What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

A Different Mirror: A History of Multicultural America. First Edition.

Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

College Choices: The Economics of Where to Go, When to Go, and How to Pay For It

The increasing concentration of wealthy students at highly selective colleges is widely perceived, but few analyses examine the underlying dynamics of higher education stratification over time. To ...

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Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification

The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District’s (TUSD’s) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The current analyses use administrative data from TUSD (2008–2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an increased likelihood of both outcomes occurring. The authors discuss these results in terms of educational policy and critical pedagogy as well as the role academics can play in policy formation.

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Missing the (Student Achievement) Forest for All the (Political) Trees Empiricism and the Mexican American Studies Controversy in Tucson

The competitive dynamics that sustain stratification among postsecondary institutions have reinforced racial inequality in selective college enrollment between 1972 and 2004. Using a data set constructed from four nationally representative surveys (National Longitudinal Survey 1972, High School & Beyond 1980, National Educational Longitudinal Survey 1988, and Educational Longitudinal Survey 2002), the authors model how escalating admissions standards—including academic preparation and the growing importance of SAT scores and extracurricular leadership—effectively maintain racial inequality in selective college enrollment over time. Black and Latino students have made strides in their pre-collegiate academic preparation. Nevertheless, although access to postsecondary education has expanded since 1972 for all ethnic groups, Black and Latino students’ odds of selective college enrollment have declined relative to White and Asian American students.

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Access Without Equity Longitudinal Analyses of Institutional Stratification by Race and Ethnicity, 1972–2004

This study investigates whether public universities respond to declines in state appropriations by increasing nonresident freshman enrollment. State higher education appropriations declined substantially during the 2000s, compelling public universities to become more dependent on net-tuition revenue. State policy controls often limit the growth of resident tuition price. Therefore, public universities have an incentive to grow nonresident enrollment in order to grow tuition revenue. Drawing on resource dependence theory, we hypothesize that public universities respond to declines in state appropriations by growing nonresident freshman enrollment. Furthermore, we hypothesize that this response will be strongest at research universities because research universities enjoy strong demand from prospective nonresident students. We tested these hypotheses using a sample of all US public baccalaureate granting institutions and an analysis period spanning the 2002–2003 to 2012–2013 academic years. Fixed effects panel models revealed a strong negative relationship between state appropriations and nonresident freshman enrollment. This negative relationship was stronger at research universities than master’s or baccalaureate institutions. These results provide empirical support for assertions by scholars that state disinvestment in public higher education compels public universities to behave like private universities by focusing on attracting paying customers.

Creating the Out-of-State University: Do Public Universities Increase Nonresident Freshman Enrollment in Response to Declining State Appropriations?

Responding to demands from policymakers, higher education researchers increasingly utilize econometric modeling techniques to evaluate policies. In particular, researchers have applied panel methods to panel datasets derived from the Integrated Postsecondary Education Data System (IPEDS) and its predecessor the Higher Education General Information Survey (HEGIS). Analyses may yield biased results when panel datasets are not properly constructed, potentially leading to misguided policy recommendations. This chapter provides guidance about how to create institution-level panel datasets that are appropriate for specific research questions. We first provide an overview of institution-level data sources. Second, we describe change over time in the HEGIS/IPEDS sampling universe and the unit of analysis (e.g., institution, campus) represented by each observation. Third, we discuss parent-child reporting, which occurs when institutions complete some IPEDS survey components (e.g., Completions) at the campus level and other survey components at the institution level. Parent-child reporting affects many empirical applications of IPEDS panel data and affects what research questions can be answered using premade panel data from the Delta Cost Project. Fourth, we discuss solutions to common data challenges. Finally, we discuss what kinds of research questions can be addressed using IPEDS data and data from the Delta Cost Project.

Ozan Jaquette

Papers

Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification

Missing the (Student Achievement) Forest for All the (Political) Trees Empiricism and the Mexican American Studies Controversy in Tucson

Access Without Equity Longitudinal Analyses of Institutional Stratification by Race and Ethnicity, 1972–2004

Creating the Out-of-State University: Do Public Universities Increase Nonresident Freshman Enrollment in Response to Declining State Appropriations?

Using IPEDS for Panel Analyses: Core Concepts, Data Challenges, and Empirical Applications