of Evaluation 41, n.º 2 (12 de septiembre de 2019): 297–310. http://dx.doi.org/10.1177/1098214019860912.
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Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.
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Moore, Matthew J. "Political Theory Today: Results of a National Survey". PS: Political Science & Politics 43, n.º 02 (abril de 2010): 265–72. http://dx.doi.org/10.1017/s1049096510000119.
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AbstractThis article reports the results of a 2008 national survey of political theorists. The results, based on 1,086 responses from professors at accredited, four-year colleges and universities in the United States, provide information about the demographic characteristics of political theorists, opinion data on the place of political theory within political science, the proportion of political theorists in political science departments, teaching loads, expectations for tenure, the experience of political theorists on the academic job market, and, finally, rankings of theorists, journals, publishers, professional organizations, and Ph.D. programs.
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BRINT, STEVEN. "Data on Higher Education in the United States". American Behavioral Scientist 45, n.º 10 (junio de 2002): 1493–522. http://dx.doi.org/10.1177/0002764202045010004.
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Higher education is a mixed sector. It includes many public institutions as well as many independent colleges and universities. It also includes some for-profit enterprises. Data resources for the study of higher education are generally very good. This is particularly true for studies of students, faculty, institutional quality, and financial resources. This article provides a catalog of existing data resources, including comments about limitations in the quality of some data sources. The article also discusses data resources needs for the future. These needs will focus on key changes in higher education: the rise offor-profit enterprises and private resources, new markets for postsecondary education, new instructional technologies, and changing social partnership activities. The article concludes by describing a number of studies that could be conducted using data on higher education to address issues high on the agenda of students of the nonprofit sector.
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Byrd, W. Carson, Rachelle J. Brunn-Bevel y Parker R. Sexton. "‘WE DON’T ALL LOOK ALIKE’". Du Bois Review: Social Science Research on Race 11, n.º 2 (2014): 353–85. http://dx.doi.org/10.1017/s1742058x14000162.
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AbstractThe examination of student group performance is a constant need as American higher education continues to expand and become more racially and ethnically diverse. Recent scholarship on the academic performance of Black students at elite colleges and universities has glossed over possible disparities among these students, particularly among different immigrant groups. The current study clarifies these differences in academic performance by examining four Black student groups at elite colleges and universities in the United States: native Blacks, Black immigrants from Africa, Black immigrants from the Caribbean and Latin America, and Black immigrants from other parts of the globe. The analyses point to many similarities and differences among the four Black student groups in their characteristics and influences on their academic performance in college such as gender, precollege friendships, high school academic preparation, college major, and closeness to Whites and Blacks. Additionally, this study found evidence of possible colorism among Black students at elite colleges.
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Louderback, Pamela. "Book Review: Bridging Worlds: Emerging Models and Practices of U.S. Academic Libraries around the Globe". Reference & User Services Quarterly 56, n.º 3 (3 de abril de 2017): 210. http://dx.doi.org/10.5860/rusq.56n3.210.
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In recent years, American colleges and universities have increased their emphasis on international engagement, emphasizing global awareness, interconnectedness, and student and community diversity. As a result, universities are establishing campuses, branches, and enhanced programs outside of the United States, particularly in the Middle East and East Asia, where they introduce Western higher education practices and philosophies. These collaborative partnerships focus on blending cultural, social, political, and economic communities, while exploring new territories in research, teaching, and learning. Bridging Worlds presents examples of academic libraries taking part in shaping these collaborations by acting as partners in the development of campus community, student life, and research from a global perspective.
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Nettles, Michael T. "History of Testing in the United States: Higher Education". ANNALS of the American Academy of Political and Social Science 683, n.º 1 (mayo de 2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.
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Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.
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Van Dorn, Kristin. "Addressing Perceptions of Bias in the Ivory Tower". Good Society 29, n.º 1-2 (abril de 2021): 119–37. http://dx.doi.org/10.5325/goodsociety.29.1-2.119.
