Examines the changing status of women faculty at doctorate-granting universities between 1971 and 1980 and explores the extent and causes of variation in the status of women within institutions. Reports that there is an urgent need for sustained attention to the issues of hiring and retaining women faculty. (KH)

The development of a "change index" and its application in evaluating the relative performance of individual doctorate-granting universities in hiring and promoting women faculty is reported. A wide range of institutional performance in hiring and promoting women faculty was revealed. (Author/MLW)

Surveyed 46 Chicanas attending California colleges to develop a profile of a typical Chicana student. Results challenged stereotypes and suggest Chicana students are serious and motivated, with educatioanl barriers centered in the environment rather than the individual. Suggests the need for financial aid, recruitment, and other support services.…

This book examines issues of the role of equity, diversity, and affirmative action in colleges and universities in the United States in light of public debates and policy changes. Part 1, entitled Setting the Stage, contains "The Landscape for Conceptual and Policy Issues" (Beverly Lindsay and Manuel J. Justiz). Part 2, Legal and…

This book examines the law and politics surrounding the Bakke case ("Regents of the University of California v. Bakke") and discusses the key arguments presented by both sides in the context of the current eroding public support for affirmative action. The goal is to elucidate the dynamics of U.S. Supreme Court decision making and…

This book tells the story of students, faculty, and administrators struggling with the politics of race in higher education at the University of California Berkeley's law school, which was one of the first institutions to implement affirmative action policies, and one of the first to be forced to remove them. The chapters are: (1) "Balancing…

The assertion of the right of higher education institutions to use racial preferences in their admissions policies has been based on the diversity rationale that U.S. Supreme Court Justice Lewis F. Powell articulated in his opinion in the "Bakke v. Regents of the University of California" case of 1978. This report explores the legal and…

This report reviews the practice of Affirmative Admissions as a strategy for achieving diversity within New England colleges and universities. It shows how educational leaders perceive Affirmative Admissions, the nature of regional Affirmative Admissions policies, and the numbers of student affected by current enrollment strategies. This report is…

This chapter reflects on the civil rights movement and affirmative action at the University of Virginia from the 1960s to 1999, when affirmative action was challenged by people claiming that it discriminated against new groups. It describes how affirmative action changed the author's teaching at the University as he challenged deep-rooted racial…

This book outlines and explains the statutory and legal foundations of desegregation in higher education. It traces the historical development of college desegregation and analyzes the history of compliance and enforcement litigation in the aftermath of "Adams v. Richardson" (1972). The chapters are: (1) "Black Colleges and…

Surveyed southern colleges (N=53) for their admission procedures regarding Black students. Found 91 percent had the same admission criteria for Black and White students, while 65 percent made a special effort to recruit Black students. Suggests institutions that make a special effort to increase Black students have more success. (Author/JAC)

Discusses implications of "Bakke" and "Adams v Califano" on minority group admissions to colleges and graduate and professional schools. Holds that affirmative action programs are too stratified and that States should design such programs to cover the entire spectrum of elementary, secondary, and higher education. (Author/GC)

In the context of an analysis of the Davis case, an expansion of the law regulating rights of the handicapped to higher education is encouraged. Constitutional arguments are applied. The burden of providing reasonable access is placed on institutions. Equal protection and due process arguments may be used as theories of relief. (MSE)

Discusses the analysis of the Bakke decision made by a joint committee of the American Council on Education and the Association of American Law Schools and the committee's recommendations on affirmative action programs in higher education after Bakke. (SJL)