Equity

…can be defined as the quality of being equal or fair. This is a critical

concept of the American Creed, which is established upon the principles of
freedom, equality, justice and humanity. Although education of the elite was
its main purpose initially, higher education in the United States has evolved
in such a way that it plays a central role in the opportunity structures that
frame our society. Therefore, institutions of higher education must be
purposeful about addressing the myriad of issues regarding fairness,
impartiality and evenhanded dealing in the larger society. The multiple
systems of American higher education are uniquely positioned to cultivate a
leadership spirit among the citizenry in the incessant quest toward
amelioration. The literature on the topics of the contribution by the higher
education institutions to equity is quite broad touching almost every facet of
society; thus this section of the bibliography is at least three times as large as
any other. The references found in this section present scholarship and
research that is useful to examine as we seek to clarify and refocus the
public good function of higher education as it relates to equity in the
contexts of gender, race, ethnicity, age and a range of exceptionalities.
 Kellogg Forum on Higher Education for the Public Good
Annotated Bibliography Project

Introduction
This annotated bibliography is a work in progress designed to become a key resource for
the coalescing community of scholars who are invested in research and practice that
centers on the potential value of higher education to society.

The purpose of this project is to develop and implement a framework for organizing
many of the foregoing books, articles, presentations, policy documents and other
intellectual goods that represent the most compelling thought and activity surrounding
these issues in a way that will be useful to members of this community in their
undertakings. We believe that it can be considered “useful” when scholars, in a variety of
fields, regard it as an important resource to consult when seeking to identify scholarship
that will lead to greater depth of insight on foundational theoretical perspectives as well
as best practices and well developed policy and position statements related to the impact
and value of higher education to the amelioration of our society.

Categories
Undoubtedly, higher education for the public good is a ubiquitous area of inquiry;
however, the work initiated here intends to mitigate the all-encompassing gravity by
filtering the available references through the following ten (10) categories:

Service Learning * Technology

Civic Education * Public Policy
National Development (Economic) * Philosophy
Equity * Corporate Impact
Multiculturalism Governance

Format
In order to maximize accessibility of the scholarship and research to various communities
of interest, the following format is being used to organize the sources:

CATEGORY (first level of organization – on header page with working definition

paragraph)
Venue (Books/Monographs, Journal Articles, Dissertation/Theses, Reports,)
(second level of organization – indicated at the beginning of each sections)

Selected Citations (APA format)

Annotation

Keywords:

Full Citation List (APA format)

* Only items bearing an asterisk are included in this phase of the project. The remaining categories will be
available by January 15, 2003
 Books and Monographs Relating to the Issue of Equity and
Higher Education for the Public Good

Selected Annotations

Brodie, L. F. (2001). Breaking out: VMI and the coming of women (1st Vintage Books
ed.). New York: Vintage Books.

On July 26, 1996, the United States Supreme Court nullified the single-sex admissions
policy of the Virginia Military Institute, the last all-male military college in America.
Capturing the voices of female and male cadets, administrators, faculty, and alumni,
Laura Brodie tells the story of the Institute's intense planning for the inclusion of women
and the problems and triumphs of the first year of coeducation. Brodie takes the reader
into the meetings where every aspect of life at VMI was analyzed from the perspective of
a woman's presence: housing, clothing, haircuts, dating, and the infamous "Ratline"--the
months of physical exertion, minimal sleep, and verbal harassment to which entering
cadets are subjected. Throughout the process the administration's aim was to integrate
women successfully without making adjustments to VMI's physical standards or giving
up its tradition of education under extreme stress. Brodie's lively and inspiring account
makes it clear that VMI's story is an important and timely one of institutional
transformation.

Keywords: Sexism in higher education, Feminism and education case studies,

Educational equalization United States Case studies, Virginia Military Institute
History 20th century.

Brooks, A., & Mackinnon, A. (Eds.). (2001). Gender and the restructured university:
changing management and culture in higher education. Philadelphia, Pa: Open
University.

Gender and the Restructured University explores the impact of globalization and
organizational change on academic institutions and their staff. It considers the
restructuring of universities as part of a broader process of reconstructing academic
identities for the global knowledge economy. It considers the corporatization of academic
life and its particular implications for academic women. Finally, it looks closely at how
women managers now handle the management of change within their own institutions
against the backdrop of the past decade's globalization and restructuring of academia.

Keywords: Women college teachers Social conditions, Sex discrimination in higher

education, Feminism and higher education.
Daigler, M. J. (2001). Through the windows: a history of the work of higher education
among the Sisters of Mercy of the Americas. Tonawanda, NY: University of
Scranton Press.

Most of the book is written in the style of a history - that is, in reporting factual events.
So, for example, we learn that more than 190 colleges (30% of all established for women
in the U.S.) were founded by Catholic Sisters in response to women's need for higher
learning which would have been otherwise inaccessible to them. As of 1997, 29 of those
colleges had been founded by Sisters of Mercy. Profiles of 19 of these colleges today
reveal a mosaic of diverse beginnings, strengths and programs. The chapter on Sisters
who work at non-Mercy campuses includes their comments on compatibility with the
Sisters of Mercy mission, especially the opportunity to serve women and culturally
diverse persons, and to put students directly in touch with persons who are poor and
marginalized. Dr. Daigler chronicles early collaboration among Mercy-sponsored
colleges, from the 1952 appointment of Sister Mary Xavier Higgins (Baltimore) as chair
of a new Mercy Education Conference to the establishment in 1974 of the Mercy Higher
Education Colloquium.

Keywords: Sisters of Mercy Education (Higher) United States History, Catholic

universities and colleges, Catholic women Education

Gmelch, S. (1998). Gender on campus: issues for college women. New Brunswick, N.J:
Rutgers University Press.

Where adolescents and young adults are looking for a solid, wide-ranging introduction to
gender issues, Gmelch's survey may be a useful acquisition. Although its focus is the
college campus, cultural anthropologist Gmelch, head of the women's studies program at
Union College, takes a straightforward, practical approach that may be helpful in other
contexts as well. Gmelch incorporates discussions of race, class, disability, sexual
identity, body image, violence, and substance abuse in brief but focused chapters on
gender issues; and she includes material on language and gender, opportunities for
women in sports, and treatment of women in the media, the workplace in general, and
politics.

Keywords: Women college students United States, College student orientation,

Feminism and higher education, Sexism in higher education United States.

Goodwin, L. L. (2002). Resilient spirits: disadvantaged students making it at an elite

university. New York: Rutledge.

This study explores the identity construction of socio-economically and educationally

disadvantaged students who enter an elite university. This critical ethnography gathered
qualitative data about the twenty-three participants through non-participant observation,
in-depth interviews, and focus groups. Faculty, staff, and administrators were also
interviewed.

Keywords: University of the State of New York. Higher Education Opportunity Program.
Minorities Education, Immigrants Education, Case studies, Academic
achievement, College choice

Gumport, P. J. (2002). Academic pathfinders: knowledge creation and feminist

scholarship. Westport, Connecticut: Greenwood Press.

This book examines the dynamics of knowledge creation in a case study of feminist
scholarship. This analysis of the career histories and intellectual biographies of academic
women from the 1960s to the 1980s reveals how historically specific conditions enabled
some of them to establish intellectual space for feminist scholarship in the disciplines
and, more broadly, in the academy.

Keywords: Women college teachers, Women college students, Women in higher

education, Feminism and education, Learning and scholarship.

Ibarra, R. A. (2001). Beyond affirmative action: reframing the context of higher

education. Madison, Wis: University of Wisconsin Press.

Ibarra introduces a theory of "multicontextuality," which proposes that many people learn
better when teachers emphasize whole systems of knowledge and that education can
create its greatest successes by offering and accepting many approaches to teaching and
learning. This revolutionary paradigm also addresses why current thinking about
academic systems and organizational culture, affirmative action, and diversity must be
revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings
from anthropological, educational, and psychological studies of how people from various
cultures learn, as well as findings from extended interviews he conducted with Latinos
and Latinas who pursued graduate degrees and then either became university faculty or
chose other careers. From his perspectives as a practicing anthropologist, teacher,
researcher, and administrator, Ibarra provides a blueprint for change that will interest: o
Administrators developing campus strategic plans o Boards, commissions, and agencies
making policy for educational institutions o Students and faculty struggling to find ways
that academia can serve multiple constituencies o Academic and career advisors to
students o Researchers in cognitive psychology, sociology, anthropology, education, and
ethnic studies o Businesses rethinking their organizational cultures and strategies

Keywords: Higher Education, Social aspects, Affirmative action programs, Hispanic

Americans, Minorities, Higher Aims and objectives United States.
Jacobs, L., Cintrâon, J., & Canton, C. E. (Eds.). (2002). The politics of survival in
academia: narratives of inequity, resilience, and success. Lanham, MD: Rowman
& Littlefield.