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Abstract Colleges and universities in the United States have always been at the forefront of political dialogue in society. In times of political and cultural upheaval in the country, they are institutions that come under fire for being politically biased toward liberal ideology. Despite the best efforts of university leaders to dismiss these claims, such perceptions are real, having resulted in growing distrust in the academy. Recognizing the gravity of this issue for higher education and the nation, this article calls for colleges to prioritize pedagogical practices that build skills in intellectual humility and ideological empathy among students. In emphasizing these cognitive skills and habits, university leaders can help students develop the capacity for civic imagination and productive engagement to address complex problems. Widespread adoption of such practices could help institutions regain public trust as places where political openness and the free exchange of ideas can flourish.
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Coleman, Mary. "Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian". Public Voices 14, n.º 1 (14 de noviembre de 2016): 115. http://dx.doi.org/10.22140/pv.24.
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The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison
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Pelak, Cynthia Fabrizio. "The Relationship Between Sexist Naming Practices and Athletic Opportunities at Colleges and Universities in the Southern United States". Sociology of Education 81, n.º 2 (abril de 2008): 189–210. http://dx.doi.org/10.1177/003804070808100204.
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Uecker, Jeremy E. "Social context and sexual intercourse among first-year students at selective colleges and universities in the United States". Social Science Research 52 (julio de 2015): 59–71. http://dx.doi.org/10.1016/j.ssresearch.2015.01.005.
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Ruffins, Fath Davis. "Building Homes for Black History". Public Historian 40, n.º 3 (1 de agosto de 2018): 13–43. http://dx.doi.org/10.1525/tph.2018.40.3.13.
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This essay investigates the cultural forces that shaped the development of the post 1945 founders, founding directors of African American museums and the pioneers at historically white institutions, such as the Smithsonian. All of these people were shaped by the “Negro Canon” whose principal components were the African American political and cultural activists of the earlier twentieth century such as Carter G. Woodson and Alain Locke, and their exposure to the society of “historically Black colleges and universities” (HBCUs). These experiences helped them creatively adapt to the rapidly shifting socio-political environment of the postwar era to change forever the cultural landscape of the United States.
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Barr, Andrew y Sarah E. Turner. "Expanding Enrollments and Contracting State Budgets". ANNALS of the American Academy of Political and Social Science 650, n.º 1 (25 de septiembre de 2013): 168–93. http://dx.doi.org/10.1177/0002716213500035.
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The Great Recession heightened a growing conflict in the United States between expanding enrollments in postsecondary education and contracting public budget support. Weak labor market conditions during the Great Recession encouraged college enrollments, with much of the increase in enrollment occurring outside the most selective institutions. While federal aid policies, including the Pell grant, became more generous, dramatic reductions in state budget allocations made it difficult for colleges and universities to maintain programming and accommodate student demand. As a result, the Great Recession has accelerated the cost-shifting from public subsidies to individual payments in higher education.
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Manion, Maureen. "The Impact of State Aid on Sectarian Higher Education: The Case of New York State". Review of Politics 48, n.º 2 (1986): 264–88. http://dx.doi.org/10.1017/s0034670500038547.
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New York State provides institutional aid to nonpublic institutions of higher learning within the context of its constitutional prohibitions against aid to denominational institutions. To qualify for state aid, New York's private colleges and universities must prove they are constitutionally eligible, a process which has prompted extensive self-evaiuation and frequently some changes by many of those institutions with traditional religious affiliation. State aid administrators have chosen to restrict their constitutional approach to state standards and ignore the United States Supreme Court's tripartite standards articulated inLemonv.Kurtzman, as modified by theTilton-Hunt-Roemerdecisions. The state law has been cautiously and diplomatically administered, but the possibility of future state “entanglement” with church-related institutions remains.
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Furuta, Jared. "Rationalization and Student/School Personhood in U.S. College Admissions: The Rise of Test-optional Policies, 1987 to 2015". Sociology of Education 90, n.º 3 (9 de junio de 2017): 236–54. http://dx.doi.org/10.1177/0038040717713583.
