Showing papers in "American Journal of Education in 1990"
TL;DR: This paper examined the differences among black, Hispanic, and white doctoral students at four major universities and found that black and Hispanic students perceive more feelings of racial discrimination than do white students, and that blacks, who come from the poorest socioeconomic backgrounds, also receive the fewest teaching or research assistantships.
Abstract: Individuals who have earned doctoral degrees are in a position to use that advanced knowledge to teach, perform leadership functions, and to conduct research. We know very little about the ethnic group differences among doctoral degree recipients and doctoral students beyond the fact that minorities are underrepresented. This paper examines the differences among black, Hispanic, and white doctoral students at four major universities. The results indicate that black and Hispanic doctoral students perceive more feelings of racial discrimination than do white doctoral students, and that blacks, who come from the poorest socioeconomic backgrounds, also receive the fewest teaching or research assistantships. Suggestions for action and for future research are also presented.
157Â citations
TL;DR: This article conducted an ethnographic study with graduate students leaving other careers for education to discover the meanings of the career change for those undertaking it, and the implications of the study for the teaching profession are discussed.
Abstract: An interdisciplinary team conducted an ethnographic study with graduate students leaving other careers for education to discover the meanings of the career change for those undertaking it. Data were collected from admission folders, small group interviews, individual open-ended interviews, whole-group discussions, and meetings with the students' advisers. The data were grouped into a three-part descriptive framework that reflected career change as made up of initiating influences, mediating experiences, and commitment. An analysis of the themes in the framework revealed three groups of career changers. Illustrative profiles of each group are provided, and the implications of the study for the teaching profession are discussed.
127Â citations
TL;DR: This paper argued that American multicultural education as practiced in the 1970s and 1980s is, despite its rhetorical affirmation of pluralism, ideologically and symbolically akin to intercultural education as performed in the 1940s, when pluralism did not enjoy avowed assent.
Abstract: This article argues that American multicultural education as practiced in the 1970s and 1980s is, despite its rhetorical affirmation of pluralism, ideologically and symbolically akin to intercultural education as practiced in the 1940s, when pluralism did not enjoy avowed assent If pluralism is to have a meaning distinct from mere diversity, it must recognize, in some serious manner, the identities and claims of groups as groups Multicultural education, instead, is largely constructed around the concept of "individual differences," advances an apolitical and fragmented model of culture, and presumes an attitudinal explanation for ethnic conflict That a movement rooted in protest and conflict that does include theorists of novel models of pluralism may be validly likened to an earlier movement of very different origins and context suggests the power of constraints and mediating mechanisms that determine curricular and pedagogical form and also suggests that the tolerable and attainable limits of plurali
115Â citations
TL;DR: The authors analyzed black, Hispanic, and white subpopulations separately, exploiting the sampling design of the High School and Beyond surveys and found that black students respond more positively than white students to financial aid, all else equal.
Abstract: To the extent that financial aid policy seeks to affect college-entry patterns, its framers presume that underrepresented minority students respond more favorably to a given financial aid package than other students do. This piece of financial aid dogma has been difficult to prove, for various technical and sampling reasons. This research addresses these problems by analyzing black, Hispanic, and white subpopulations separately, exploiting the sampling design of the High School and Beyond surveys. Black students, the results suggest, do respond more positively than white students to financial aid, all else equal. But financial aid effects on Hispanic students are difficult to distinguish from background effects. These findings imply that financial aid operates both positively and perversely when it is used to equalize college entry across majority and minority populations, and especially that its effects distribute unevenly among minority populations. Uniform financial aid awards probably increase the rep...
63Â citations
TL;DR: An interview study using research on work design and employee turnover as an analytical framework was undertaken to investigate the career and work perceptions of new teachers of varying promise and ability (assessed by principals' ratings and adjusted college GPA) and the influence of new work structures on these perceptions as discussed by the authors.