This volume presents the personal accounts of African American, Asian American, and
Latino faculty who describe in their narratives of struggles" the challenges they faced in
order to become bona fide members of the United States Academy. These narratives
show how survival and success require a sophisticated knowledge of the politics of
academia, insider knowledge of the requirements of legitimacy in scholarly efforts, and
resourceful approach to facing dilemmas between cultural values, traditional racist
practices, and academic resilience. The book also explores the empowerment process of
these individuals who have created a new self without rejecting their "enduring" self; the
self strongly connected to their ethno/racial cultures and groups. Within the process of
self -redefinition, this new faculty confronted racism, sexism, rejection, the clash of
cultural values, and structural indifference to cultural diversity. The faculty recounts how
they ultimately learned the skillful accommodation to all of these issues. It is through the
analysis of survival and self-definition that faculty of color and women will establish a
powerful foothold in the new academy of the twenty-first century."

Keywords: Minority college teachers case studies, Discrimination in higher education

Jones, L. (Ed.). (2002). Making it on broken promises: leading Black male scholars
confront the culture of higher education (1st ed.). Sterling, Va: Stylus Pub.

Sixteen of America's leading scholars offer an uncompromising critique of the academy

from their perspective as African American men. They challenge dominant majority
assumptions about the culture of higher education, most particularly its claims of
openness to diversity and divergent traditions. They take issue with the processes that
determine what is legitimized as scholarship, as well as with who wields the power to
authenticate it. They describe the debilitating pressures to subordinate Black identity to a
supposedly universal but hegemonic Eurocentric culture. They question the academy's
valuing of individuality and its privileging of dichotomy over their cultural styles of
community, humanism and synthesis. They also range over such issues as culturally
mediated styles of cognition, the misuse of standardized testing, the disproportionate
burden of service placed on African American faculty and a reward system that discounts
it.

Keywords: African American men Education, Social conditions, African American

college students, College integration United States.

Leon, D. J. (2002). Latinos in higher education. Boston: Elsevier.

America faces a serious challenge: the looming surge in Latino college enrollment.
Latinos are now the largest minority in the United States, accounting for 12 percent of the
population. Yet their presence is scarce in higher education, just 1.7 percent of first-time,
full-time students in American public universities in 1998 are Latino. Because of the
evolving demographics, Latinos will make up an increasingly greater percentage of
prospective and potential applicants to higher education programs. Will postsecondary
institutions be ready for this wave? Can the community colleges accommodate it, and if
not, what steps should four-year institutions take? And how can Latinos themselves
increase their presence in higher education? Ultimately, it is not enough for Latinos to
attend the colleges. They must also become part of the colleges. Will distance learning
boost their enrollment in graduate programs?

Keywords: Hispanic Americans Higher Education, Educational equalization United

States.

Lim, S., Herrera-Sobek, M., & Padilla, G. M. (Eds.). (2000). Power, race, and gender in
academe: strangers in the tower? New York: Modern Language Association.

The American civil rights movement of the 1960s and affirmative action programs of the
70s held promise for people of color and those in American higher education: eleven
essays consider the status of these groups in the 20th century and beyond, describing
individual minority and female experiences in academe. A range of professionals
contribute their experiences and insights on obstacles in this revealing coverage.

Keywords: Minority college teachers, Women college teachers, Minority college teachers
Selection and appointment, Women college teachers, Discrimination in higher
education United States

Lindsay, B., & Justiz, M. J. (Eds.). (2001). The quest for equity in higher education:
toward new paradigms in an evolving affirmative action era. Albany: State
University of New York Press.

Investigating the role of equity, diversity, and affirmative action in colleges and
universities in the United States, this book critically examines the issues in light of public
debates, voter referenda, and legislative enactments seeking to influence public policy.
The contributors argue that providing information and critical skills to students and
scholars, preparing students for the world of work (especially in a rapidly changing
technological environment), and generating new research and knowledge bases are
missions of higher education that can be enhanced with affirmative action as a form of
equity.

Keywords: Educational equalization United States, Higher Education, Affirmative action

programs.
Lowe, E. Y. (Ed.). (1999). Promise and dilemma: perspectives on racial diversity and
higher education. Princeton, N.J: Princeton University Press.

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, Harvard Law School; Chang Lin Tien,
the University of California, Berkeley; and Philip Uri Treisman, the University of Texas.

Keywords: Minorities Higher Education United States case studies, Educational

equalization, Affirmative action programs, Academic achievement, Educational
equalization South Africa, Universities and colleges South Africa Sociological aspects
Case studies, Universities and colleges United States Sociological aspects Case studies.

Mabokela, R. O., & Green, A. L. (Eds.). (2001). Sisters of the academy: emergent Black
women scholars in higher education (1st ed.). Sterling, Va: Stylus Pub.

The fifteen scholars who contribute to this volume trace the trajectory of Black women in
education, with a particular focus on higher education. These scholars combine research
and personal narratives to explore educational issues ranging from historical accounts of
Black female teachers in the nineteenth century, to challenges and triumphs of being an
activist researcher at the turn of the twenty-first century. The essays in this volume
address specific historical, social, cultural, political, and academic issues that affect Black
women in the academy, and provide readers with tangible examples of how these
scholars have transcended some of the challenges in their pursuit of excellence. While
these essays do not claim to provide the "magic solution" or a "how-to-guide" to success
un higher education, they do raise thought-provoking issues that are critical to the success
of Black women in higher education.
Keywords: Afro-American women college teachers, Social conditions 20th century,
Discrimination in higher education, Sex discrimination in higher education
United States.

Maciel, D. R., & Ortiz, I. D. (Eds.). (1996). Chicanas/Chicanos at the Crossroads:

Social, Economic, and Political Change.

This book assesses the most significant developments in the conditions and experiences
of Chicanas and Chicanos since the late 1970s. Ten essays by leading Chicano and
Chicana scholars on economic, social, educational, and political trends examine such
issues as the rapid population growth of Latinos, the turn to the right in American
politics, the rise of anti-immigrant sentiment, the launching of new initiatives by the
Mexican government toward the Chicano community, continuing struggles related to
educational equity and bilingual education, feminism, and the emergence of a new
generation of political activists.

Keywords: Rural Education and Small Schools, Activism, Bilingual Education,

Elementary Secondary Education, Employment, Equal Education, Feminism
Higher Education, Immigration, Mexican American Education

Myers, L. W. (2002). A broken silence: voices of African American women in the

academy. Westport: Bergin & Garvey.

This book addresses the interlocking systems of race and gender in institutions of higher
education in America. The study is based on empirical data from African American
women of various disciplines in faculty and administrative positions at traditionally white
colleges and universities. It focuses primarily on narratives of the women in terms of how
they are affected by racism, as well as sexism as they perform their duties in their
academic environments. The findings suggest that a common thread exists relative to the
experiences of the women. The book challenges and dispels the myth that Black progress
has led to equality for African American women in the academy.

Keywords: African American women college teachers, Discrimination in higher

education.

Orfield, G., & Miller, E. (Eds.). (1999). Chilling Admissions: The Affirmative Action
Crisis and the Search for Alternatives.

The nine essays in this volume represent the most recent and best-informed work of the
leading scholars of affirmative action in higher education. They include detailed reports
and analyses from the front lines in California and Texas, where a state referendum and
two U.S. appeals courts have forced universities to radically redesign their admissions
policies. Together, these essays place the current crisis on campus in its larger context of
historical discrimination and the legal battle for educational equity. At the same time,
they raise troubling issues of race, testing, and the definition of "merit" in college and
professional school admissions practices.

Keywords: Higher education desegregation, Admissions, Affirmative Action

Padilla, R. V., & Montiel, M. (1998). Debatable diversity: critical dialogues on change
in American universities. Lanham, Md: Rowman and Littlefield Publishers.