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This article examines the rise of ‘‘test-optional’’ college admissions policies since the 1990s. I argue that the rationalization of college admissions policies after World War II contributed to the rise of ‘‘meritocratic’’ stratification (in policy) and standardized tests, like the SAT, but it also led to the expansion and legitimation of the roles of student and school personhood in the admissions process. Schools more committed to enlarged conceptions of student personhood are more likely to adopt a test-optional policy, in order to recruit students who fit the distinctive characteristics of their school identity. To test the argument, I use a comprehensive data set of 1,640 colleges and universities in the United States and discrete-time event history models from 1987 to 2015. I also assess alternative arguments that emphasize economic or prestige-driven motives. Liberal arts colleges and schools committed to several dimensions of student personhood are more likely to adopt test-optional policies, net of other factors.
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Newbold, Stephanie. "Thomas Jefferson’s Role in Transforming Higher Education Curriculum in the United States". Public Voices 11, n.º 2 (19 de abril de 2017): 15. http://dx.doi.org/10.22140/pv.488.
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For decades, public administrative scholars and historians have maintained that while Thomas Jefferson had an extraordinary substantive mind, he was not a formative figure within the intellectual, institutional, and constitutional development of public administration theory and practice. Thoroughly investigating Jefferson’s early political career does reveal that he was not interested in the daily operations of government, but as time progressed his lengthy career in public service began to transform his opinions on the relationship between good government and good administration and how sound administrative practice complemented many of the republican values espoused in The Federalist. Upon a careful examination of Jefferson’s retirement years, when he dedicated the remainder of his life to establishing the University of Virginia, the administrative genius of his mind takes center stage. In this role, Jefferson not only created Virginia’s first public institution for higher education but also dramatically reformed liberal arts curriculum standards for colleges and universities across the nation. Twenty-first century public administration scholars and practitioners should welcome this exceptional contribution to the intellectual history of American public administration with openness and with a renewed commitment to the institutional legitimacy of our field.
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Zaikov, Konstantin S. y Nikolay A. Kondratov. "Features of the Arctic Policy of the United States and Canada and the Contribution of Their Northern Universities in Its Implementation". Arctic and North, n.º 46 (25 de marzo de 2022): 127–55. http://dx.doi.org/10.37482/issn2221-2698.2022.46.127.
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The United States and Canada, along with Russia, Denmark, Iceland, Norway, Finland and Sweden, are the so-called "official" Arctic countries. In the 21st century, The United States and Canada have begun to implement national Arctic strategies and updated them. The accepted documents have both similarities and differences. The United States and Canada are active members of the Arctic Council and view it as a platform for negotiations on a wide range of issues related to the development of the Arctic. The United States has come a long way in the Arctic, including in terms of regulation. Unlike other Arctic countries, the United States has a minimal area of access to the Arctic Ocean, their strategy as a whole is turned “outward”. The first Canadian strategy for the development of the Northern Territories (2013) is addressed directly to the development of the northern periphery of the country, formulates tasks for its sustainable socio-economic development, the development of indigenous peoples, and the support of sovereignty. In 2019, the updated strategy presented already combined national and international goals for the development of the Arctic and the North. To advance national interests in the Arctic, the US and Canada have developed and funded a geographically, infrastructure, stakeholder, and thematically differentiated Arctic research policy in which higher education institutions play an important role and are used to reinforce their geopolitical aspirations. The purpose of the article is to characterize the features of the Arctic strategies of the USA and Canada, as well as to analyze the contribution of universities and colleges in Alaska (USA) and the northern territories and provinces of Canada to the implementation of research policy in the Far North and the Arctic. The practical significance of the paper is in the possibility of its use in the educational process, as well as for the analysis and updating of international aspects of research activities by universities in the Arctic zone of Russia.
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MACDONALD, VICTORIA-MARÍA, JOHN BOTTI y LISA HOFFMAN CLARK. "From Visibility to Autonomy: Latinos and Higher Education in the U.S., 1965–2005". Harvard Educational Review 77, n.º 4 (1 de diciembre de 2007): 474–504. http://dx.doi.org/10.17763/haer.77.4.237044l2j74348l1.
