Author(s): |
Garces, Liliana M. |
Source: |
Journal of Higher Education, v83 n4 p497-534 Jul-Aug 2012 |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Program Effectiveness; Affirmative Action; Professional Education; Disproportionate Representation; Racial Discrimination; Admission Criteria; College Admission; Educational Policy; Graduate Study; African American Achievement; African American Education; African American Students; Court Litigation; Enrollment Influences; Enrollment Rate; Enrollment Trends; Enrollment Management; Desegregation Effects; Policy Analysis; Educational Practices; Politics of Education; Institutional Characteristics
Abstract:
In today's increasingly diverse society, the legitimacy and strength of the democratic form of government depends on equitable access to graduate and professional education for individuals from all races and ethnicities. Yet, despite recent increases in enrollment, students of color remain severely underrepresented in graduate and professional studies. In this article, the author implements a difference-in-differences analytic strategy to examine the impact of "Grutter v. Bollinger" (2003) on student of color enrollment in Texas graduate schools. In "Grutter v. Bollinger," the Court upheld the right of higher education institutions to use affirmative action practices in limited circumstances. In its rationale, the Court emphasized the need for colleges and universities to consider race "in a society in which race unfortunately still matters," not only to obtain the educational benefits of student body diversity but also "to cultivate a set of leaders with legitimacy in the eyes of the citizenry" ("Grutter," 539 U.S. at 333). This study seeks to provide a better understanding of whether the permissive policy in "Grutter" has helped increase student of color enrollment in graduate schools in Texas, a state where the decision lifted a ban on affirmative action practices by overruling a Fifth Circuit opinion that had prohibited the practice. Findings indicate that a permissive policy like "Grutter" can only set the stage for more targeted practices to increase student of color representation in graduate studies. (Contains 2 figures, 6 tables, and 18 notes.)
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Dissertations/Theses - Doctoral Dissertations |
Peer Reviewed: |
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Descriptors:
Immigrants; Schools; African American Community; Race; Asian American Students; Research Design; Comparative Analysis; Working Class; Hispanic Americans; Teachers; School Desegregation; Desegregation Effects; Elementary Schools; Ethnic Groups; Teaching (Occupation); Interviews; Focus Groups; Career Choice; African American Students; Hispanic American Students
Abstract:
This is the first major study of the professional lives and workplace experiences of Latina teachers who work in urban, multiracial schools. While there is a plethora of research on Latina immigrant women working in factories, the informal economy and low skill-jobs in the U.S., the work experiences of college-educated Latina professionals, with a few exceptions, have been ignored. Today, Latina women are the fastest growing (non-white) racial/ethnic group entering the teaching profession. This dissertation focuses on the experiences and perceptions of Latina teachers, most of whom are the daughters of Mexican immigrant working-class parents. The study examines Latina teachers' pathways into the profession, their interracial relations and interactions with co-teachers, staff and parents, and intra-class boundaries with parents and students in their workplaces. This study relies on two multiracial elementary schools in two school districts in Los Angeles County; one in the San Gabriel Valley and one in Compton. The research design research relies on multiple qualitative methods. This included 50 in-depth interviews with teachers, over 400 hours of fieldwork conducted in the teachers' homes and school settings, and focus groups with 28 parents. The data reveals that while Latina teachers' reasons for entering the occupation are linked to gender and racial-ethnic identities, their career choices are fundamentally driven by working class constraints in their families of origin. Once in the profession, Latina teachers develop a missionary zeal motivation to help Latino students and families, but these processes work out differently in each of the research sites, as contrasting regional racial hierarchies emerge in the schools. The comparative study design contrasts Latina teachers at Garvey Unified, a predominantly working-class Latino and Chinese community in Rosemead, with Latina teachers in Compton, a formerly African American community that is now predominantly Latino. The research shows that Latina teachers distance themselves from Blacks in Compton, while Latina teachers in Rosemead see proximity to Asian American students, and community resources provided by Asian immigrants as an opportunity for themselves and Latino students. The research also reveals that while Latino cultural practices are unwelcome in many institutional work settings, this is not the case in these multiracial schools. At these urban multiracial schools, Latina teachers serve as cultural bridges between the educational institution, a white mainstream organization, and working class Latino communities and families. This allows Latina teachers to facilitate the incorporation of Latino immigrants and the mobility patterns of Latino children. Latina teachers in both of the school sites encourage one another to actively incorporate aspects of Latino ethnic culture in their teaching and classrooms to help Latino children and parents integrate into American society. High stakes testing, however, results in racial tension among teachers and parents at the school sites, hampering their efforts. These research findings have significance for the sociological fields of race, immigration, work and occupations and education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Pub Date: |
2010-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Equal Education; School Desegregation; Educational Policy; Instructional Leadership; Superintendents; Desegregation Effects; Administrator Attitudes; Critical Theory; Interviews; Personal Narratives; Phenomenology; Educational Administration; African Americans; Racial Discrimination
Abstract:
Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for collecting and interpreting participant narratives acquired through in-depth, semistructured interviews and autobiographical and biographical documents and artifacts. Findings: Study findings are presented as counterstories to (a) the inferior all-Black school, (b) equal education, access, and opportunity, and (c) integration, diversity, and inclusion, with implications for the perceived viability of school desegregation in the post-"Brown" era. Collectively, they reflect what one participant described as "mixed feelings" about school desegregation. Conclusions: The article concludes with implications for educational policy and practice to include support for racial literacy in educational leadership and policy and recommendations for promoting a proper education no matter the school context, separate or mixed. (Contains 9 notes and 2 tables.)
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
School Restructuring; Racial Integration; Educational Change; Desegregation Effects; Desegregation Litigation; Desegregation Methods; School Desegregation; Educational Improvement; Change Strategies; Academic Achievement; Achievement Gap; Minority Group Students; Opinions; School Demography
Abstract:
The Supreme Court declared in 1954 that "separate educational facilities are inherently unequal." Into the 1970s, urban education reform focused predominantly on making sure that African American students had the opportunity to attend school with their white peers. Now, however, most reformers take as a given that the typical low-income minority student will attend a racially isolated school, and the focus, under the banner of "No Excuses," is to make high-poverty, high-minority schools effective. What role should racial desegregation play in 21st-century school improvement? In this forum, Susan Eaton, research director at the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School, makes the case for refocusing school reform on creating integrated schools. Steven Rivkin, professor of economics at Amherst College, questions whether desegregation efforts fulfilled their promise and points out complexities to the issue that researchers have barely begun to examine.
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