Higher Education Policy for Minorities in the United States

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https://hdl.handle.net/10919/111122

The Collection of Higher Education Policy for Minorities contains a variety of open access resources that provide a comprehensive and balanced view on higher education policy analysis for minorities in the United States. This Collection aims to disseminate high quality research to encourage the academic community, policymakers, and the public to engage and improve educational aspects and challenges that minority groups face. The collection contains population characterizations and policy analysis especially for the following minority groups: Latin American students, African American students, and Asian students. The selected materials come from approximately 70 organizations at the international, national, and local levels, as well as public, profit and non-profit organizations. The materials particularly focus on issues related to higher education access, educational attainment, educational financing, admission process and retention policies, cultural mismatch, socioeconomic barriers, and normative analyzes of educational equity. Most resources are available in English, but there are a few available in Spanish.

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Now showing 1 - 20 of 1531

The Condition of Education for Hispanic Americans
Brown, George H.; Rosen, Nan L.; Hill, Susan T.; Olivas, Michael (U.S. Department of Education, 1981-05-01)
This report presents an overview of Hispanics in the United States and their educational profile between 1970-1976.
Higher Education in the United States
Doucette, Donald S. (UNESCO European Centre for Higher Education, 1982)
A variety of organizational, curricular and philosophical features of the system of higher education in the United States distinguish it from higher education systems in the world, but the system's size, egalitarianism, diversity and comprehensiveness are the most notable and significant of these distinguishing features. The system of higher education in the United States is also conspicuously diverse and decentralized. This book describes both the diversity and the standardization that coexist in the higher education system. It generalizes cautiously where standardization is both apparent and predominant. The book also points out that new programs are developed continuously to meet emerging societal needs, such as those in energy and the environment, as well as to meet the needs and interests of new clientele : the elderly, middle-age women attempting to reenter the job market, and the educationally disadvantaged seeking basic skill development.
Higher education and the labor market in Asia
Sanyal, Bikas C. (UNESCO. IIEP, 1982)
Whatever the political ideology of a government, employment of the educated is increasingly being considered as an essential element of national development, not only because the labor market is at the core of social and economic development since it determines the role of an active citizen, but also because every citizen is entitled to have a social role to play, and, today, paid employment is the means of playing that role. This is why the discussion on higher education and the labor market becomes important in the context of any debate on higher education and development. In this context, the author aims to examine the features and relationships between higher education and labor market in Asia during the eighties.
Diversification of Higher Education
UNESCO European Centre for Higher Education (UNESCO European Centre for Higher Education, 1988)
During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries.
Multi-ethnicity in higher education
UNESCO European Centre for Higher Education (UNESCO European Centre for Higher Education, 1992)
The multi-ethnic and pluricultural nature of European societies, indeed of world society, is (or should be) reflected both in the composition of the student cohorts and the staffs of higher education institutions. This same reality should also, of course, be reflected in the curricula, for an important aim of higher education is or should be to sensitize students to the multi-ethnic and pluricultural nature of their societies. From an understanding of multi-ethnicity and pluriculturalism should evolve an appreciation for and the valuing of cultural richness. This report argues in favor of the globalization of higher education, a multi-facetted concept which involves the development of pluricultural attitudes in and approaches to education in the interests of international cooperation, tolerance, and peace.
Higher Education and the Labor Market
Shattock, Michael (UNESCO European Centre for Higher Education, 1993)
This book presents an overview of the state of the art in studies of higher education and the world of work, based on papers, some of which were presented at the 1992 annual meeting of the Consortium of Higher Education Researchers. This book compiles the contributions made to the study of the subject by different disciplines and sketches the range of relationships between higher education and work. It also presents discussions about the contribution of higher education to the labor market.
Counseling and orientation of students in higher education
UNESCO European Centre for Higher Education (UNESCO European Centre for Higher Education, 1994)
There is a growing importance of student counselling and orientation in higher education. Although both have always been part of the university environment, particularly in the United Kingdom and the United States, they have been moving closer to a center stage in recent years as a result of the massification of higher education, its diversification and growing complexity, and the increasing types and intensity of pressure being placed on students regarding both their studies and the difficulties that very many of them anticipate in finding suitable employment upon graduation. At the very least, academic counsellors will help students deal successfully with these pressures while making the best possible choices regarding their studies and their future careers. This book compiles a set of papers in this regard.