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In this article, Victoria-María MacDonald, John M. Botti, and Lisa Hoffman Clark trace the evolution of higher educational opportunities for Latinos in the United States from the Higher Education Act of 1965 to the designation of Title V in the Act's 1998 reauthorization. The authors argue that this evolution moved through stages, including establishing visibility and legitimacy, self-determination, self-scrutiny, emulation, and, finally, autonomy. The journey toward improving higher educational opportunities for Latinos is juxtaposed with the journey experienced by African Americans in the United States. Because of the enormous historical, social, and political differences between the two groups, the models utilized by and for Blacks were viewed as inadequate for serving Latino needs in higher education. However, the model established by Historically Black Colleges and Universities inspired Latino educators to found Hispanic-Serving Institutions (HSIs). The authors conclude their article by discussing contemporary issues surrounding HSIs and looking toward the future of Latino higher education.
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Schwartz, Joseph M. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream". Perspectives on Politics 14, n.º 2 (junio de 2016): 486–89. http://dx.doi.org/10.1017/s1537592716000232.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Coles, Romand. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream". Perspectives on Politics 14, n.º 2 (junio de 2016): 490–91. http://dx.doi.org/10.1017/s1537592716000244.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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McClain, Paula D. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream". Perspectives on Politics 14, n.º 2 (junio de 2016): 492–93. http://dx.doi.org/10.1017/s1537592716000256.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Kaufman-Osborn, Timothy. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream". Perspectives on Politics 14, n.º 2 (junio de 2016): 494–95. http://dx.doi.org/10.1017/s1537592716000268.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Keohane, Nannerl O. "A Discussion of Suzanne Mettler’s Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream". Perspectives on Politics 14, n.º 2 (junio de 2016): 496–97. http://dx.doi.org/10.1017/s153759271600027x.
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The discipline of political science in the United States evolved in tandem with the development of democratic education and the modern university system. Since the early years of the twentieth century, political science has been an academic discipline housed in universities and colleges, and most political scientists earn their living as university or college teachers. And yet as individual academics or as a discipline, we rarely stand back from our institutional environment and ask hard questions about what is happening with higher education and what this means for the practice of political science. Suzanne Mettler does precisely this in Degrees of Inequality: How Higher Education Politics Sabotaged the American Dream. And so we have invited a range of political science scholars, many with extensive experience as university leaders, to comment on her book and its implications for the future of political science.
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Katchanovski, Ivan, Stanley Rothman y Neil Nevitte. "Attitudes towards Faculty Unions and Collective Bargaining in American and Canadian Universities". Articles 66, n.º 3 (26 de octubre de 2011): 349–73. http://dx.doi.org/10.7202/1006343ar.
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This study analyzes attitudes towards faculty unions and collective bargaining among faculty and administrators in the United States and Canada. This is the first study which compares support for unionization and collective bargaining in American and Canadian universities among faculty members and administrators. The main research question is: Which factors are the determinants of attitudes towards faculty unions and collective bargaining in American and Canadian universities and colleges? Our hypotheses are that cultural, institutional, political, positional, socio-economic, and academic factors are significant predictors of support for faculty unionization. The academics in Canada are likely to be more supportive of faculty unionism compared to their American counterparts because of differences in national political cultures. Institutional and political factors are also likely to affect such views. This study uses comparative and regression analyses of data from the 1999 North American Academic Study Survey to examine attitudes towards unions and collective bargaining among faculty and administrators in the United States and Canada. The analysis shows that Canadian academics are more supportive of faculty unions and collective bargaining than their American counterparts. These results provide support to the political culture hypothesis. However, the study shows that institutional, political, positional, socio-economic and academic factors are also important in many cases. A faculty bargaining agent on campus is positively associated with favorable views of faculty unions and collective bargaining among American professors and with administrators’ support for collective bargaining in both countries. Administrators’ opposition is also important, in particular, for attitudes of Canadian faculty. Professors are more pro-union than administrators in both countries. Income, gender, race, age, religion, and academic field, are significant determinants of attitudes of faculty and administrators in the US and Canada in certain cases.