This book provokes the reader to examine the purpose and role of the contemporary
university as bureaucratic, corporate, and diversified. Written as a series of conversations
between the authors, two Chicano scholars at a western university, "Debatable Diversity"
chronicles their own experiences as academic activists who struggled for decades to
transform an American university system based more on entrepreneurship and the
business model than on a dedication to the ideals set forth by a social awareness and
support for civil rights that came out of the 1960s and early 1970s, a time when hope and
faith in social change permeated college campuses. This work poses a challenge for all of
those interested in transforming the university into a place that reflects the realities of the
American cultural landscape, including growing minority populations, the challenge of
maintaining a sense of humanity in the face of the information age, socioeconomic and
class inequality, and the growing presence of minorities on campus.

Keywords: Education, Higher Aims and objectives United States, Minorities Education
(Higher) United States, Hispanic Americans, Sociological aspects.

Parker, L., Deyhle, D., & Villenas, S. A. (Eds.). (1999). Race is-- race isn't: critical race
theory and qualitative studies in education. Boulder, Colo: Westview Press.

Race Is ... Race Isn't presents a group of qualitative research studies, literature reviews,
and commentaries that collectively articulate critical race theory in secondary and post-
secondary educational settings. The field of critical race theory has garnered increasingly
more attention as an emerging perspective on race, the law, and policy. Critical race
theory examines the social construction of the law, administrative policy, electoral
politics, and political discourse in the U.S. The editors explore links and conflicts with
other areas of difference, including language, ethnicity, gender, and sexual orientation,
with the goal of opening a dialogue about how critical race theory can be incorporated
into education research methodologies.

Keywords: Minorities Education, Racism United States, Race relations, Discrimination in

education, Critical Race Theory

Perna, L. W. (2000). Racial and Ethnic Group Differences in College Enrollment

Decisions. In New directions for institutional research (pp. 65 (20 pages)).
This chapter reviews and synthesizes what is known from prior research about racial and
ethnic group differences in college enrollment and identifies areas for intervention. This
chapter is relevant to campus administrators, institutional researchers, and others who are
interested in raising the share of African Americans and Hispanics who are enrolling in
U.S. colleges and universities

Keywords: Enrollment in Higher Education, Ethnic group differences

Wenniger, M. D., & Conroy, M. H. (Eds.). (2001). Gender equity or bust!: on the road to
campus leadership with women in higher education (1st ed.). San Francisco:
Jossey-Bass Publishers.

For eight years, Women in Higher Education has reported women's strategic advances in
the academy with regard to the gender battles that still rage on most college and
university campuses today. Its goal is to enlighten, encourage, empower, and enrage
women administrators, faculty, and students in higher education. This book is a
compendium of lively, hard-hitting articles from the successful newsletter. Its thematic
sections blend serious commentary, research results, and practical advice with wry
humor. Readers will find a broad view of recent progress as well as effective strategies
from women who have changed the academy. Topics include women's leadership and
management styles and strategies, valuing the self, sex and sexuality, playing politics,
and much more. Filled with wisdom drawn from real-world experience, Gender Equity or
Bust! illuminates what women can do to transform the culture of higher education into
one that honors their values and contributions.

Keywords: Women college teachers, Women Education, Sex discrimination in education

United States

Willie, C. V. (Ed.). (1991). The Education of African-Americans.

The 17 papers in this volume are products of a study group on the education of African
Americans that was part of a national project, "The Assessment of the Status of African-
Americans." The volume takes a comprehensive look at the education of African
Americans, specifically early childhood through postsecondary education, and relevant
public policy issues since 1940. The focus is on the known status of African American
education and the factors that must be considered to develop educational strategies,
evaluate programs, and improve policy

Keywords: Urban Education, Black Education, Black History, Black Students, Childhood
Needs, Children, Civil Rights, Educational Change, Educational Policy,
Educational Practices, Elementary Secondary Education, Equal Education, Higher
Education, Postsecondary Education, Preschool Education, Public Policy, School
Desegregation, African Americans
Willie, C. V., Garibaldi, A. M., & Reed, W. L. (Eds.). (1990). Assessment of the status of
African-Americans. Volume III: The education of African-Americans.

In 1987 a project was undertaken to assess the status of African Americans in the United
States in the topical areas to be addressed by the National Research Council's Study
Committee on the Status of Black Americans: education, employment, income and
occupations, political participation and the administration of justice, social and cultural
change, health status and medical care, and the family. Six volumes resulted from the
study. This volume, the third, considers education, ranging from early childhood through
postsecondary education.

Keywords: Urban Education, Black Education, Black Students, Civil Rights, Counseling
Educational Attainment, Educational Change, Educational History, Elementary
Secondary Education, Higher Education, Minority Groups
Selected References