Diversity of structures for higher education
UNESCO European Centre for Higher Education (UNESCO European Centre for Higher Education, 1994)
This book presents many of the papers that were delivered at a workshop on Universities, Colleges, and Others: Diversity of Structures for Higher Education, held at CEPES in 1993 in Bucharest, Romania. Among the compiled themes are as follows: 1) History, Geography, and Economy: Elemental Influences on Higher Education Policy Decisions; 2) Policy Goals for the Future; 3) Legal Construction of Higher Education Structures; and 4) Managing Change.
Collaboratives: Helping Hispanic Students Succeed
Owlett Baltimore, Linda (National Education Association, 1995)
Minority cultures represent an invaluable human resource within American society. To reap the full benefit of cultural diversity, however, some crucial and pervasive problems within the educational system need to be solved. The lack of support systems that promote academic achievement of minority students and continued ethnic inequality in access to higher education have particularly adverse effects on Hispanic. This report points out the profile of Hispanic who access to the higher education system in the United States and provides some strategies to make Hispanic students succeed.
Community College Faculty
National Education Association (National Education Association, 1995-06-01)
In only a generation community colleges grew from a few institutions to a major sector of postsecondary education by providing nearly universal access. Currently 1,024 community colleges hire over a quarter million faculty members to provide education to 5.4 million students each year. Low cost compared to other colleges and universities is one major reason community colleges succeed in attracting students. This low cost comes at some expense to faculty members. They receive lower salaries and teach more course sections than faculty members at other types of postsecondary institutions. Community colleges also hire more part-time faculty members than any other sector in higher education. This report describes some features and challenges that faculty members face in community colleges. All the information is from the 1993 National Study of Postsecondary Faculty (NSOPF) sponsored by the National Center for Education Statistics of the U. S. Department of Education.
The Educational Progress of Hispanic Students: Findings from the Condition of Education 1995
Smith, Thomas M. (U.S. Department of Education, 1995-09-01)
Education has always been seen as one means of upward mobility, especially for those who are socially and economically disadvantaged. Hispanic children are likely to be at an educational disadvantage relative to whites for several reasons, including a greater likelihood of living in poverty and lower average levels of parental education. This report points out some trends in Hispanic educational access, achievement, and attainment.
The Educational Progress of Women
U.S. Department of Education, Office of Educational Research and Improvement; National Center for Education Statistics (U.S. Department of Education, Office of Educational Research and Improvement, 1995-11-01)
Over the past two decades, women have made substantial educational progress. The large gaps between the educational levels of women and men that were evident in the early 1970s have essentially disappeared for the younger generation. Although they still lag behind males in mathematics and science achievement, high school females on average outperform males in reading and writing, and take more credits in academic subjects. In addition, females are more likely than males to attend college after high school, and are as likely to graduate with a postsecondary degree. This report summarizes educational differences between females and males that research has shown to be related to labor market outcomes.
Minorities in Higher Education - Findings from the Condition of Education 1996
U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 1997-01-01)
Minorities in the United States have long suffered lower economic prosperity and social status compared to the white majority. Higher education often serves as the best means of social mobility available to our nation’s youth. For example, graduating from college is associated with more stable patterns of employment and higher earnings. As the gap in earnings between high school and college graduates continues to widen, college has become even more important for minorities who are trying to enter into a globally competitive labor market. This report reviews the higher education aspirations and preparation, college enrollment, persistence, and completion rates of minorities in comparison with the majority white population
Confronting the Odds: Students At Risk and the Pipeline to Higher Education
U.S. Department of Education; National Center for Education Statistics (U.S. Department of Education, 1997-10-01)
The purpose of this report is twofold. First, it aims to understand the critical junctures in the pipeline to college enrollment where at-risk high school graduates leave at substantially higher rates than their counterparts not at risk. Second, it identifies factors that contribute to at-risk students’ successful navigation of the pipeline to college enrollment
"Reverse Discrimination" and Higher Education Faculty
Hughes, Joyce A. (Michigan Journal of Race and Law, 1998)
In this article, the author critiques the use of "reverse discrimination" claims by White plaintiffs to challenge the hiring of Blacks in institutions of higher education. The author argues that "reverse discrimination" is a myth since no such claim is possible when one White candidate is selected over another; assumptions of inferiority are implicit where such a claim is made when a Black candidate is selected over a White candidate. In other words, allowing such a claim, even if ultimately unsuccessful, implies a presumption of superiority on the part of the White candidate. For this reason, the author argues that it is improper to assume that "reverse discrimination" occurs any time a Black candidate is chosen over a White candidate. If both are equally qualified, no such claim exists. The term "reverse discrimination" is not neutral in tone and therefore should not be treated as f it is neutral in application. The author concludes that institutions of higher education must not allow fears of unfounded "reverse discrimination" claims to prevent them from hiring, promoting, and granting tenure to Black faculty.