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Zhang, Xiaohan. "A Cross-Culture Study on Chinese Music in the United States". Studies in Social Science & Humanities 2, n.º 9 (septiembre de 2023): 20–24. http://dx.doi.org/10.56397/sssh.2023.09.04.
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Since 1979, China has been promoting development strategies such as “outward and inward”, “one belt, one road” and “enhancement of national cultural soft power.” Today, with internationalization and diversification as driving forces, Chinese music has become a primary avenue for China’s “cultural confidence” in foreign lands. Being the country with the highest number of Chinese students studying in the USA as international students, the impact of Chinese music and culture in the American colleges and universities cannot be underestimated. It is noteworthy that in almost all studies exploring the dissemination of music culture in departments of Asian Studies in American institutions of higher learning, Chinese music culture is very broad in scope to include Chinese folk music, regardless of the historic variety that Chinese music encapsulates. The modern Chinese music seemingly disrupts the continuity and lineage of traditional Chinese music history, yet the traditional Chinese music and modern Chinese music indeed belong to the same family. The major differences include contemporary Chinese music genres such as people’s music, professional music, and popular music have been deliberately excluded from the propagation of Chinese music culture in curriculum. Furthermore, few scholars in Chinese academic circles pay attention to these genres at present. Therefore, this paper tries to explore the phenomenon of deliberate erasure of Chinese music culture in the U.S. This paper also intends to study the overseas dissemination of Chinese music in a cross-cultural context, combining the overview and strategies of Chinese music culture dissemination at home and abroad. Last but not least, this paper attempts to construct a unity of the historical and humanistic aspects of Chinese music culture dissemination overseas.
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Battistoni, Richard M. "Should Political Scientists Care about Civic Education?" Perspectives on Politics 11, n.º 4 (diciembre de 2013): 1135–38. http://dx.doi.org/10.1017/s1537592713002867.
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For the past decade, concern about a crisis in civic education and engagement, especially among young people, has been rampant. In 2003, The Civic Mission of Schools report sounded a clarion call for greater attention to citizenship education in K–12 schools and touched off a national campaign, joined by such luminaries as Justice Sandra Day O'Connor, advocating improvements in the way we educate American youth for participation in democracy. Two years later, the work of the American Political Science Association's Committee on Civic Education and Engagement culminated in the publication of Democracy at Risk, which examined growing trends toward civic disengagement and proposed reforms to reinvigorate political participation in the United States. Just last year, a joint effort by the US Department of Education and the Association of American Colleges and Universities produced A Crucible Moment: College Learning and Democracy's Future, once again chronicling a “civic recession” across the land and issuing a “National Call to Action” for higher education to do more to educate young citizens for democracy.
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Myers, Carrie B., Scott M. Myers, Tammy Stewart y Suzette Nynas. "Institutional Policies on Assessment of Pedagogy and Faculty Classroom Practices: Evidence from 4-Year Colleges and Universities in the United States". Higher Education Policy 28, n.º 3 (7 de octubre de 2014): 315–32. http://dx.doi.org/10.1057/hep.2014.13.
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Brandle, Shawna M. "It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups". PS: Political Science & Politics 53, n.º 4 (22 de julio de 2020): 734–40. http://dx.doi.org/10.1017/s1049096520000797.
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ABSTRACTThe Introduction to American Government course, and its textbook, is a nearly universal experience for students in American colleges and universities, but what exactly is being taught in this course? Do the textbooks used in this widely taught course accurately reflect the diversity of populations and experiences in the United States? More specifically, how do textbooks for Introduction to American Government cover historically marginalized groups, if at all? This article builds on previous work by analyzing the representation of individual historically marginalized groups to conduct index search and content analyses on traditionally published and openly licensed (i.e., open educational resources [OER]) textbooks. This study finds that American government textbooks include little coverage of any historically marginalized groups, and that OER textbooks are average in this respect, doing neither better nor worse than their traditionally published counterparts.
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Davis, Alexander K. "Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013". Gender & Society 32, n.º 3 (4 de abril de 2018): 321–47. http://dx.doi.org/10.1177/0891243218763056.
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Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.
