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Articles 1 - 10 of 10
Full-Text Articles in Education
Are Asian Americans Poc? Examining Impact Of Higher Education Identity-Based Policies And Practices, Janelle Raymundo
Are Asian Americans Poc? Examining Impact Of Higher Education Identity-Based Policies And Practices, Janelle Raymundo
The Vermont Connection
Asian Americans may not be considered “people of color” (POC) in higher education because of stereotypes of Asian Americans such as the model minority myth. White supremacy creates a racial hierarchy that creates a misperception that Asian Americans are not marginalized compared to other POC in order to cause strife among all racial minority groups. In higher education, this racial hierarchy manifests through exclusionary practices in diversity programming, recruitment, and admissions that can lead to the disconnection of Asian Americans from the rest of the POC community. Issues regarding affirmative action and the recent Harvard lawsuit are salient examples that …
Anti-Affirmative Action And Historical Whitewashing: To Never Apologize While Committing New Racial Sins, Hoang V. Tran
Anti-Affirmative Action And Historical Whitewashing: To Never Apologize While Committing New Racial Sins, Hoang V. Tran
Journal of Educational Controversy
Apologies, official or otherwise, for historical wrongs are important steps in the road towards reconciliation. More difficult are historical wrongs that have yet to be fully acknowledged. The reemergence of affirmative action in the public consciousness via the Supreme Court represents a striking example of the ways in which our collective consciousness has yet to fully account for our past educational sins: segregation and income inequality. This essay explores the multiple consequences to our historical memory when the anti-affirmative action narrative continues to dominate the public discourse on racism in education. I offer a renewed focus on ‘fenced out’ as …
Affirming The Purpose Of Affirmative Action: Understanding A Policy Of The Past To Move Toward A More Informed Future, Meagan Schantz
Affirming The Purpose Of Affirmative Action: Understanding A Policy Of The Past To Move Toward A More Informed Future, Meagan Schantz
Sacred Heart University Scholar
The application of affirmative action policies to university admissions is a topic of ongoing controversy. This article (ex)amines the debate through an interdisciplinary lens, drawing on the fields of history, law, and ethics. The first section provides historical background on affirmative action policies, tracing how they expanded from the employment sector into higher education. Next examined are legal challenges to affirmative action in admissions, with a focus on the pivotal 1978 Bakke case. The ethical implications of affirmative action are next considered, in particular the question of how affirmative action can be applied in a way that supports disenfranchised groups …
Race On Campus: Debunking Myths With Data, Nick Francis Havey
Race On Campus: Debunking Myths With Data, Nick Francis Havey
Journal of Critical Scholarship on Higher Education and Student Affairs
There are many myths revolving race and diversity on college campuses. Are students of color choosing to isolate themselves in ways that hurt them? Did your friend from high school only get into Harvard because she’s Black? Does the SAT inherently favor rich kids? In Race on Campus: Debunking Myths with Data, Julie Park describes and deconstructs racial myths in an incredible contribution to the higher education literature on race, racism, and diversity issues on campus.
Principles And Consequences In A Virtue Ethics Analysis Of Affirmative Action, Caleb H A Brown
Principles And Consequences In A Virtue Ethics Analysis Of Affirmative Action, Caleb H A Brown
Montview Journal of Research & Scholarship
In this paper, I evaluate affirmative action from the framework of virtue ethics. In doing so, I consider the principles behind affirmative action as well as its consequences because a perfectly virtuous person will act per just principles but will also be concerned with the consequences of her actions. An attempt to restore justice that utilizes a mechanism known to be ineffective is not truly an attempt to restore justice, and so is not virtuous. Therefore, if affirmative action is principally justified, a complete virtue ethical analysis will still ask, “Do we know if it works?” I conclude that affirmative …
An Effective Compromise: Class-Based Affirmative Action In Boston Schools, Gabriel O'Malley
An Effective Compromise: Class-Based Affirmative Action In Boston Schools, Gabriel O'Malley
New England Journal of Public Policy
The author seeks to shift the traditional focus of the affirmative action debate from race to class. With the Boston Latin School as an example, he argues that, under certain circumstances, a shift in an admission policy based on preferences from race to class will maintain academic standards while increasing minority representation; it will also expand opportunity for economically underprivileged youths who have succeeded academically despite the obstacles they face. A focus on class rather than race offers both sides of the affirmative action debate a philosophy that can be reconciled with their views on race-based affirmative action. In certain …
Leadership For Diversity: Effectively Managing For A Transformation, Adrian K. Haugabrook
Leadership For Diversity: Effectively Managing For A Transformation, Adrian K. Haugabrook
Trotter Review
Diversity has become a contentious theme woven throughout many different aspects of higher education. Multiculturalism, ethnic studies, women's studies, curriculum reform, strategies for increasing access and opportunity to the under-represented and under-served and improving campus climate have all been vehicles to promote and further diversity initiatives. Diversity stands to challenge much of what has been the traditional views of higher education. The efforts to promote multiculturalism and diversity have caused the academy and the enterprise of higher learning to introspectively examine and reexamine its values, beliefs and relationships to a much larger society. American higher education now sees itself in …
The National Congress Of Black Faculty, Ronald W. Walters
The National Congress Of Black Faculty, Ronald W. Walters
Trotter Review
In recent years serious problems have arisen in the field of black higher education that have not been subject to systematic examination and corrective programming. These problems have magnified the necessity for a vehicle through which black faculty might be mobilized to contribute to the enhance ment of their own professional opportunities and thus make a significant impact upon black higher education in general. Some of these problems are discussed below.
Robert M. O'Neil's Discriminating Against Discrimination: A Review, Karen Ruse Strueh
Robert M. O'Neil's Discriminating Against Discrimination: A Review, Karen Ruse Strueh
IUSTITIA
It is difficult these days to find anyone who will deny that racial minorities have been discriminated against in the area of educational opportunities. Few will deny the desirability of enhancing these opportunities and increasing the number of minority persons in the various professions. But very few will agree on the means that are appropriate to accomplish this desirable end. Robert O'Neil has tackled the awesome task of pinpointing and evaluating the policy considerations that affect the tough choices involved in formulating standards for admissions to professional school programs that will promote academic quality but at the same time allow …
Higher Education: The Black Professional, Donald H. Godbold, Andrew Goodrich, William Moore, Jr.,
Higher Education: The Black Professional, Donald H. Godbold, Andrew Goodrich, William Moore, Jr.,
IUSTITIA
The black professional in the community college is a catalog of contradictions. His or her condition can only be described as tragic; and his or her plight is a travesty on the philosophy of the two-year college. The preliminary findings of one study in progress note that nearly half (409 or 47 per cent) of the 865 two-year institutions included in the sample do not have a single black faculty member or administrator. Eighty-nine of the remaining 456 colleges have only one black staff member. Similarly, there are a number of community colleges located in areas heavily populated by blacks …