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Artigos de revistas sobre o assunto "Universities and colleges – Political aspects – United States"
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Webb, Patrick, Le’Brian Patrick e 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 janeiro 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 e Daphne C. Watkins. "Adherence to Masculine Norms and Depressive Symptoms in Young Black Men". Social Work 65, n.º 3 (1 de julho 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 e 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., e 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 junho 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. e 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, e Krishna Bista. "Understanding Indian International Student Experience in the United States". Journal of Underrepresented & Minority Progress 3, n.º 2 (30 de dezembro 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 e 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 maio 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 e Brian Wojcik. "Voices From the Field". Journal of Special Education Technology 33, n.º 1 (27 de setembro 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.
Teses / dissertações sobre o assunto "Universities and colleges – Political aspects – United States"
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Polvino, Janet G. "A comparison of selected residential and non-residential public two-year college music programs' fulfillment of NASM guidelines for specific aspects of music in general education". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167798.
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The purpose of this study was to compare specific aspects of music in general education between selected residential and non-residential public two-year colleges in the United States. The comparison was made by conducting a nationwide mail survey to see how well each college fulfills ten guidelines for specific aspects of music education for the non-major. These guidelines were determined by the National Association of Schools of Music (NASM) for music departments in higher education. A stratified random sample consisted of 140 colleges.One-hundred fifteen music educators completed surveys. In order to determine if a significant difference existed between residential and non-residential colleges, a two-way factorial analysis of variance was performed on the groups with region and group as factors. The analysis was carried out for each question of the survey. Respondents were given the option of making comments after each question. These qualitative data were compiled and compared for similarities and differences.Many similarities were discovered between the two groups. A significant difference (p<.05) was found between the groups regarding the involvement of the music department in institutional admissions and counseling processes used to convey opportunities for student participation in music studies and activities.School of Music
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Chipps, Kenneth M. "For-profit higher education programs in the United States". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3691/.
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This study examined the extent of research and teaching on higher education programs in the United States that focuses on for-profit higher education. This descriptive study used a 30-item questionnaire to gather the information reported here. This survey instrument was sent to the entire population of interest. This population was made up of all of the programs in higher education that are listed in the ASHE Higher Education Program Directory, which is produced by the Association for the Study of Higher Education. The results of this research show that little research and teaching is being done that has a primary focus on for-profit higher education. Recommendations on how to address this are provided.
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Dar, Luciana Nogueira. "The politics of higher education spending in the American states". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1998518551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Helvie-Mason, Lora B. "A phenomenological examination of tenure-track female faculty members' socialization into the culture of higher education". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369917.
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The purpose of this phenomenological study was to understand how pre-tenure female faculty members perceived their socialization experiences into the culture of higher education. This study viewed higher education as a distinct culture where members underwent socialization processes such as enculturation and acculturation throughout the pre-tenure years. Participants were eight pre-tenure female faculty members from Midwestern land grant institutions. Women were interviewed for 90-120 minutes on one occasion. Data was analyzed using the Constant Comparative Method (CCM).The women's perceptions resulted in four emergent themes: Balance, Place, Support, and Trust. Balance contained the themes of Workload, including promotion and tenure and time, and Roles, including sub-themes of personal and professional roles. Place described women's feelings of fit regarding age, sex, their student response and their personal response to their culture. Support highlighted people, groups and mentoring perceived as influential in their socialization. Lastly, the theme of Trust emerged as a key element of their cultural understanding regarding higher education. These pre-tenure female faculty members perceived socialization as filled with incongruency, uncertainty and rejection, and political astuteness. The women felt incongruence in terms of their personal values and those values rewarded professionally. The women's socialization was shaped by uncertainty in the promotion and tenure process and in where to put their time and energy. In addition, the women described the need for political astuteness in their professional communications and actions during their pre-tenure years. These perceptions werefurther examined through post-colonial feminist theory. The emphasis post-colonial feminist theory places on power and voice in the historically male-dominated system of higher education informed the analysis. This led to the argument for Boyer's (1990) reconstruction of scholarship as an opportunity for women to become co-creators of an environment which better promotes congruency between their personal values with elements evaluated for professional success.Embracing Boyer's (1990) concepts for re-conceptualizing scholarship may offer a potential solution which would allow the women to experience more integrated lives instead of disparate circles of personal and professional activity. Integrated lives would ease their adjustment in these pivotal pre-tenure years.Department of Educational Studies
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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
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Pokross, Amy Elizabeth. "The American Community College's Obligation to Democracy". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5129/.
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In this thesis, I address the dichotomy between liberal arts education and terminal vocational training in the American community college. The need is for reform in the community college in relation to philosophical instruction in order to empower citizens, support justice and create more sustainable communities. My call for reform involves a multicultural integration of philosophy into terminal/vocational programs as well as evolving the traditional liberal arts course to exist in a multicultural setting. Special attention is focused on liberating the oppressed, social and economic justice and philosophy of education.