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Dajnowicz-Piesiecka, Diana. "Prawne aspekty przeciwdziałania przestępczości kampusowej w szkołach wyższych w USA". Prawo w Działaniu 47 (2021): 82–105. http://dx.doi.org/10.32041/pwd.4705.
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This article discusses the legal aspects of campus crime prevention in colleges and universities in the United States. The issue of campus crime has not yet been presented in the Polish legal writings. The author of this paper recognized the importance of expanding the knowledge on this subject given the importance of this topic in view of interesting solutions deployed by the American legislature. The paper presents selected symptoms of campus crime as well as the results of the analysis of four federal legal acts that aim at counteracting the problem of campus crime. The research was conducted using three research methods: a method of analysis and criticism of the legal literature, a dogmatic method and a method of analysis of secondary data. The research has led to a finding that, in the area of campus crime, the growing sexual and hate crimes pose a serious problem. However, the U.S. legislature is fighting against this phenomenon by requiring universities to strictly control campus crime by collecting information about each such case and informing the university community and the relevant law enforcement agencies as well as the U.S. Department of Education about it.
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Custer, Lindsay y Anne Tuominen. "Bringing “Internationalization at Home” Opportunities to Community Colleges: Design and Assessment of an Online Exchange Activity between U.S. and Japanese Students". Teaching Sociology 45, n.º 4 (16 de noviembre de 2016): 347–57. http://dx.doi.org/10.1177/0092055x16679488.
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Increasing college students’ exposure to global contexts and improving their intercultural competency remain challenging educational objectives, especially at the community college level. Fortunately, the recent shift in higher education from study abroad opportunities toward so-called “internationalization at home” initiatives, where students interact with people from cultures outside their own while remaining on their home campuses, offers new options. In this article, we describe a virtual exchange activity that we conducted between our sociology courses at a community college in the United States and two universities in Japan. We show through our assessment of the students’ experiences that a well-coordinated, carefully crafted, technology-enhanced internationalization at home activity has the potential to offer important global learning opportunities and intercultural competency development for sociology students who may otherwise lack the means to participate in study abroad.
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Kubyshkin, Alexander. "Disjoint Straight Lines or How the American University Model Works in China but Doesn’t Work in Russia". Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, n.º 2 (junio de 2020): 198–212. http://dx.doi.org/10.15688/jvolsu4.2020.2.14.
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Introduction. It is well known that since the second half of the last century, national University systems have become powerful intellectual and ideological resources not only for leading countries, but also for countries with rapidly developing economies in various parts of the world. Methods and materials. The author uses the systematic approach to the analysis of historical aspects of the development of university systems in Russia, the USA and China. The historical-comparative method allows to represent the general and the different in the dynamics of the development and strengthening of the positions of universities in the global educational space. The article uses official documents of the educational authorities of Russia, the USA and China, as well as studies of leading experts in the field of studying university education in these countries. Analysis. The analysis of the relationship between universities in the United States, China, and Russia can serve as an interesting example of how their efforts to intensify economic and political development within the states themselves go far beyond national borders and become an important factor in the acute competition in the global educational market. The article considers the main aspects of the development of the university model and the dynamics of the social function of universities in Russia, the United States and China in the context of increasing competition in the world educational space and taking into account national specifics. Results. The author notes that in spite of the common trends in historical developments of the university system in Russia, the USA and China, currently they propose different variants of competitions on the global educational market. It concerns not only different approaches to the global methodology of higher education institutions, but the great difference in cultural, social and political realities in these countries.
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Gartaula, Sudeep. "The Practical Aspects and Relevance of the Texts of ‘Patterns for College Writing’ in Nepalese Context". KMC Research Journal 5, n.º 5 (31 de diciembre de 2021): 129–38. http://dx.doi.org/10.3126/kmcrj.v5i5.53581.