Abel, E. K. (1984). Terminal degrees: the job crisis in higher education. New York, NY,
USA: Praeger.
Acker, S., & Piper, D. W. (Eds.). (1984). Is higher education fair to women? Guildford,
Surrey: SRHE & NFER-Nelson.
Adair, V. C., & Dahlberg, S. L. (Eds.). (2003). Reclaiming class: women, poverty, and
the promise of higher education in America. Philadelphia: Temple University
Press.
Adams, K. H. (2001). A group of their own: college writing courses and American
women writers, 1880-1940. Albany: State University of New York Press.
Adolphus, S. H. (1984). Equality postponed: continuing barriers to higher education in
the 1980s. New York: College Entrance Examination Board.
Ahawo, D. O., Kenya. Women's Bureau., United Nations Population Fund., & United
Nations. Dept. of Technical Cooperation for Development. (1991). Women in
higher education and professional training in Kenya. Nairobi: Women's Bureau,
Dept. of Social Services.
Allen, C. B. (2002). North Carolina AAUW: history, 1947-2001. [Chapel Hill, N.C.]:
Chapel Hill Press.
Allen, W. R., Epps, E. G., & Haniff, N. Z. (1991). College in black and white: African
American students in predominantly white and in historically Black public
universities. Albany, N.Y: State University of New York Press.
Altbach, P. G., & Lomotey, K. (1991). The Racial crisis in American higher education.
Albany: State University of New York Press.
Altman, R. A., Snyder, P. O., University of California Berkeley. Center for Research and
Development in Higher Education., & Western Interstate Commission for Higher
Education. (1970). The minority student on the campus; expectations and
possibilities. Berkeley: Center for Research and Development in Higher
Education, University of California.
American Association of State Colleges and Universities. (1988). Minorities in public
higher education: at a turning point. Washington, DC. Lanham, MD: AASCU
Press; Distributed by arrangement with University Pub. Associates.
American association of university women. [from old catalog], Rollins, M. H., & Clarke,
E. E. (1897). Contributions towards a bibliography of the higher education of
women. Boston: The Trustees of the Public library.
Anderson, P., & Williams, J. (Eds.). (2001). Identity and difference in higher education:
'outsiders within'. Aldershot, Hampshire, England; Burlington, VT: Ashgate.
Antler, J., & Biklen, S. K. (1990). Changing education: women as radicals and
conservators. Albany: State University of New York Press.
Association for promoting the higher education of women in New York. [from old
catalog]. (1884). Report of the executive committee. New York,.
Astin, A. W. (1982). Minorities in American higher education (1st ed.). San Francisco:
Jossey-Bass.
Astin, A. W. (1985). Achieving educational excellence (1st ed.). San Francisco: Jossey-
Bass.
Astin, H. S. (Ed.). (1976). Some action of her own: the adult woman and higher
education. Lexington, Mass: Lexington Books.
Austin Community College. (1995). Access and equity 2000: the Texas educational
opportunity plan for public higher education, September 1994 through August
2000, institutional six year plan, submitted February 8, 1995. Austin, TX: Austin
Community College.
Avinashilingam, T. S. (1990). Thoughts of strength (1st ed.). Coimbatore:
Avinashilingam Institute for Home Science and Higher Education for Women.
Bannerji, H. (1992). Unsettling relations: the university as a site of feminist struggles.
Boston, MA: South End Press.
Becker, M. (1998). Don't just hear it through the grapevine: studying gender questions at
your law school. Chicago, IL: American Bar Association, Commission on
Women in the Profession.
Benjamin, L. (Ed.). (1997). Black women in the academy: promises and perils.
Gainesville: University Press of Florida.
Benjamin, M. (1996). Cultural diversity, educational equity and the transformation of
higher education: group profiles as a guide to policy and programming.
Westport, Conn: Praeger.
Berry, M. C. (Ed.). (1979). Women in higher education administration: a book of
readings. Washington, DC: National Association for Women Deans,
Administrators and Counselors.
Billingsley, A., & Elam, A. M. (Eds.). (1986). Blacks on white campuses, whites on black
campuses. [Washington, DC] Chicago: National Association for Equal
Opportunity in Higher Education; Follett Press.
Billingsley, A., & Elam, J. C. (1986). Inside black colleges and universities.
[Washington, DC] Chicago: National Association for Equal Opportunity in
Higher Education; Follett Press.
Blandin, I. M. E. (1909). History of higher education of women in the South prior to
1860. New York and Washington: The Neale publishing company.
Bowen, W. G., & Bok, D. (1998). The shape of the river: Long-term consequences of
considering race in college and university admissions. Princeton, NJ: Princeton
Unviersity Press.
Bowles, F. H., DeCosta, F. A., & Carnegie Commission on Higher Education. (1971).
Between two worlds; a profile of Negro higher education. New York: McGraw-
Hill.
Bracey, E. N. (1999). Prophetic insight: the higher education and pedagogy of African
Americans. Lanham, Md: University Press of America.
Brackett, A. C., Willard, E., Embury, E. C., Mitchell, M., Runkle, L. I. G., Palmer, A. F.,
et al. (1893). Woman and the higher education. New York: Harper.
Brodie, L. F. (2001). Breaking out: VMI and the coming of women (1st Vintage Books
ed.). New York: Vintage Books.
Brooks, A. (1997). Academic women. Bristol, PA: Society for Research into Higher
Education and Open University Press.
Brooks, A., & Mackinnon, A. (Eds.). (2001). Gender and the restructured university:
changing management and culture in higher education. Philadelphia, Pa: Open
University.
Brown, F., & Stent, M. D. (1977). Minorities in U.S. institutions of higher education.
New York: Praeger.
Brown, F. J. (1951). Discriminations in higher education; a report of the Midwest
Educators Conference in Chicago, Illinois, November 3-4, 1950. Washington.
Brown, M. C. (2002). Equity and access in higher education: changing the definition of
educational opportunity. New York: AMS Press.
Butcher, P. S. (1989). Education for equality: women's rights periodicals and women's
higher education, 1849-1920. New York: Greenwood Press.
Cabrera, Y. A. (1978). Minorities in higher education: Chicanos and others. Niwot,
Colo: Sierra Publications.
Cahn, S. M. (1993). Affirmative action and the university: a philosophical inquiry.
Philadelphia: Temple University Press.
California Postsecondary Education Commission. (1990). Toward an understanding of
campus climate. Sacramento, Calif. (1020 Twelfth St., Sacramento): California
Postsecondary Education Commission.
California. Commission for the Review of the Master Plan for Higher Education, &
California.; Legislature.; Senate. (1987). Master plan renewed: unity, equity,
quality, and efficiency in California postsecondary education (Draft July 22, 1987
ed.). Sacramento, CA: The Commission.
California. Legislature. Assembly. Committee on Higher Education. (1993). Progress
and prospects: a status report on diversity in California higher education.
Sacramento, Calif: The Committee: Assembly Publications Office [distributor.
California. Legislature. Senate. Select Committee on Higher Education Admissions and
Outreach. (1998). Admissions and access to the university: the future of university
enrollment: providing educational equity for the changing population.
Sacramento, CA (1020 N St., Rm. B-53, Sacramento 95814): Senate Publications.
California. Legislature. Senate. Select Committee on Higher Education Admissions and
Outreach. (1997). Admissions and access to the university: the future of university
enrollment providing educational equity for the changing population.
Sacramento, CA: The Committee: Senate Publications.
Caliver, A. (1970). A background study of Negro college students. Westport, Conn:
Negro Universities Press.
Carnegie Commission on Higher Education. (1973). Opportunities for women in higher
education; their current participation, prospects for the future, and
recommendations for action. New York: McGraw-Hill.
Centenary College for Women, & Middle States Association of Colleges and Secondary
Schools. Commission on Higher Education. (1973). Institutional self-study.
Hackettstown, N.J.,.
Chliwniak, L., ERIC Clearinghouse on Higher Education., & Association for the Study of
Higher Education. (1997). Higher education leadership: analyzing the gender
gap. Washington, DC: Graduate School of Education and Human Development,
George Washington University.
Churgin, J. R. (1978). The new woman and the old academe: sexism and higher
education. Roslyn Heights, N.Y: Libra Publishers.
Clifford, G. J. (1995). "Equally in view": the University of California, its women, and the
schools. Berkeley, Calif: Center for Studies in Higher Education and Institute of
Governmental Studies Press, University of California, Berkeley.
Clifton, R. A., Roberts, L. W., & Perry, R. P. (Eds.). (1998). Gender equity in Canadian
postsecondary educational institutions. Winnipeg, Man: Centre for Higher
Education Research and Development Canadian Society for the Study of Higher
Education.
Colorado Commission on Higher Education. (1990). Case study for Ford/Sheeo project
on systemwide database and institutional support for minority student
achievement. [Denver]: The Commission.
Connecticut. Commission for Higher Education. (1973). The report of Resource