The Price of Admission: The Growing Importance of Higher Education
Immerwahr, John (The National Center for Public Policy and Higher Education, 1998)
In recent years, education has been at or near the top of the public’s concerns and it has been a major priority for the president and many of the nation’s governors. When leaders and the public speak of education, however, their main concern has typically been the nation’s K–12 schools. Today, the focus is turning to higher education (including both two-year and four-year colleges and universities). As America moves into the knowledge intensive world of the future, a college education will continue to take on much of the importance that a high school education had a generation ago; the growing importance of a higher education has spawned greater public attention and concern. To examine these issues, Public Agenda surveyed 700 Americans nationwide in February 1998. The respondents were specifically told that the questions about higher education referred to both two-year and four-year higher education, and to both public and private colleges and universities. These closed-ended interviews were also supplemented with in depth follow-up interviews with a number of the respondents. Because many of the same survey questions were also asked in 1993, the research shows not only what Americans think today but how their attitudes have changed and evolved in the last five years. This study was the first in a series of studies that Public Agenda conducted in collaboration with the National Center for Public Policy and Higher Education.
Perspectives on Affirmative Action / Rethinking Racial Divides: Asian Pacific Americans and the Law
Michigan Journal of Race & Law (Michigan Journal of Race & Law, 1998)
For more than 20 years, the issue of affirmative action has spawned major legal and political battles. On October 14, 1997, The University of Michigan, Ann Arbor found itself on the front lines of those battles when the Center for Individual Rights (CIR) filed suit in federal court on behalf of several White students who failed to get into the undergraduate college.' In their complaint, the plaintiffs charge the University with unconstitutional discrimination on the basis of race, claiming that they were not admitted as result of the race-conscious admissions policy maintained by the school.' On December 3, 1997 CIR filed another action against the University of Michigan Law School on behalf of a White woman who had similarly not been admitted to the Law School.3 The advent of these lawsuits sparked a range of responses among members of the University of Michigan community. Law students debated the issue, developed statements, and held press conferences. Additionally, students brought in speakers and panels to discuss, debate and explore affirmative action and related issues. This report compiles the statements on affirmative action followed by the Asian Pacific American Law Students Association Symposium.
CQ Connections – Breaking through the barriers to tertiary education
Mallory, Olive; McKavanagh, Mary (Central Queensland University, 1998)
This paper discusses the findings of research which was conducted to identify the barriers to accessing and succeeding at tertiary study, as perceived by year 11 and 12 low income students from five Central Queensland schools. The findings of this project has the potential to assist the future direction of Central Queensland University recruitment policies and procedures by providing demographic data that will enable recruitment programs to be inclusive of people from low socioeconomic backgrounds and by providing information enabling perceived barriers to university study to be addressed. The paper incorporates a description of CQ Connections which is an equity program conducted at CQU aimed at increasing the access, participation and success of LSES students at CQU.
Employment Growth Among Sectors in the United States, Japan, and Europe Based Upon Educational Attainment
Bureau of Labor Statistics (1998-07-01)
Employment growth in the United States outpaced that of Japan and Europe between 1980 and 1996. The number of jobs in sectors requiring higher levels of education grew at roughly comparable rates in these economies. Thus, differences in job creation rates have often been driven by differences in sectors requiring lower levels of educational attainment. In 1996, employment in the United States was more than 27 percent greater than in 1980. In Japan, employment grew about 15 percent over the period, while in the major economies of Europe, (France, West Germany, Italy, and the United Kingdom) there had been little net increase—about 3 percent. (See table.) Employment growth among these nations varied over time, however, and there were important compositional differences in terms of sectors.
The Workforce Investment Act: Implications for Community Colleges
American Association of Community Colleges (American Association of Community Colleges (AACC), 1998-10-13)
As major providers of employment and training services, community colleges have an important stake in the new workforce investment system that will emerge under this legislation. This policy analysis highlights those employment and training provisions of the Workforce Investment Act that will be of particular interest to community colleges and will discuss the implications of these provisions for the colleges' future anticipation in the delivery of employment and training services. The analysis concludes with a suggested community college action agenda to respond to the challenges and opportunities posed by the new legislation.

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