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‘Patterns for College Writing’ (Twelfth Edition) is a prescribed textbook under Tribhuvan University compulsory English for four years program of B.A./B.A.S.W. and B.B.S. level first year students. The textbook is also studied by millions of students at colleges and universities across the United States. The problem is that being composed by US writers, published by US publications and written in the US context, many Nepali students are thinking this book is irrelevant and impractical to Nepalese society. A question can be raised why this book is prescribed for Nepali students. This paper aims to address these problems and satisfy the students by discovering the practical aspects of the texts included in the textbook. Therefore, this brief academic study analyzes how the textbook ‘Patterns for College Writing’ can address various issues of Nepali public lives, which are: a) Socio-cultural issue b) Historical issue c) Health related issue d) Gender and racial issue. This paper aims to highlight the fact that the contents of this textbook, which are mostly written in American context and contain various essays on American issues, are relevant and useful in Nepalese context as well.
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Becker, Jonathan. "The Global Liberal Arts Challenge". Ethics & International Affairs 36, n.º 3 (2022): 283–301. http://dx.doi.org/10.1017/s0892679422000314.
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AbstractThe democratic backsliding that has accelerated across the globe over the past decade has included a rollback of liberal arts and sciences (LAS) as a system of university education. This essay explores the origins and goals of the global LAS education reform movement. I argue that while the movement is under threat largely due to its principled value of educating democratic citizens, it still has powerful potential and global impact; in part because LAS education is primarily an indigenous phenomenon adapting to local circumstances. I also argue that U.S. universities could contribute more constructively to the movement if they conceived of their role as global civic actors that conduct themselves in the spirit of mutuality and reciprocity, not as multinational corporations that channel neoliberal tendencies to maximize revenue. U.S. critics of the global LAS movement should also pay heed to the United States’ own history. Specifically, they can learn from historically Black colleges and universities how, operating under the extreme authoritarianism of the Jim Crow era, they managed to produce leaders who shaped a more democratic country. Liberal arts education produces short term benefits for students and alumni, but in the democratic context it is a long-term wager.
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Swift, Jason. "Locating visual arts education in a post-liberal arts landscape". Visual Inquiry 8, n.º 2 (1 de junio de 2019): 149–59. http://dx.doi.org/10.1386/vi_8.2.149_1.
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This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.
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Gore, Meredith L., Elizabeth S. Nichols y Karen R. Lips. "Preparing Scientists for Science Diplomacy Requires New Science Policy Bridges". Hague Journal of Diplomacy 15, n.º 3 (17 de agosto de 2020): 424–34. http://dx.doi.org/10.1163/1871191x-bja10024.
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Summary Differences between the outputs of academic science and those of science policy contribute to a critical science-policy challenge — the inability of academia to sufficiently value either the outputs of the policy process as comparable to academic outputs, or the expertise required to maintain and develop policy. Few colleges and universities in the United States adequately prepare students to become scientists with expertise operating in science-policy spaces. Consequently, most academic scientists lack sufficient training in the policy process, exposure to science diplomacy and capacity to deliver science advice. Science-policy relationships are more than the dichotomised paradox of politicisation of science and the scientisation of politics. Adjustments in how scientists teach, research and engage with policy and policy-makers are necessary to better prepare future generations to address global problems. This article describes currency variances used in these two ecosystems and identifies opportunities to better support science-policy collaborations for more effective research, teaching and service.
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Ingle, William Kyle y Ruth Ann Petroff. "Public entrepreneurs and the adoption of broad-based merit aid beyond the Southeastern United States". education policy analysis archives 21 (7 de julio de 2013): 58. http://dx.doi.org/10.14507/epaa.v21n58.2013.
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The concentration of broad-based merit aid adoption in the southeastern United States has been well noted in the literature. However, there are states that have adopted broad-based merit aid programs outside of the Southeast. Guided by multiple theoretical frameworks, including innovation diffusion theory (e.g., Gray, 1973, 1994; Rogers, 2003), Roberts and King’s (1991) typology of public entrepreneurs, and Anderson’s (2003) stages of the policymaking process, this qualitative study sought to answer the following questions. First, in the absence of regional diffusion pressures, what internal determinants are reported as accounting for the diffusion of broad-based merit aid programs outside of the Southeastern US? What types of public entrepreneurs were identified as playing key roles in establishing merit aid in states outside the southeastern US? During which stages of the policymaking process were they active? We found that merit aid was a means of addressing an array of public problems, including low college going rates at in-state public colleges and universities, and weak K-12 accountability. Consistent factors reported as facilitating merit aid creation included a strong, vocal public advocate (governors and a university system president) and a desire to strengthen state economies and diversify workforces. A full range of public entrepreneurs played key roles in developing merit aid in the sampled states. Political and executive entrepreneurs were in the forefront of merit aid efforts, but our data suggest that a cast of supporting public entrepreneurs were integral to the eventual adoption of broad-based merit aid in the sampled states.
