William G. Tierney

Bio: William G. Tierney is an academic researcher from University of Southern California. The author has contributed to research in topics: Higher education & Academic freedom. The author has an hindex of 50, co-authored 250 publications receiving 11217 citations. Previous affiliations of William G. Tierney include Center for the Study of Higher Education & Michigan State University.

Organizational Culture in Higher Education: Defining the Essentials

Abstract: Within the business community in the last ten years, organizational culture has emerged as a topic of central concern to those who study organizations. Books such as Peters and Waterman's In Search of Excellence [37], Ouchi's Theory Z [33], Deal and Kennedy's Corporate Cultures [20], and Schein's Organizational Culture and Leadership [44] have emerged as major works in the study of managerial and organizational performance. However, growing popular interest and research activity in organizational culture comes as something of a mixed blessing. Heightened awareness has brought with it increasingly broad and divergent concepts of culture. Researchers and practitioners alike often view culture as a new management approach that will not only cure a variety of organizational ills but will serve to explain virtually every event that occurs within an organization. Moreover, widely varying definitions, research methods, and standards for understanding culture create confusion as often as they provide insight. The intent for this article is neither to suggest that an understanding of organizational culture is an antidote for all administrative folly, nor to imply that the surfeit of definitions of organizational culture makes its study meaningless for higher education administrators and researchers. Rather, the design of this article is to provide a working framework to diagnose culture in colleges and universities so that distinct problems can be overcome. The concepts for the framework

An Anthropological Analysis of Student Participation in College.

Abstract: (1992). An Anthropological Analysis of Student Participation in College. The Journal of Higher Education: Vol. 63, No. 6, pp. 603-618.

Promotion and Tenure: Community and Socialization in Academe

Abstract: (1997). Promotion and Tenure: Community and Socialization in Academe. The Journal of Higher Education: Vol. 68, No. 5, pp. 591-593.

Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide

Abstract: This article maintains that Tinto's theory of college student retention misses the mark for minority students. With its implicit suggestions that such students must assimilate into the cultural mainstream and abandon their ethnic identifies to succeed on predominantly White campuses, Tinto's framework is faulted not only for overlooking the history of ethnic oppression and discrimination in the U.S. but also for being theoretically flawed. An alternate model based on cultural integrity and Bourdieu's notions of cultural capital and habitus is delineated. A program that instills these qualities in inner-city Black and Hispanic adolescents as they prepare for college is described. In 1970, the Carnegie Commission on Higher Education predicted that it would not be necessary for colleges and universities in the year 2000 to provide compensatory education programs or to struggle over flexible criteria for admissions and grading. Though one might admire the boldness and hopes of such an assertion, the reality of the prediction is one of dreams deferred, if not denied, for those who have not had equal access to postsecondary education. Although more people attend a postsecondary institution today than at any other time throughout this century, not all high school graduates are academically prepared for success in college. Large discrepancies, determined by income and race/ethnicity, continue to persist. Broadly stated, the poor and working classes are less likely to attend college than the wealthy. Black, Hispanic, and Native American students are less likely to attend a postsecondary institution and to attain a degree than are their European American and Asian American counterparts. Since the Carnegie Commission made its hopeful prediction in 1970, postsecondary institutions and other related agencies have tried a variety of remedies to increase college participation among low-income and ethnic minority youth. Several significant and farreaching strategies were devised and employed to increase postsecondary educational opportunities and attendance by underrepresented populations. State and federal governments stepped in to provide the financial assistance necessary to attend college for lowincome families in the form of grants and loans. Similarly, minority students who had been discriminated against in the past, or who needed additional consideration to be admitted to a college or university, merited a systematic plan-affirmative action-to ensure equal opportunity. However, as we begin the 21st century, equal access to postsecondary opportunities has not yet been achieved by low-income and minority youth. Affirmative action, if not in danger of outright elimination, came under attack or has been banned in some states, and financial aid lags behind what it once was. Although I support the basic premises of affirmative action and financial aid (Tierney, 1996, 1997), my intent in this article is not to debate the merits of these policies for those who need it most. Even if these approaches were firmly in place, low-income and minority youth would still lag far behind their counterparts in college participation. It is thus not hard to conclude that alternative policies ought to be utilized if access and equity are to remain goals for society. Though they are surely not a panacea, existing alternatives offer an avenue for increasing college access for low-income and minority youth. However, as Perna and Swail (1998) have noted, very little is known about the status or success of these options from national, state, or local perspectives. Accordingly, this article first delineates a theoretical framework for thinking about college preparation programs that utilizes the work of French sociologist Pierre Bourdieu (1977, 1986). It then describes one such program, the Neighborhood Academic Initiative that I have studied since 1997. Last, it offers a "cultural integrity" model that might be utilized to develop other such programs and thereby increase minority students' access, participation, and retention in postsecondary education. …

Qualitative research for education: An introduction to theories and methods

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Whose culture has capital? A critical race theory discussion of community cultural wealth

Abstract: This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

The Discipline and Practice of Qualitative Research

Abstract: The global community of qualitative researchers is midway between two extremes, searching for a new middle, moving in several different directions at the same time. Mixed methodologies and calls for scientifically based research, on the one side, renewed calls for social justice inquiry from the critical social science tradition on the other. In the methodological struggles of the 1970s and 1980s, the very existence of qualitative research was at issue. In the new paradigm war, “every overtly social justice-oriented approach to research . . . is threatened with de-legitimization by the government-sanctioned, exclusivist assertion of positivism . . . as the ‘gold standard’ of educational research” (Wright, 2006, pp. 799–800). The evidence-based research movement, with its fixed standards and guidelines for conducting and evaluating qualitative inquiry, sought total domination: one shoe fits all (Cannella & Lincoln, Chapter 5, this volume; Lincoln, 2010). The heart of the matter turns on issues surrounding the politics and ethics of evidence and the value of qualitative work in addressing matters of equity and social justice (Torrance, Chapter 34, this volume). In this introductory chapter, we define the field of qualitative research, then navigate, chart, and review the history of qualitative research in the human disciplines. This will allow us to locate this handbook and its contents within their historical moments. (These historical moments are somewhat artificial; they are socially constructed, quasi-historical, and overlapping conventions. Nevertheless, they permit a “performance” of developing ideas. They also facilitate an increasing sensitivity to and sophistication about the pitfalls and promises of ethnography and qualitative research.) A conceptual framework for reading the qualitative research act as a multicultural, gendered process is presented. We then provide a brief introduction to the chapters, concluding with a brief discussion of qualitative research. We will also discuss the threats to qualitative human-subject research from the methodological conservatism movement, which was noted in our Preface. As indicated there, we use the metaphor of the bridge to structure what follows. This volume provides a bridge between historical moments, politics, the decolonization project, research methods, paradigms, and communities of interpretive scholars.