Group[s] I [-VIII] A discussion paper for the master plan for higher education in
Connecticut. [Hartford].
Copyright Collection (Library of Congress). (1992). Beyond the dream IV--a celebration
of Black history--discovering the past, understanding the future.
Copyright Collection (Library of Congress). (1993). Women of color in higher education-
-too invisible, too silent, for too long.
Creamer, E. G., ERIC Clearinghouse on Higher Education., & Association for the Study
of Higher Education. (1998). Assessing faculty publication productivity: issues of
equity. Washington, DC: Graduate School of Education and Human
Development, George Washington University.
Crosby, F. J., & VanDeVeer, C. (Eds.). (2000). Sex, race, and merit: debating affirmative
action in education and employment. Ann Arbor: University of Michigan Press.
Crossland, F. E. (1976). Equality, equity, or equilibrium: policy toward access to higher
education. [New York]: Institute of International Education.
Currie, J., Thiele, B., & Harris, P. (2002). Gendered universities in globalized economies:
power, careers, and sacrifices. Lanham, Md: Lexington Books.
Daigler, M. J. (2001). Through the windows: a history of the work of higher education
among the Sisters of Mercy of the Americas. Scranton, Tonawanda, NY:
University of Scranton Press; Distribution, University of Toronto Press.
Davies, E. (1866). The higher education of women. London and New York: A. Strahan.
Davies, E. (1973). The higher education of women. New York: AMS Press.
Davies, E., & Howarth, J. (Eds.). (1988). The higher education of women. London;
Ronceverte, WV, U.S.A: Hambledon Press.
Davies, S., Lubelska, C., & Quinn, J. (Eds.). (1995). Changing the subject: women in
higher education. London; Bristol, PA: Taylor & Francis.
Davis, L. (1998). A clashing of the soul: John Hope and the dilemma of African
American leadership and Black higher education in the early twentieth century.
Athens: University of Georgia Press.
Deem, R. (Ed.). (1980). Schooling for women's work. London; Boston: Routledge &
Kegan Paul.
DiGeorgio-Lutz, J. (2002). Women in higher education: empowering change. Westport,
Conn: Praeger.
Dundar, H., & Haworth, J. G. (1993). Improving women's access to higher education: a
review of World Bank project experience. Washington, DC (1818 H St. NW,
 Washington 20433): Women in Development Division, Population and Human
Resources Dept., World Bank.
Eatman, T. K. (2002). Key References on Black Colleges. In I. M. Christopher Brown
(Ed.), Black Colleges in the Millenium.
Eggins, H. (Ed.). (1997). Women as leaders and managers in higher education.
Philadelphia: PA: Society for Research into Higher Education & Open University
Press.
Elam, A. M., & NAFEO Research Institute (U.S.) (Eds.). (1989). The Status of Blacks in
higher education. Lanham, MD: University Press of America.
Elam, H. J., & Black Theatre Association. (Eds.). (1997). Blackstream: Black Theatre
Association presents select papers from the 1995 Association for Theatre in
Higher Education's San Francisco Conference. Chicago, IL: Black Theatre
Association of the Association for Theatre in Higher Education (ATHE).
Elam, J. C., & National Association for Equal Opportunity in Higher Education. (1989).
Blacks in higher education: overcoming the odds. Lanham: University Press of
America.
Elam, J. C., Taylor, A. H., & Education, N. A. f. E. O. i. H. (1986). Setting the tone for
future trends. Washington, DC: National Association for Equal Opportunity in
Higher Education; Follett Press.
Ellinger, K. (1992). Funding, achievement and equity in Oklahoma's public schools: does
money matter?
Eschbach, E. S. (1993). The higher education of women in England and America, 1865-
1920. New York: Garland.
Faragher, J. M., Howe, F., & Mount Holyoke College. (1988). Women and higher
education in American history: essays from the Mount Holyoke College
Sesquicentennial Symposia (1st ed.). New York: Norton.
Farish, M. (Ed.). (1995). Equal opportunities in colleges and universities: towards better
practices. Buckingham [England]; Bristol, Pa: Society for Research into Higher
Education & Open University Press.
Farnham, C. (1994). The Education of the southern belle: higher education and student
socialization in the antebellum South. New York; London: New York University
Press.
Finchum, G. A. (1992). Student mobility to public institutions of higher education in
Tennessee: implications for equity and excellence.
Fleming, J. (1984). Blacks in college (1st ed.). San Francisco: Jossey-Bass Publishers.
Fleming, J., Gill, G. R., & Swinton, D. H. (1978). The case for affirmative action for
Blacks in higher education (1st ed.). Washington, DC: Institute for the Study of
Educational Policy published for ISEP by Howard University Press.
Fleming, J., & Howard University. Institute for the Study of Educational Policy. (1976).
The lengthening shadow of slavery: a historical justification for affirmative action
for Blacks in higher education. Washington, DC: Published for ISEP by Howard
University Press.
Fox, T. (1999). Defending access: a critique of standards in higher education.
Portsmouth, NH: Boynton/Cook Publishers-Heinemann.
Fries, J. E. (1987). The American Indian in higher education, 1975-76 to 1984-85.
Washington, DC: Center for Education Statistics, Office of Educational Research
and Improvement For sale by the Supt. of Docs., U.S. G.P.O.
Fritsche, J. M., & Pearlman, D. (1984). Toward excellence & equity: the scholarship on
women as a catalyst for change in the university. Orono, Me: University of Maine
at Orono.
Froomkin, J. (Ed.). (1983). The Crisis in higher education. New York: Academy of
Political Science.
Furuki, Y. (1991). The white plum, a biography of Ume Tsuda: pioneer in the higher
education of Japanese women (1st ed.). New York: Weatherhill.
Garcia, M. (Ed.). (1997). Affirmative action's testament of hope: strategies for a new era
in higher education. Albany: State University of New York Press.
Glazer-Raymo, J., Bensimon, E. M., & Townsend, B. K. (Eds.). (2000). Women in higher
education: a feminist perspective (2nd ed.). Boston, MA: Pearson Custom Pub.
Glazer-Raymo, J., Bensimon, E. M., Townsend, B. K., & Association for the Study of
Higher Education. Meeting. (1993). Women in higher education: a feminist
perspective. Needham Heights, MA: Ginn Press.
Gmelch, S. (1998). Gender on campus: issues for college women. New Brunswick, N.J:
Rutgers University Press.
Goodwin, L. L. (2002). Resilient spirits: disadvantaged students making it at an elite
university. New York: Routledge.
Gordon, J. U. (2002). The Black male in white America. New York: Nova Science.
Gordon, L. D. (1990). Gender and higher education in the Progressive Era. New Haven:
Yale University Press.
Gumport, P. J. (2002). Academic pathfinders: knowledge creation and feminist
scholarship. Westport, Conn: Greenwood Press.
Gurock, J. S. (1988). The men and women of Yeshiva: higher education, orthodoxy, and
American Judaism. New York: Columbia University Press.
Hagy, J. E. (1984). A study of Native Americans in the Oklahoma State System of Higher
Education. Oklahoma City: Division of Planning and Policy Research, Oklahoma
State Regents for Higher Education.
Hauptman, A. M., Koff, R., & American Council on Education. (1991). New ways of
paying for college. New York American Council on Education Macmillan Pub.
Co: Toronto.
Heller, D. E. (2001). The States and public higher education policy: affordability, access,
and accountability. Baltimore, Md: Johns Hopkins University Press.
Henderson, L. J. (1972). Black political life in the United States; a fist as the pendulum.
San Francisco: Chandler Pub. Co.
Hensel, N. H. (1991). Realizing gender equality in higher education: the need to
integrate work-family issues. Washington, DC: School of Education and Human
Development, George Washington University.
Hixson, A., & Gilroy, M. (Eds.). (1997). The Hispanic Outlook in Higher Education,
1996-97. U.S.; New Jersey.
Hoferek, M. J. (1986). Going forth: women's leadership issues in higher education and
physical education. Princeton, N.J: Princeton Book Co.
Hoffman, E. P., & Western Michigan University Dept. of, E. (1993). Essays on the
economics of education. Kalamazoo, Mich: W.E. Upjohn Institute for
Employment Research.
Howard University. Institute for the Study of Educational Policy. (1976). Equal
educational opportunity for Blacks in U.S. higher education: an assessment.
Washington: Published for ISEP by Howard University Press.
Howe, F., & Carnegie Commission on Higher Education. (Eds.). (1975). Women and the
power to change. New York: McGraw-Hill.
Howie, G., & Tauchert, A. (Eds.). (2002). Gender, teaching, and research in higher
education: challenges for the 21st century. Aldershot, Hampshire, England;
Burlington, VT: Ashgate.
Hune, S. (1998). Asian Pacific American women in higher education: claiming visibility
& voice. Washington, DC: Association of American Colleges and Universities,
Program on the Status and Education of Women.
Ibarra, R. A. (2001). Beyond affirmative action: reframing the context of higher
education. Madison, Wis: University of Wisconsin Press.
Ihle, E. L. (Ed.). (1992). Black women in higher education: an anthology of essays,
studies, and documents. New York: Garland.
Illinois. Board of Higher Education. (1980). Statistical report of minority and female
employment in higher education. [Springfield], Ill: The Board.