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Steele, Natalie Anne. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9826/.
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The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine how they align with the students' preferences.
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Kwong, Caputo Jolina Jade. "Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students". PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1006.
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This study sought to explore the lived experiences of five female, first-generation, low-income students who attend a metropolitan commuter university, and investigate how a structured undergraduate research experience exerts influence on the women's academic and social involvement. A qualitative case study with a narrative and grounded theory analysis was selected as the most appropriate approach for exploring this topic and addressing the guiding research questions. Interview and journal data were collected and analyzed to identify significant themes. The importance of finding an academic home, the significance of interacting with faculty and peers, and the validation of a metropolitan commuter university education through a scholar development process emerged as significant findings. Implications and recommendations on programmatic and institutional levels are included, as well as suggestions for future research.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four Year Institutions in the United States". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
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Namalefe, Susan A. "Changes in Student Borrowing at Private Not-for-Profit Four-Year Institutions in the United States". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157546/.
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Trends in tuition and financial aid policy have increased the number of students who borrow for higher education and the aggregate debt students acquire. Most research on student borrowing over the years has analyzed the effects of borrowing and the prospects of indebtedness on individual students' choices and persistence. However, dynamics at the institutional level such as the need to ensure a stable flow of resources may accelerate or slow down student borrowing. Drawing on resource dependence theory, this study examined changes in student borrowing at private not for profit four year institutions in the US to identify trends and implications. A fixed effects regression analysis was applied to panel data from the Delta Cost project and the National Association of College and University Business Officers. Analytical focus was on the financial and enrollment characteristics of private not for profit four-year institutions, the relationship between these characteristics and student borrowing, and whether these relationships are stable or change over time. Findings revealed that the financial and enrollment characteristics of private not for profit institutions during the study period were characterized by gradual variation. The results also revealed that most of the financial characteristics were predictive of student borrowing and that these relationships vary with time. Evidence from this study cautions higher education policy makers that high tuition dependence and the attendant student loan burden may disadvantage some students. Policy makers concerned about providing equitable access to higher education to all student subpopulations should try to moderate competition among institutions and tuition rises that intensify student borrowing. Institutional practices such as tuition maximization and selective price discrimination must be moderated so that financial aid, including loans, can realize the objective of encouraging fairness and choice in higher education entry.
Livros sobre o assunto "Universities and colleges – Political aspects – United States"
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Shapiro, Ben. Brainwashed: How universities indoctrinate America's youth. Nashville: WND Books, 2004.
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1951-, Watt Stephen, ed. Office hours: Activism and change in the academy. New York: Routledge, 2004.
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1957-, Martin Randy, ed. Chalk lines: The politics of work in the managed university. Durham: Duke University Press, 1998.
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Status Envy: The Politics of Catholic Higher Education. New Brunswick, NJ: Routledge, 2009.
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Michael, Rothberg, e Garrett Peter K, eds. Cary Nelson and the struggle for the university: Poetry, politics, and the profession. Albany: State University of New York Press, 2009.
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Miller, Angela Browne. Shameful admissions: The losing battle to serve everyone in our universities. San Francisco: Jossey-Bass Publishers, 1996.
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April, Kelly-Woessner, e Woessner Matthew, eds. Conflict in the American university: How competing visions of power, politics, and diversity complicate the mission of higher education. Lanham, Md: Rowman & Littlefield Publishers, 2010.
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1942-, Silverglate Harvey A., ed. The shadow university: The betrayal of liberty on America's campuses. New York: Free Press, 1998.
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1942-, Silverglate Harvey A., ed. The shadow university: The betrayal of liberty on America's campuses. New York: HarperPerennial, 1999.
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H, Douglas George. Education without impact: How our universities fail the young. New York, N.Y: Carol Pub. Group, 1992.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Universities and colleges – Political aspects – United States"
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Filip, Birsen. "The Early Establishment of Political Economy Departments at American Colleges and Universities". In The Early History of Economics in the United States, 141–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003247715-5.
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Etim, Alice S., e Latonya J. Yarber. "COVID-19 Vaccine Hesitancy". In Advances in Human and Social Aspects of Technology, 182–98. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5347-6.ch008.
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Information and communication technology (ICT) tools and services are revolutionizing the healthcare fields in many ways. One of such ways has been the sharing of information about vaccines to encourage their acceptance and adoption. The COVID-19 Vaccines Hesitancy Project (hereafter called the Project) was completed at one of the Historically Black Colleges and Universities (HBCUs) in the United States of America (USA). The researchers investigated through literature and secondary data the issues that continue to cause inequities and fuel vaccine hesitancies among different populations, particularly minority populations as well as the use of various ICT tools and services to better educate society for acceptance and adoption.
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Toal, Gerard, e Fred M. Shelley. "Political Geography". In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0022.
