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Promise and Dilemma Perspec...
Issues of diversity and affirmative action have turned elite higher education in the United States into contested terrain. Rights revolutions in the country have raised hopes that have proved difficult to fulfill. Most particularly, expectations about access and opportunity--redressing the unfairness of the past--have collided with widely held beliefs: that educational institutions should treat each person fairly as an individual and should promote high academic standards. Promise and Dilemma gathers the reflections of a group of leading educators on whether and how objectives of diversity, equity, and excellence can be simultaneously pursued. Empirical in orientation, these essays focus on constructive proposals and on the role of social and political consensus. Furthermore, they contrast what we believe we know with what empirical data and institutional experience can teach us. Eugene Lowe's substantive introduction reviews the history of the practice of affirmative action in colleges and universities. The other essays are by L. Scott Miller of The College Board; Mamphela Ramphele, vice chancellor of the University of Cape Town; Neil J. Smelser of the Center for Advanced Study in the Behavioral Sciences, Stanford; and Claude M. Steele of Stanford University. Also included are commentaries by Randall Kennedy, Harvard Law School; Richard J. Light, John F. Kennedy School of Government, Harvard University; Chang-Lin Tien, the University of California, Berkeley; and Philip Uri Treisman, the University of Texas
Monografía
monografia Rebiun34798850 https://catalogo.rebiun.org/rebiun/record/Rebiun34798850 m o d cr#cnu|||||||| 010213s1999 nju o 00 0 eng d 0-691-00489-7 10.1515/9780691225319 doi CBUC 991013152873706708 MdBmJHUP MdBmJHUP n-us--- nju US-NJ EDU015000 bisacsh 306.43 23 Promise and Dilemma Perspectives on Racial Diversity and Higher Education Eugene Y. Lowe, Jr., ed Princeton (N.J.) Princeton University Press 1999 Princeton (N.J.) Princeton (N.J.) Princeton University Press 1999 1 online resource (226 pages) illustrations 1 online resource (226 pages) Text txt rdacontent computer c rdamedia online resource cr rdacarrier The William G. Bowen Series 119 Notes bibliogr. Index Includes bibliographical references and index Frontmatter -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- CONTRIBUTORS -- PART I -- One PROMISE AND DILEMMA INCORPORATING RACIAL DIVERSITY IN SELECTIVE HIGHER EDUCATION -- PART II -- Two PROMOTING HIGH ACADEMIC ACHIEVEMENT AMONG NON-ASIAN MINORITIES -- Three A THREAT IN THE AIR HOW STEREOTYPES SHAPE INTELLECTUAL IDENTITY AND PERFORMANCE -- Four A PRACTITIONER'S VIEW FROM TEXAS COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- Five ASSESSMENT AND STUDENT DIVERSITY COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- PART III -- Six EQUITY AND EXCELLENCE - STRANGE BEDFELLOWS? A CASE STUDY OF SOUTH AFRICAN HIGHER EDUCATION -- Seven FACING THE DILEMMAS OF DIFFERENCE COMMENTS ON THE ESSAY BY MAMPHELA RAMPHELE -- Eight PROBLEMATICS OF AFFIRMATIVE ACTION A VIEW FROM CALIFORNIA -- Nine WHAT A UNIVERSITY CAN LEARN AND TEACH ABOUT CONFLICT AND DIFFERENCE COMMENTS ON THE ESSAY BY NEIL J. SMELSER -- EPILOGUE -- INDEX Issues of diversity and affirmative action have turned elite higher education in the United States into contested terrain. Rights revolutions in the country have raised hopes that have proved difficult to fulfill. Most particularly, expectations about access and opportunity--redressing the unfairness of the past--have collided with widely held beliefs: that educational institutions should treat each person fairly as an individual and should promote high academic standards. Promise and Dilemma gathers the reflections of a group of leading educators on whether and how objectives of diversity, equity, and excellence can be simultaneously pursued. Empirical in orientation, these essays focus on constructive proposals and on the role of social and political consensus. Furthermore, they contrast what we believe we know with what empirical data and institutional experience can teach us. Eugene Lowe's substantive introduction reviews the history of the practice of affirmative action in colleges and universities. The other essays are by L. Scott Miller of The College Board; Mamphela Ramphele, vice chancellor of the University of Cape Town; Neil J. Smelser of the Center for Advanced Study in the Behavioral Sciences, Stanford; and Claude M. Steele of Stanford University. Also included are commentaries by Randall Kennedy, Harvard Law School; Richard J. Light, John F. Kennedy School of Government, Harvard University; Chang-Lin Tien, the University of California, Berkeley; and Philip Uri Treisman, the University of Texas Universite Segregation raciale Reussite scolaire Programme d'acces à l'egalite Minorite ethnique Enseignement superieur Éducation Acces à l'education Discrimination dans l'enseignement superieur- États-Unis- Cas, Études de. Universities and colleges- Sociological aspects Minorities- Education (Higher) Educational equalization Affirmative action programs Academic achievement Universites- États-Unis- Aspect sociologique- Études de cas Universites- Afrique du Sud- Aspect sociologique- Études de cas Democratisation de l'enseignement- Afrique du Sud- Études de cas Succes scolaire- États-Unis- Études de cas Programmes d'action positive- États-Unis- Études de cas Democratisation de l'enseignement- États-Unis- Études de cas Minorites- Enseignement superieur- États-Unis- Études de cas Universities and colleges- United States- Sociological aspects- Case studies Universities and colleges- South Africa- Sociological aspects- Case studies Educational equalization- South Africa- Case studies Academic achievement- United States- Case studies Affirmative action programs- United States- Case studies Educational equalization- United States- Case studies Minorities- Education (Higher)- United States- Case studies États-Unis Afrique du Sud Estados Unidos South Africa American Cultures Program Atkinson, Richard Berkeley Pledge Brown, Jerry Challenge Program Civil Rights Act (1866) Clinton administration Dilemmas of difference Disidentification Douglass, Frederick Dukemejian, George Dweck, Carol Educational Testing Service (ETS) Fetter, Jean Fordham, Signithia Freud, Sigmund Gordon, Edmund W., Hammond, Ray Head Start Heyman, Michael Hitch, Charles Immigration and Nationality Act (1965) Integration shock Johnson, Andrew Jones, James (SO(B Kennedy, Randall Kerner Commission Lepper, M. R. Lewis, Charles Lukas, Anthony McCamley-Jenkins, Laura Meyerhoff Scholars Program Minow, Martha Myrdal, Gunnar Neave, Guy Objective correlatives Ogbu, John Overprediction phenomenon Patrick, Deval Peltason, Jack Pluralism Politics of recognition Quinn, Diane Racial vulnerability Reed, John Rudenstine, Neil School Development Program Schrag, Peter Smelser, Neil Socioeconomic status (SES) Steele, Claude M. Taylor, Charles Tien, Chang-Lin Underperformance phenomenon Étude de cas (Descripteur de forme) Case studies Lowe, Eugene Y. 1949- ...) edt 0-691-22531-1