Illinois. Board of Higher Education. (1989). Report to the Governor and General
Assembly on underrepresented groups in public institutions of higher education in
Illinois. [Springfield, Ill.]: State of Illinois, Board of Higher Education.
Illinois. Board of Higher Education. (1997). Gender equity in intercollegiate athletic
programs at Illinois public universities. Springfield, IL: State of Illinois, Board of
Higher Education.
Jackson, J. J., Jackson, J. S., & Association for Gerontology in Higher Education. (1992).
Ethnogerontology and American Blacks. Washington, DC (1001 Connecticut
Ave., NW, Suite 410, Washington 20036-5504): Association for Gerontology in
Higher Education.
Jacobs, L., Cintrâon, J., & Canton, C. E. (Eds.). (2002). The politics of survival in
academia: narratives of inequity, resilience, and success. Lanham, MD: Rowman
& Littlefield.
James, J., & Farmer, R. (1993). Spirit, space & survival: African American women in
(white) academe. New York: Routledge.
Jones, D. R., Davies, S. L., & University of New England. Dept. of Administrative
Higher and Adult Education Studies. (1990). Women in higher education: an
agenda for the decade. [Armidale, N.S.W.]: Dept. of Administrative, Higher and
Adult Education Studies, University of New England.
Jones, E. B. (1993). Lessons for the future: minorities in math, science, and engineering
at community colleges. Washington, DC: American Association of Community
Colleges, National Center for Higher Education.
Jones, L. (Ed.). (2000). Brothers of the academy: up and coming Black scholars earning
our way in higher education (1st ed.). Sterling, Va: Stylus Pub.
Jones, L. (Ed.). (2001). Retaining African Americans in higher education: challenging
paradigms for retaining Black students, faculty, and administrators (1st ed.).
Sterling, Va: Stylus Pub.
Jones, L. (Ed.). (2002). Making it on broken promises: leading Black male scholars
confront the culture of higher education (1st ed.). Sterling, Va: Stylus Pub.
Justiz, M. J., Wilson, R., & Bjork, L. G. (1994). Minorities in higher education. Phoenix,
Ariz: Oryx Press.
Kanake, L. (1997). Gender disparities among the academic staff in Kenyan public
universities. Nairobi: Lyceum Educational Consultants.
Kates, S. (2001). Activist rhetorics and American higher education, 1885-1937.
Carbondale: Southern Illinois University Press.
Kearney, M.-L. (Ed.). (2000). Women, power, and the academy: from rhetoric to reality.
New York. Paris: Berghahn Books;UNESCO Pub.
Keetz, M. A., & Pennsylvania. State System of Higher Education. Women's Consortium.
(1991). The status of female faculty in Pennsylvania's state system of higher
education: an historical perspective, 1974-1989. [Harrisburg]: Women's
Consortium of the Pennsylvania State System of Higher Education.
Keller, G. D., Deneen, J. R., & Magallâan, R. J. (1991). Assessment and access:
Hispanics in higher education. Albany, N.Y: State University of New York Press.
Kelly, D. H. (1990). Women in higher education: a select international bibliography.
Buffalo, NY, USA: Graduate School of Education Publications, Comparative
Education Center, State University of New York at Buffalo.
Kelly, G. P., & Slaughter, S. (1991). Women's higher education in comparative
perspective. Dordrecht; Boston: Kluwer Academic Publishers.
Kim, G.-J. (1993). The equity effects of public subsidies and student loans for higher
education in developing countries.
Kleinfeld, J., Gorsuch, L., Kerr, J., University of Alaska Anchorage. Institute of Social
and Economic Research., & College Entrance Examination Board. Western
Regional Office. (1988). Minorities in higher education: the changing North:
Alaska. New York (45 Columbus Ave., New York, N.Y. 10023-6992): College
Entrance Examination Board.
Knox, B. S. (1975). Trends in the counseling of women in higher education, 1957-1973.
Washington: National Association for Women Deans, Administrators, and
Counselors.
Komarovsky, M. (1985). Women in college: shaping new feminine identities. New York:
Basic Books.
Kreuter, G. V. (1996). Forgotten promise: race and gender wars on a small college
campus: a memoir (1st ed.). New York: A.A. Knopf: Distributed by Random
House.
Lange, H., & Klemm, L. R. (1890). Higher education of women in Europe. New York: D.
Appleton and company.
Lange, H., & Klemm, L. R. (1901). Higher education of women in Europe. New York:
Appleton and Company.
Layton, E. (1948). Significant dates in the early history of institutions for the higher
education of women in the United States. Washington: Federal Security Agency,
Office of Education, Division of Higher Education.
Lehner, J. C. (1981). A losing battle: the decline in Black participation in graduate and
professional education: a report. Washington, DC: Committee on Black Higher
Education and Black Colleges and Universities.
Leiter, S., & Leiter, W. M. (2002). Affirmative action in anti-discrimination law and
policy: an overview and synthesis. Albany: State University of New York Press.
Leon, D. J. (2002). Latinos in higher education. Boston: Elsevier.
Levine, S. (1995). Degrees of equality: the American Association of University Women
and the challenge of twentieth-century feminism. Philadelphia: Temple University
Press.
Lim, S., Herrera-Sobek, M., & Padilla, G. M. (Eds.). (2000). Power, race, and gender in
academe: strangers in the tower? New York: Modern Language Association.
Lindsay, B., & Justiz, M. J. (Eds.). (2001). The quest for equity in higher education:
toward new paradigms in an evolving affirmative action era. Albany: State
University of New York Press.
Loftus, V. L. (1983). The effect of state aid on revenue equity in Illinois public
community colleges, FY 1977-81.
Lowe, E. Y. (Ed.). (1999). Promise and dilemma: perspectives on racial diversity and
higher education. Princeton, N.J: Princeton University Press.
Luke, C. (2001). Globalization and women in academia: North/West-South/East.
Mahwah, N.J: L. Erlbaum Associates.
Mabokela, R. O., & Green, A. L. (Eds.). (2001). Sisters of the academy: emergent Black
women scholars in higher education (1st ed.). Sterling, Va: Stylus Pub.
Maciel, D. R., & Ortiz, I. D. (Eds.). (1996). Chicanas/Chicanos at the Crossroads:
Social, Economic, and Political Change.
Maher, F. A., & Tetreault, M. K. T. (1994). The feminist classroom. New York, NY:
BasicBooks.
Maher, F. A., & Tetreault, M. K. T. (2001). The feminist classroom: dynamics of gender,
race, and privilege (Expanded ed.). Lanham, MD: Rowman & Littlefield.
Manegold, C. S. (2000). In glory's shadow: Shannon Faulkner, the Citadel, and a
changing America (1st ed.). New York: A.A. Knopf.
Martâinez Alemâan, A. M., & Renn, K. A. (Eds.). (2002). Women in higher education:
an encyclopedia. Santa Barbara, Calif: ABC-CLIO.
Maryland Higher Education Commission. (1990). Trends in the racial and ethnic
composition of students enrolled on Maryland campuses. [Annapolis]: Maryland
Higher Education Commission.
Maryland Higher Education Commission. (1998). The educational progress of women,
1978 to 1997. Annapolis, Md: The Commission.
McCandless, A. T. (1999). The past in the present: women's higher education in the
twentieth-century American South. Tuscaloosa: University of Alabama Press.
McCoy, M., & DiGeorgio-Lutz, J. (Eds.). (1999). The woman-centered university:
interdisciplinary perspectives. Lanham, Md: University Press of America.
McDaniel, W. A., Delehanty, K. C., & New Jersey. Dept. of Higher Education. Office of
Research. (1981). Student characteristics profile: fall 1980 and recent trends.
[Trenton]: New Jersey Dept. of Higher Education.
McGregor, A. L., Latchem, C. R., & Western Australian Higher Education Council.
(1991). Networks for learning: a review of access and equity in post-compulsory
 education in rural and remote areas of the State of Western Australia. West Perth,
WA: Western Australian Office of Higher Education.
McPartland, J. M., Duke University; Institute of Policy, S., & Public Affairs. (1978).
Desegregation and equity in higher education and employment: is progress
related to the desegregation of elementary and secondary schools? Durham, N.C:
Center for Educational Policy Institute of Policy Sciences and Public Affairs
Duke University.
Mitchell, P. T., & College and University Personnel Association. (1993). Cracking the
wall: women in higher education administration. Washington, DC: College and
University Personnel Association.
Moore, K. M., Amey, M. J., ERIC Clearinghouse on Higher Education., & Association
for the Study of Higher Education. (1993). Making sense of the dollars: the costs
and uses of faculty compensation. Washington, DC: School of Education and
Human Development, George Washington University.
Moore, K. M., Wollitzer, P. A., & Pennsylvania State University. (Eds.). (1979). Women
in higher education: a contemporary bibliography. Washington, DC: National
Association of Women Deans, Administrators, and Counselors.
Moran, M., & ERIC Clearinghouse on Higher Education. (1986). Student financial aid
and women: equity dilemma? Washington, DC: Association for the Study of
Higher Education.
Morgan, F., National Center for Education Statistics., & United States. Office of
Educational Research and Improvement. (1992). Race/ethnicity trends in degrees
conferred by institutions of higher education: 1980-81 through 1989-90.
Washington, DC: U.S. Dept. of Education, Office of Educational Research and
Improvement For sale by the U.S. G.P.O., Supt. of Docs.