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The decade and a half since the last review article on political geography by Reynolds and Knight (1989) in Geography In America has been one of extraordinary geopolitical transformation and change. Not only did the Cold War come to an end with the fall of the Berlin Wall and the dissolution of the Soviet Union but the spectacular terrorist attacks of September 2001 brought the “post-Cold War peace” to an end also. In the early 1990s the threat of superpower nuclear war faded as an omnipresent nightmare in international relations. Yet new threats and dangers quickly emerged to take the place of those imagined during the Cold War. Concern grew about “rogue states,” genocidal ethnonationalism, global warming, and the dangers of nuclear proliferation (Halberstam 2001; Klare 1995; Odom 1998). Fears about terrorism also grew with a series of bombings, from Paris, London, and Moscow to Oklahoma City, New York, and Atlanta. United States troops and embassies in Saudi Arabia, Tanzania, Kenya, and Yemen were the targets of terrorist attacks. But it was only after the disruption, shock, and panic of the devastating terrorist attacks of 11 September 2001 and subsequent incidents of bioterrorism that world politics was given new definition and clarity by the world’s most powerful state. The new metanarrative of geopolitics is the “war against terror.” Beyond the high dramas of geopolitics, already existing trends in everyday economic and political life deepened in the last decade and a half. New social movements have forced questions concerning the politics of identity and lifestyles onto the political agenda. The globalization of financial markets, telecommunication systems, and the Internet further rearranged governing notions of “here” and “there,” “inside” and “outside,” “near” and “far.” With global media networks broadcasting news twenty-four hours a day and the Internet spreading a world wide web, the “real” geographies of everyday life were becoming strikingly virtual as well as actual (Wark 1994; Mulgan 1997). Informationalization, and the relentless pace of techno-scientific modernity were transforming everyday life and education in the United States’ colleges and universities. Celebrated by the culture of transnational corporate capitalism, these tendencies brought enormous wealth to some, further polarizing income inequalities across the planet while also introducing unprecedented vulnerabilities and uncertainties into what was becoming “global everyday life.”
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Shonekan, Stephanie, e Adam Seagrave. "Introduction". In Race and the American Story, 1–11. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197767689.003.0001.
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Abstract The Introduction describes the events and circumstances leading up to the authors’ decision to collaborate on the design of a college course at the University of Missouri in the aftermath of the killing of Michael Brown in 2014. It relates the process by which the course was created, the content of the course readings, and the uniqueness of the course relative to other courses on race in American colleges and universities. It explains the authors’ reasons for choosing to focus on the discussion of primary historical sources relating to the history of race in the United States. Weaving together aspects of their personal stories with their academic expertise, Shonekan and Seagrave highlight crucial features of the Race and the American Story course. They reflect on the significance of the course for higher education and for American society.
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Newman, Louise Michele. "Evolution, Woman ‘s Rights, and Civilizing Missions". In White Women ‘s Rights, 22–55. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195086928.003.0002.
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Abstract As they looked back over recent decades, contemporary observers of the 1890s recognized this period in U.S. history as “the Era of Woman” -a time when women ‘s organizations proliferated and the country seemed especially focused on women ‘s issues and women ‘s rights. Richard T. Ely, director of the School of Economics, Political Science, and History at the University of Wisconsin, declared, “Our age may properly be called the Era of Woman, because everything which affects her receives consideration quite unknown in past centuries.” Commentators at the time were impressed with the recent “progress” of woman, her increased visibility in public and political affairs, her entry into colleges and universities, and her commitment to social reform. Those in sympathy with the woman ‘s movement viewed these changes in woman ‘s status as the manifestation of evolutionary progress, a sign that the civilization of the United States was equal to the higher civilizations of Europe and far superior to the primitive cultures of Asia and Africa. In the words of Joseph Rodes Buchanan, a professor of physiology, medicine, and anthropology, “sustained womanhood is a Western condition, as degraded womanhood is the Oriental condition.
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Joseph, Richard J. "Global Markets beyond the Horizon: Part I". In Bridging the Gap between the Abundance of American Higher Education Talent and the Immense Foreign Demand for It, 94–116. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192848307.003.0006.
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Abstract This chapter turns to the international side of the Great Chasm (i.e., the “demand side”). Herein arises the immense foreign demand for American higher education talent. This demand has been strengthened by the expansion of the world economy in the New Millennium. It has been shaped by the pressing need, in emerging markets, to forge an educated workforce, train professionals, and build institutions that can contribute to the economic, social, and political well-being of the nation. The first part lays the groundwork for the passages that proceed. It elaborates on the following ideas: As a result of tighter U.S. visa restrictions and rising anti-immigrant sentiment, the door to a massive influx of foreign students in the United States has been all but shut. This limitation adds weight to the proposition that if all the world cannot come to America for higher education, then why not take American higher education to all the world? The second part purports to convey a sense of the enormity of international markets for higher education. It explains that by tapping these markets, U.S. colleges and universities can enhance their financial viability. At the same time, they can serve the educational needs of non-U.S. nationals, solidify the economic substructure of U.S. higher education, and strengthen the critical role that America plays, or should play, globally in the realm of ideas.