Abstract: An interview study using research on work design and employee turnover as an analytical framework was undertaken to investigate the career and work perceptions of new teachers of varying promise and ability (assessed by principals' ratings and adjusted college GPA) and the influence of new work structures on these perceptions. Findings suggest that teachers with high promise and of high academic ability make sense of their work using different criteria than teachers of lesser ability and promise and may, consequently, respond to school organizations differently and leave in different proportions. Impatient for opportunities and disenchanted with seniority systems, they assess the quality and potential of teaching work in relationship to access to power and leadership, professional growth opportunities, and a focus on student outcomes. They are comfortable with judgments resulting in differential rewards for teachers and judge new tasks and roles on the basis of their contribution to teaching and learning....
58Â citations
TL;DR: The American public community colleges were established to accommodate the twentieth-century drive for more years of education as mentioned in this paper, and they enroll 5 million students, two-thirds of whom attend part-time.
Abstract: The American public community colleges were established to accommodate the twentieth-century drive for more years of education. Located in every state, they enroll 5 million students, two-thirds of whom attend part time. Their occupational programs lead toward both immediate employment, as in clerical work, and higher-status careers, such as those in the health and engineering technologies that may require additional schooling. Their transfer function is indistinct because the data and definitions are not stable and because their students have variant goals. The colleges could be strengthened if the states developed fiscal incentives to be awarded to institutions that increased their proportion of students who gained associate degrees, entered employment in the field for which they were prepared, and/or matriculated at a four-year college or university.
45Â citations
TL;DR: In this paper, the authors used High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas and found that the college completion rate for high school graduates in these areas is higher than in other regions of the US.
Abstract: This study uses High School and Beyond third follow-up data to analyze college completion rates for graduates of high schools located in the country's largest metropolitan areas. First, it examines...
44Â citations
TL;DR: This article examined the relationship between pre-adult factors and both credit-bearing and non-credit forms of adult education and found strong support for the propositions that participation in adult education is the result of processes occurring throughout the life span.
Abstract: This article examines the relationship between preadult factors and both credit-bearing and noncredit forms of adult education. By using loglinear techniques for analyzing data from the National Longitudinal Study of the High School Class of 1972, this study shows the relationship between five preadulthood variables and participation in both credit and noncredit forms of education. The results offer strong support for the propositions that participation in adult education is the result of processes occurring throughout the life span, and that the processes leading to participation in credit and noncredit forms differ.
42Â citations
Abstract: The open-admissions policy initiated at the multicampus system of the City University of New York (CUNY) in 1970 has been one of the nation's most ambitious attempts to promote opportunity in higher education. Using longitudinal data spanning 14 years (1970-84), we assess how much opportunity the policy created and how that opportunity translated into educational attainment. A process of cumulative disadvantage appears to depress the attainment of minority students. Weak high school preparation, community-college entry, and full-time work while in college reduce their B. A. attainment rates and increase the time needed to complete the degree. Time to B. A., in turn, contributes to ethnic disparities in the likelihood of completing a postgraduate degree. Nevertheless, under the program, tens of thousands of students entered college who otherwise would not have done so, and many thousands of these entrants ultimately earned degrees. The analyses identify the success and the limitations of open admissions in...
40Â citations
TL;DR: The authors argue that far from being forward-looking capitalist modernizers, Horace Mann and other exponents of "the New England pedagogy" were deeply troubled by the menacing moral consequences of the market and Jacksonian revolutions and that, in response, they developed and deployed a "disciplinary" pedagology that simultaneously reflected their faith in the ability of education to promote the development of the powers of the self and cultivate the capacity for "self-government" while at the same time preventing, or at least limiting, the commercialization of the school classroom.
Abstract: Historians have long recognized the debate between Horace Mann and the Boston grammar school masters in the 1840s as a pivotal moment in the making of modern American pedagogy. Recent interpretations of this debate have tended to view it as a clash between modernity and traditionalism, or Unitarian enlightenment and Calvinist repression, or capitalism and paternalism. This paper argues that, far from being forward-looking capitalist modernizers, Horace Mann and other exponents of "the New England pedagogy" were deeply troubled by the menacing moral consequences of the market and Jacksonian revolutions and that, in response, they developed and deployed a "disciplinary" pedagogy that simultaneously reflected their faith in the ability of education to promote the development of the powers of the self and cultivate the capacity for "self-government" while at the same time preventing, or at least limiting, the commercialization of the school classroom.