Morley, L., & Walsh, V. (Eds.). (1995). Feminist academics: creative agents for change.
London; Bristol, PA: Taylor & Francis.
Morley, L., & Walsh, V. (Eds.). (1996). Breaking boundaries: women in higher
education. London; Bristol, PA: Taylor & Francis.
Mutnick, D. (1996). Writing in an alien world: basic writing and the struggle for equality
in higher education. Portsmouth, NH: Boynton/Cook Publishers.
Myers, L. W. (2002). A broken silence: voices of African American women in the
academy. Westport, Conn: Bergin & Garvey.
Myers, S. L., & Education, N. A. f. E. O. i. H. (1986). Economic issues and Black
colleges. Chicago: Follett Press.
Myers, S. L., & Nafeo Research Institute (Eds.). (1989). Desegregation in higher
education. Lanham: University Press of America.
National Association for Equal Opportunity in Higher Education (U.S.). (1989). An
Inventory of the capabilities of the historically black colleges and universities and
other minority institutions (HBCUs/MIs): a NAFEO/DoD survey (2nd ed.).
Washington, DC: The Dept. of Health and Human Survices [i.e. Services].
National Council of Administrative Women in Education (U.S.). (1952). Administrative
women in higher education. Washington,.
Neal, S. (1998). The making of equal opportunities policies in universities. Buckingham
[England]; Bristol, PA, USA: Society for Research into Higher Education & Open
University Press.
Nelson, S. C., Education Commission of the State Education Finance Center., &
Postsecondary Edcuation Finance, C. (1978). The equity of public subsidies for
higher education: some thoughts on the literature. Denver, Colo: Education
Finance Center Education Commission of the States.
Nerad, M. (1999). The academic kitchen: a social history of gender stratification at the
University of California, Berkeley. Albany: State University of New York Press.
Nettles, M. T. (Ed.). (1988). Toward Black Undergraduate Student Equality in American
Higher Education.
New Jersey. Dept. of Higher Education., & ASPIRA Inc. (N.J.). (1987). Proceedings:
Minority Student Symposium, January 13-14, 1986: toward increasing the
participation of Blacks and Hispanics in New Jersey higher education. [Trenton,
N.J.?]: The Department.
New Jersey. Dept. of Higher Education. Office of Research. (1983). Affirmative action
status report: 1982-83 new hires at New Jersey public colleges and universities.
[Trenton]: New Jersey Dept. of Higher Education.
Newcomer, M. (1959). A century of higher education for American women ([1st ed.).
New York: Harper.
Newcomer, M. (1975). A century of higher education for American women. Washington:
Zenger Pub. Co.
Nidiffer, J., & Bashaw, C. T. (Eds.). (2001). Women administrators in higher education:
historical and contemporary perspectives. Albany: State University of New York
Press.
Nungu, M. (1997). Affirmative action and the quest for equity in university education: the
case of Kenya (1974-1994). Nairobi: Lyceum Educational Consultants.
Oates, M. J. (Ed.). (1987). Higher education for Catholic women: an historical
anthology. New York: Garland Pub.
O'Dowd, M. C., Tobias, P. V., & National Union of South African Students. (1954). The
African in the universities: a survey of the facilities for the higher education of
non-European students in South Africa, with an examination of the systems of
university segregation and non-segregation (2d ed.). Cape Town: The National
Union of South African Students.
O'Grady, C. R. (Ed.). (2000). Integrating service learning and multicultural education in
colleges and universities. Mahwah, N.J: L. Erlbaum Associates.
O'Malley, P. (Ed.). (1994). Whither education reform? Boston, MA: John W.
McCormack Institute of Public Affairs.
Oregon State System of Higher Education. Office of Academic Affairs., & Oregon State
System of Higher Education. Office of Institutional Research. (1992). Promoting
women's participation in higher education: the status of women in OSSHE: a
report to the Oregon State Board of Higher Education. Eugene, OR (P.O. Box
3175, Eugene 97403): Oregon State System of Higher Education.
Oregon State System of Higher Education. Office of Academic Affairs., Oregon State
System of Higher Education. Office of Institutional Research., & Oregon State
Board of Higher Education. (1992). Report on the status of racial and ethnic
diversity in the Oregon State System of Higher Education: minority group
students, faculty, and professional staff, and selected administrators: prepared for
 the Oregon State Board of Higher Education. Eugene, Or. (P.O. Box 3175,
Eugene 97403): Oregon State System of Higher Education.
Orfield, G., & Miller, E. (Eds.). (1999). Chilling Admissions: The Affirmative Action
Crisis and the Search for Alternatives.
Padilla, R. V., & Montiel, M. (1998). Debatable diversity: critical dialogues on change
in American universities. Lanham, Md: Rowman and Littlefield Publishers.
Paine, H. E., & Rogers, B. (1907). The life of Eliza Baylies Wheaton; a chapter in the
history of the higher education of women. Cambridge: Printed at the Riverside
Press.
Parker, L., Deyhle, D., & Villenas, S. A. (Eds.). (1999). Race is-- race isn't: critical race
theory and qualitative studies in education. Boulder, Colo: Westview Press.
Parry, G., & Wake, C. (1990). Access and alternative futures for higher education.
London: Hodder & Stoughton.
Pascall, G., & Cox, R. (1993). Women returning to higher education. Buckingham
[England]; Bristol, PA: Open University Press.
Paul, D. G. (2001). Life, culture, and education on the academic plantation: womanist
thought and perspective. New York: P. Lang.
Pearson, C., Shavlik, D. L., & Touchton, J. G. (1989). Educating the majority: women
challenge tradition in higher education. New York, London: American Council
on Education: Macmillan; Collier Macmillan.
Portman, D. N. (1972). Early reform in American higher education. Chicago: Nelson-
Hall Co.
Preer, J. L., & ERIC Clearinghouse on Higher Education. (1981). Minority access to
higher education. Washington, DC (One Dupont Circle, Washington 20036):
American Association for Higher Education.
Presley, J. B., Hagan, W., & Connecticut. Board of Higher Education. (1981). Minority
enrollment in Connecticut institutions of higher education. Hartford, CT: Board of
Higher Education.
Provenzo, E. F. (2002). Du Bois on education. Lanham, MD: Rowman & Littlefield.
Raby, R. L., & Tarrow, N. B. (Eds.). (1996). Dimensions of the community college:
international, intercultural, and multicultural perspectives. New York: Garland
Pub.
Reddy, M. T., & TuSmith, B. (Eds.). (2002). Race in the college classroom: pedagogy
and politics. New Brunswick, N.J: Rutgers University Press.
Redfern, A. K. (Ed.). (1997). Journal of the Pennsylvania Black Conference on Higher
Education, Inc. (PBCOHE).
Regan, C. A., & League of Women Voters of Wisconsin. (1956). Higher education in
Wisconsin. Madison: League of Women Voters of Wisconsin.
Regional Co-operative Programme in Higher Education for Development in Asia and the
Pacific. (1990). Women's participation in higher education, China, Nepal, and the
Philippines. Bangkok, Thailand: Unesco Principal Regional Office for Asia and
the Pacific.
Richardson, B. (1975). Sexism in higher education. New York: Seabury Press.
Richardson, R. C., & Bender, L. W. (1987). Fostering minority access and achievement
in higher education: the role of urban community colleges and universities (1st
ed.). San Francisco, Calif: Jossey-Bass Publishers.
Richardson, R. C., Bender, L. W., & ERIC Clearinghouse on Higher Education. (1985).
Students in urban settings: achieving the baccalaureate degree. Washington, DC:
Association for the Study of Higher Education.
Richardson, R. C., Skinner, E. F., National Center for Postsecondary Governance and
Finance (U.S.), & American Council on Education. (1991). Achieving quality and
diversity: universities in a multicultural society. New York, Toronto: American
Council on Education: Macmillan Pub. Co.; Collier Macmillan Canada; Maxwell
Macmillan International.
Roche, P. A. (1994). Minority access to higher education: an analysis of a pipeline
approach through neighborhood learning centers: the Minnesota experiment.
Lanham [Md.]: University Press of America.
Rogers, N. L. D. (1979). The development of Federal policy for the elimination of
discrimination in the postsecondary education of women. Ann Arbor: University
of Michigan, School of Education.
Roman, L. G., & Eyre, L. (Eds.). (1997). Dangerous territories: struggles for difference
and equality in education. New York: Routledge.
Rose, C. (Ed.). (1975). Meeting women's new educational needs. San Francisco: Jossey-
Bass.
Rusting Publications. (2001). Dealing with campus racism and bigotry (Updated and
expanded. ed.). Port Washington, N.Y. (402 Main St., PO Box 190, Port
Washington 11050): Rusting Publications.
Sadovnik, A. R. (1994). Equity and excellence in higher education: the decline of a
liberal educational reform. New York: P. Lang.
Sall, E. (Ed.). (2000). Women in academia: gender and academic freedom in Africa.
Dakar, Senegal: Council for the Development of Social Science Research in
Africa.
Schaefer, R. T. (1990). Racial and ethnic groups (4th ed.). Glenview, Ill: Scott,
Foresman/Little, Brown Higher Education.
Schantz, N. B., Brown, P., & National Center for Education Statistics. (1990). Trends in
racial/ethnic enrollment in higher education: fall 1978 through fall 1988.
Washington: U.S. Department of Education For sale by the Supt. of Docs., U.S.