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Mann, Lawrence D. "Political aspects of planning the Basque coastal megalopolis". Ekistics and The New Habitat 70, n.º 420/421 (1 de agosto de 2003): 183–95. http://dx.doi.org/10.53910/26531313-e200370420/421286.
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The author is Professor Emeritus of Planning and of Geography & Regional Development as well as of Public Policy and Administration, University of Arizona and formerly Chair of the Planning Program. Previously, he was professor and chairman in these fields at Harvard University and Rutgers University. He has been Visiting Professor at five Latin American universities, in a faculty career that dates back to 1961. Since 1999 he has spent several months each year conducting research on Basque planning, from a base in Biarritz, France. His editorial experience includes ten years as Book Review Editor of the Journal of the American Institute of Planners, Journal of the American Planning Association and Compiling Editor of Ekistics. He has been active in professional planning practice, both in the United States and internationally and is former national Chairman of the American Institute of Certified Planners. He was elected Fellow of the American Institute of Certified Planners in 2001 and has been a member of the World Society for Ekistics since 1975. Mann is an extensively published scholar in Planning and related fields, including ten monographs, several times that many articles and chapters, and an even greater number of book reviews in the professional literature. He holds a doctorate in Planning (Harvard) and did postgraduate work at London School of Economics & Political Science. He is fluent in French and Spanish.
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Nee, Victor y Hilary Holbrow. "Why Asian Americans are Becoming Mainstream". Daedalus 142, n.º 3 (julio de 2013): 65–75. http://dx.doi.org/10.1162/daed_a_00219.
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In contrast to earlier waves of immigration, the post–1965 Asian immigration to the United States has not spawned an exclusionist backlash among native whites. Rather, the new Asian immigrants and their children are rapidly gaining access to the American mainstream. Whether in integrated residential communities, in colleges and universities, or in mainstream workplaces, Asian Americans' presence is ever more the rule, not the exception. The success of so many Asian American immigrants suggests that race may not be as decisive a factor in shaping socioeconomic attainment as it was in the American past; civil rights reform has been incorporated in a more inclusive American mainstream. As a group in which those of legal status predominate, Asian Americans have enjoyed more open access to mainstream institutions, paving the way to their rapid assimilation.
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McAdaragh, Mary O’Brien, John M. LaVelle y Lixin Zhang. "Evaluation and Supporting Inquiry Courses in MSW Programs". Research on Social Work Practice 30, n.º 7 (30 de abril de 2020): 750–59. http://dx.doi.org/10.1177/1049731520921243.
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Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.
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Newfield, Christopher. "Yes to the New Education, but What Kind?" PMLA/Publications of the Modern Language Association of America 133, n.º 3 (mayo de 2018): 686–93. http://dx.doi.org/10.1632/pmla.2018.133.3.686.
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Cathy N. Davidson's core claim in the new education is fundamentally important: the university system in the united states is undermining itself with a factory-production model that wasn't great in the twentieth century and is dysfunctional in the twenty-first. Whenever they come under political fire, nonelite colleges and universities proclaim their eagerness to Taylorize student learning—make it more efficient with tighter process control— through the more rigorous application of output measures like cost per unit and time to degree. hey regulate learning with grades and bell curves, which we now know do not neutrally measure learning but systematically favor some types of students over other types. Even worse, they apply stock forms of evaluation that not only mismeasure learning but actively reduce it. Whatever money standardization saves in the short run is lost many times over in the long run through limited learning and reduced creativity in the millions of graduates cranked out by this restricted and outdated system.