38Â citations
TL;DR: In this paper, an institutional analysis of early childhood care and education indicates that nation-states have not settled on a rationale for universal programs and that such programs do not fit demands for day care that result from greatly increased participation of mothers with young children in labor markets across the world.
Abstract: An institutional analysis of early childhood care and education indicates that nation-states have not settled on a rationale for universal programs A trend toward the creation of educational programs allows utilization of established legitimate rationales, but such programs do not fit demands for day care that result from greatly increased participation of mothers with young children in labor markets across the world Employing a theoretical framework that enumerates prerequisites to legitimate collective control of social activities, the analysis identifies the following barriers to institutionalization: (a) definition of the activity is confused, (b) organization of the activity is not clearly distinguishable from organized activities in other institutional domains, (c) authority over the activity is not concentrated in a single decision-making agency, and (d) reclassification of the activity from women's familial responsibility to the state interest has not taken place
TL;DR: In this article, the authors call for a stronger research agenda explicitly focusing on social effects of policies and considering a broader array of educational approaches, and propose a broader range of approaches to evaluate the effect of policies on women, minorities, and students from lower-income families.
Abstract: As higher education has expanded and become far more important economically, there has been increasing scrutiny of the effect of college policies on full access and equal treatment for women, minorities, and students from lower-income families. Colleges and federal and state officials have been raising costs rapidly while substantially reducing the adequacy of scholarship assistance, and those policies have limited access. Decisions about the structure of public higher-education systems, particularly their reliance on community colleges to provide wide access, appear to have far-reaching social effects. This article calls for a stronger research agenda explicitly focusing on social effects of policies and considering a broader array of educational approaches.
TL;DR: In this article, the authors stress early outreach, support programs, and transfer programs for black students at Historically Black Colleges and Universities (HBCUs) to meet new realities, emphasizing that the majority of black students now attend predominantly white institutions.
Abstract: Historically black colleges and universities (HBCUs) have for over 125 years provided higher education access for the overwhelming majority of blacks. With the advent of the 1964 Civil Rights Act, the Adams desegregation decision, and federal student aid, college enrollment of black students dramatically increased; however, the majority (83 percent) of black students now attend predominantly white institutions. Although most private HBCUs will remain strong, the increasing desegregation of public HBCUs, and the increasing black enrollment in community colleges, places the primary responsibility for black educational access on federal and state governments and on majority institutions. In restructuring their mission to meet new realities, HBCUs will have to increasingly stress early outreach, support programs, and transfer programs.
TL;DR: This article examined the ways potential college students from five of the nation's largest metropolitan areas have flowed through this opportunity structure and found that this system of institutions is highly stratified by mission and admissions policies and offers different opportunities with very different consequences to majority and minority students.
Abstract: During the postwar period, when higher education expanded rapidly, a complex set of public higher education institutions was created in each of our large metropolitan regions, a set that can be considered, together with the private institutions, as an opportunity structure for higher education. This research examines the ways potential college students from five of the nation's largest metropolitan areas have flowed through this opportunity structure. It shows that this system of institutions is highly stratified by mission and admissions policies and offers different opportunities with very different consequences to majority and minority students. It shows that the opportunities available through the public colleges and universities have been most important for all groups of students and that a higher proportion of comprehensive colleges and universities in the public sector, a higher proportion of campuses in the "competitive" and "less competitive" admissions categories (fourth and fifth highest on a s...
TL;DR: In this article, the authors argue that educational testing and assessment pose a serious obstacle to the educational progress of underrepresented groups, primarily because of the manner in which these tools are used.
Abstract: Educational testing and assessment pose a serious obstacle to the educational progress of underrepresented groups, primarily because of the manner in which these tools are used. If assessment were to be used primarily as a form of feedback for enhancing the learning process rather than for screening and selecting, the cause of educational equity would be much better served. To accomplish such a change in our use of assessment will require a major revision in our traditional notions about educational "excellence."
