| Title IX at 35: Beyond the Headlines, (pdf)
The National Coalition for Women and Girls in Education recently released a new report, Title IX at 35: Beyond the Headlines, that surveys the considerable progress for women’s and girls’ educational opportunities made since the passage of Title IX in 1972—as well as the significant challenges that continue to limit gender equity in education.The report reviews Title IX’s effect in six primary areas: athletics; science, technology, engineering, and mathematics (STEM); career and technical education; employment; sexual harassment; and single-sex education. It includes important recommendations for congress, administrative agencies, and educational programs, and lays out an action agenda geared toward taking advantage of “key opportunities” for further progress.
In the context of impending Congressional reauthorization
of the federal Higher Education Act, a discussion of
issues related to the rising costs of college attendance,
their consequent impact on accessibility, and the appropriate
federal role, if any, in regulating price increases.
The issue of affirmative action at our nation's top universities excites much interest and controversy in part because it goes to the very heart of what Americans mean by equal opportunity and meritocracy. This paper seeks to expand the traditional debate over race and ethnicity in selective admissions by analyzing the issue of whether low-income students, too, should benefit from affirmative action policies.
A National Center for Education and
Statistics (NCES) report, Trends in
Educational Equity of Girls and Women,
concludes that women are more likely
than their male peers to hold high educational
aspirations, to enroll in college, and
to persist to degree attainment.A National
Center for Education and Statistics
(NCES) report, Trends in Educational
Equity of Girls and Women, concludes
that women are more likely than their
male peers to hold high educational
aspirations, to enroll in college, and
to persist to degree attainment.
The Gender Equity Committee was established
in June 2000. The charge was to undertake
a systematic review of the status of
women faculty at the University of Pennsylvania.
Four subcommittees were formed to complete
the review: one on faculty census using
fall 1999 data, one on professional
status of women faculty, one on faculty
salaries, and one on a survey of faculty
regarding their quality of life.
This report finds that low-income
student access to college, especially
four-year colleges and universities,
is limited by high levels of unmet need,
and that increasing numbers of low-income
students arriving on the nation's campuses
over this decade will exacerbate this
problem. The report suggests a set of
federal policy priorities for addressing
the problem. The report was created
by the Advisory Committee on Student
Financial Assistance commissioned by
Congress to advise the Secretary of
Education and Congress on higher education
and student aid policy.
In the next 15 years, 1 million to
2 million additional young adults will
be enrolling in colleges and universities
nationwide, a large proportion of them
from low-income and minority families.
This study demonstrates how state governors
are in a unique position to influence
the nation's long-run economic competitiveness
and social equity by helping minority
and low-income students gain access
to higher education.
Dr. Bernice Resnick Sandler creates
strategies for organizations and individuals
to improve equity for women in education
and the workplace. This website includes
strategies to deal with sexual harassment,
differential classroom treatment of
females and males, mentoring, and other
issues involving women and girls in
the workplace and classroom.
This briefing paper describes the
origins and contemporary use of the
term. Citing research, this paper refutes
several myths associated with political
correctness in academe and provides
a list of additional resources on the
topic.
Before a bipartisan crowd of supporters
on the White House South Lawn, President
Bill Clinton signed the Individuals
with Disabilities Education Act (IDEA)
which aims to strengthen academic expectations
and accountability for the nation's
5.4 million children with disabilities,
and bridge the gap that has too often
existed between what those children
learn and the regular curriculum.
The Association of American Universities -- consisting
of 62 leading North American research universities --
adopted a statement that expresses strong support for
continued attention to diversity in university admissions.
The statement emphasizes that "A very substantial portion
of our curriculum is enhanced by the discourse made
possible by the heterogeneous backgrounds of our students.
Equally, a significant part of education in our institutions
takes place outside the classroom, in extracurricular
activities where students learn how to work together,
as well as to compete; how to exercise leadership, as
well as to build consensus. If our institutional capacity
to bring together a genuinely diverse group of students
is removed-or severely reduced-then the quality and
texture of the education we provide will be significantly
diminished."
Carl Gutierrez-Jones, Rita Raley and
Parker Douglas have developed a very
useful website for people researching,
teaching, or curious about issues related
to affirmative action. It contains a
substantial amount of information about
California politics and other areas
of the country.
The Feminist Majority Foundation offers
a concise legal and historical overview
of affirmative action for women.
This policy report presents an overview
of various aspects of tribal colleges—who
enrolls, how the colleges are funded,
what makes them unique, and the challenges
they face. This is the first in a series
of planned policy reports produced by
the Tribal College Research and Database
Initiative. A full copy of this report
is available for free in PDF format.
This research study examines contributing
factors to academic achievement for
students who come from backgrounds and
environments that contribute to high
drop-out levels (e.g. low income families
with little formal education).
The Bridge Project of the Stanford
Institute on Higher Education Research
is a research project with the purpose
of improving opportunities for all students
to enter and succeed in higher education
by strengthening the alignment between
higher education admissions-related
requirements and K-12 curriculum frameworks,
standards, and assessments.
Findings from this research-based
report inform the current debates about
racial diversity in higher education.
The review arrives at the following
conclusions: (1) there is clear evidence
of continuing inequities in educational
opportunity along racial categories;
(2) test-based definitions of merit
are incomplete; (3) race is a major
social psychological factor in the American
consciousness and behaviors; and (4)
racially diversified environments, when
properly utilized, lead to improvements
in educational outcomes for all parties.
|