TL;DR: In this paper, the authors developed an economic model of the provision of educational services in a metropolitan area that accounts for the number of school districts and the ability of significant numbers of families to relocate.
Abstract: In this article we develop an economic model of the provision of educational services in a metropolitan area that accounts for the number of school districts and the ability of significant numbers of families to relocate. We then use the results to evaluate the current system of public education and alternative proposals for reform. Each is evaluated in terms of its efficacy in promoting efficiency and equity goals and its ability to inculcate common social values. We argue that, compared to the current system, voucher programs will not necessarily promote efficiency and also will tend to increase racial and social segregation. Minischools and competitive contracting-out schemes, in contrast, may be able to improve efficiency without adverse equity consequences and may aid in the promotion of common social values.
TL;DR: In this article, the educational and career aspirations of women entering college were examined based on two data sources, a national survey of college students, and a sample of students at the University of California, Los Angeles (UCLA).
Abstract: This article, based on two data sources, a national survey of college students, and a sample of students at the University of California, Los Angeles (UCLA), examines the educational and career aspirations of women entering college. The study also identifies trends over time. The findings highlight the dramatic increases in women's participation in higher education and the changes in their educational and career aspirations. The article also addresses the diversity within the student body and draws implications for higher education. It calls for institutions to become more responsive to women's educational needs as reflected in their diverse backgrounds and cultures.
TL;DR: As dean of Yale University's Law School, Robert Hutchins stressed social science theory and research as central to the university's work and abandoned the social sciences for philosophy and the great books as mentioned in this paper.
Abstract: As dean of Yale University's Law School, Robert Hutchins stressed social science theory and research as central to the university's work. Within a few years, as president of the University of Chicago, he abandoned the social sciences for philosophy and the great books. Hutchins's conversion seems ironic because it took place at an institution renowned for the work of its faculty in social science theory and research. This article is an attempt to make sense of Hutchins's shift in thinking at a critical juncture in his life and in the university's history.
TL;DR: Most frightful wars in history as discussed by the authors The peoples of the earth face the future with grave uncertainty, composed almost equally of great hopes and great fears, and they look to the United States as never before for good will, strength, and wise leadership.
Abstract: most frightful wars in history .... The peoples of the earth face the future with grave uncertainty, composed almost equally of great hopes and great fears. In this time of doubt, they look to the United States as never before for good will, strength, and wise leadership. The American people desire ... and are determined to work for peace on earth-a just and lasting peace-based on genuine agreement freely arrived at by equals.... In the pursuit of these aims, the United States and other likeminded nations find themselves directly opposed by a regime with contrary aims and a totally different concept of life. That regime adheres to a false philosophy....
TL;DR: For instance, this article found that differences among schools have insubstantial effects on children compared to the effects of differences in their home environments, and that differences in the schools children attend have important consequences for their intellectual development and later social attainment.
Abstract: Two closely intertwined controversies have dominated quantitative research on schools since the mid-1960s. The first involves the magnitude of school effects; more precisely, whether differences in the schools children attend have important consequences for their intellectual development and later social attainment. School effects researchers are still influenced by the aftershock of large-scale studies conducted by Coleman and his associates (1966), Jencks et al. (1972), and the Plowden Report (1967), which all inferred that differences among schools have insubstantial effects on children compared to the effects of differences in their home environments.
TL;DR: The Vocation of a Teacher as discussed by the authors is a collection of essays about the study of rhetoric and the University of Chicago, where the names of Richard McKeon and Wayne Booth immediately come to mind.
Abstract: When one thinks of the study of rhetoric and the University of Chicago, the names of Richard McKeon and Wayne Booth immediately come to mind. As Booth attests in the eulogy included in his anthology The Vocation of a Teacher, McKeon was \"not a nice man.\" Wayne Booth, by all accounts, is, and both his niceness and his rhetorical brilliance are demonstrated in that eulogy where McKeon's meanness is made a virtue.