G.P.O.
Schell, E. E. (1998). Gypsy academics and mother-teachers: gender, contingent labor,
and writing instruction. Portsmouth, NH: Boynton/Cook Publishers.
Schick, C. (1994). The university as text: women and the university context. Halifax:
Fernwood Pub.
Schmitt, C., & National Center for Education Statistics. (1994). Trends in enrollment in
higher education by racial/ethnic category: fall 1982 through fall 1992.
Washington, DC: U.S. Dept. of Education, Office of Educational Research and
Improvement,.
Shah, S. (2000). Equality issues for the new millennium. Aldershot; Burlington, Vt:
Ashgate.
Shea, C. M., Kahane, E., & Sola, P. A. (1989). The New servants of power: a critique of
the 1980s school reform movement. New York: Greenwood Press.
Siraj-Blatchford, I. (Ed.). (1993). Race, gender and the education of teachers.
Buckingham; Philadelphia: Open University Press.
Smith, D. G. (1989). The challenge of diversity: involvement or alienation in the
academy? Washington, DC: School of Education and Human Development,
George Washington University.
Smith, W. A., Altbach, P. G., & Lomotey, K. (Eds.). (2002). The racial crisis in
American higher education: continuing challenges for the twenty-first century
(Rev. ed.). Albany: State University of New York Press.
Smith-Mello, M. (Ed.). (1999). The future well-being of women in Kentucky. Frankfort,
Ky: Kentucky Long-Term Policy Research Center.
Solomon, B. M. (1985). In the company of educated women: a history of women and
higher education in America. New Haven: Yale University Press.
South Africa. Commission of Enquiry on Separate Training Facilities for Non-Europeans
at Universities. (1955). Report of the Commission of Enquiry on Separate
Training Facilities for Non-Europeans at Universities, 1953-1954. Pretoria:
Government Printer.
South Carolina Commission on Higher Education. (1986). Final comprehensive report on
implementation of the South Carolina Higher Education Desegregation Plan,
1981-82 through 1985-86: a narrative assessment of implementation of the South
Carolina Plan for Equity and Equal Opportunity in Public Colleges and
Universities. Columbia, S.C. (1333 Main St., Suite 650, Columbia 29201): South
Carolina Commission on Higher Education.
Southern Regional Education Board. (1970). Effective use of resources in State higher
education; graduate education, community colleges, education for Blacks.
Atlanta: Southern Regional Education Board.
Srivastava, G. (2000). Women's higher education in the 19th century. New Delhi:
Concept Pub. Co.
State Council of Higher Education for Virginia., & Virginia. Task Force on Campus
Rape. (1992). Report of the State Council of Higher Education and the Task
Force on Campus Rape on sexual assault on Virginia's campuses to the Governor
and the General Assembly of Virginia. Richmond: Commonwealth of Virginia.
Stein, R. H., & Baca, M. C. (Eds.). (1981). Professional ethics in university
administration. San Francisco: Jossey-Bass.
Stephen F. Austin State University. (1995). Access and equity 2000: the Texas
educational opportunity plan for public higher education, September 1994
through August 2000, institutional six year plan, submitted February 1, 1995.
Nacogdoches, TX: Stephen F. Austin State University.
Subbarao, K. (1994). Women in higher education: progress, constraints, and promising
initiatives. Washington: World Bank.
Superson, A. M., & Cudd, A. E. (Eds.). (2002). Theorizing backlash: philosophical
reflections on the resistance to feminism. Lanham, Md. Rowman & Littlefield,.
Tack, M. W., Patitu, C. L., ERIC Clearinghouse on Higher Education., & Association for
the Study of Higher Education. (1992). Faculty job satisfaction: women and
minorities in peril. Washington, DC: School of Education and Human
Development, George Washington University.
Talesra, H. (1989). Higher education among women (1st ed.). New Delhi, India:
National.
Tashakkori, A., & Ochoa, S. H. (Eds.). (1999). Education of Hispanics in the United
States: politics, policies, and outcomes. New York: AMS Press.
Taylor, J. M. (1978). Before Vassar opened: a contribution to the history of the higher
education of women in America. Farmingdale, N.Y: Dabor Social Science
Publications.
Texas A & M University at Galveston. (1995). Access and equity 2000: the Texas
educational opportunity plan for public higher education, September 1994
through August 2000. Galveston, Tex: The University.
Texas Higher Education Coordinating Board. Council for Women in Higher Education.
(1991). Parity 2000: achieving equity for women in higher education: report of
the Council for Women in Higher Education. [Austin]: Texas Higher Education
Coordinating Board.
Texas Woman's University, Texas Higher Education Coordinating Board, & Access and
Equity Division. (1994). Access & equity 2000: the Texas educational opportunity
plan for public highter education, September 1994 through August 2000,
institutional six-year plan submitted December 1, 1994. Denton, Tex: The
University.
Texas. Governor (1983-: White). (1983). Texas equal educational opportunity plan for
higher education. [Austin, Tex: Office of the Governor.
Tidball, M. E. (1999). Taking women seriously: lessons and legacies for educating the
majority. Phoenix, Ariz: Oryx Press.
Tierney, W. G., Rhoads, R. A., ERIC Clearinghouse on Higher Education., &
Association for the Study of Higher Education. (1994). Faculty socialization as
cultural process: a mirror of institutional commitment. Washington, DC: School
of Education and Human Development, George Washington University.
Tinsley, A., Secor, C., & Kaplan, S. (Eds.). (1984). Women in higher education
administration. San Francisco: Jossey-Bass.
Tirado de Alonso, I. G. (1977). Equity and efficiency considerations concerning higher
education in Puerto Rico. Puerto Rico: Universidad de Puerto Rico, Facultad de
Ciencias Sociales, Departamento de Economâia.
Torkington, N. P. K. (1991). Black health-- a political issue: the health and race project.
London: Catholic Association for Racial Justice: Liverpool Institute of Higher
Education.
Totaro, J. V., University of Wisconsin. School of Education., & Johnson Foundation.
(1965). Women in college and university teaching. Madison: University of
Wisconsin.
Touchton, J. G., Davis, L., & Makosky, V. P. (1991). Fact book on women in higher
education. New York Toronto: American Council on Education: Macmillan Pub.
Co; Collier Macmillan Canada; Maxwell Macmillan International.
Townsend, B. K. (Ed.). (1999). Two-year colleges for women and minorities: enabling
access to the baccalaureate. New York: Falmer Press.
Trent, W. T., Owens-Nicholson, D., Eatman, T. K., Burke, M., Daugherty, J., & Norman,
K. (2002). Justice, Equality of Educational Opportunity and Affirmative Action in
Higher Education. In M. Chang, D. Witt, J. Jones & K. Hakuta (Eds.), Compelling
Interest: Examining the Evidence on Racial Dynamics in Higher Education.
Tyler, D., & American Association of University Women. (1942). The higher education
of women, a guide to alumnae discussion and action. Washington, DC: American
association of university women.
Unesco. (1998). Higher education in the twenty-first century: vision and action: . Paris:
UNESCO.
Unesco. Division of Statistics on Education. (1985). Female participation in higher
education: enrolment trends, 1975-1982. Paris: Unesco.
United States. Congress. House. Committee on Small Business. Subcommittee on
Regulation Business Opportunities and Energy. (1991). Getting ahead in Oregon:
expanding higher education opportunities for minorities and nontraditional
students: hearing before the Subcommittee on Regulation, Business
Opportunities, and Energy of the Committee on Small Business, House of
Representatives, One Hundred Second Congress, first session, Portland, OR, June
17, 1991. Washington [DC]: U.S. G.P.O.: For sale by the U.S. G.P.O., Supt. of
Docs., Congressional Sales Office.
United States. Dept. of Education. Office for Civil Rights., & South Carolina
Commission on Higher Education. (1987). Response to U.S. Department of
Education's Office for Civil Rights proposed factual report on South Carolina's
higher education desegregation plan. Columbia, S.C. (1333 Main St., Suite 650,
Columbia 29201): South Carolina Commission on Higher Education.
United States. National Advisory Committee on Black Higher Education and Black
Colleges and Universities. (1980a). Needed system supports for achieving higher
education equity for Black Americans: an analysis, report and recommendations
for the establishment of national program objectives and system supports
designed to support the achievement of equity for Black Americans in higher
education. Washington, DC: National Advisory Committee on Black Higher
Education and Black Colleges and Universities: For sale by the Supt. of Docs.
U.S. G.P.O.
United States. National Advisory Committee on Black Higher Education and Black
Colleges and Universities. (1980b). Target date, 2000 AD: goals for achieving
higher education equity for Black Americans. Washington, DC: National
Advisory Committee on Black Higher Education and Black Colleges and
Universities: For sale by the Supt. of Docs., U.S. G.P.O.
United States. Office of Education., Brown, I. C., Blauch, L. E., Jenkins, M. D., &
Caliver, A. (1942). National survey of the higher education of Negroes.
Washington: U.S. Govt. print. off.
Virginia. Dept. of Education. (1993). Increasing the academic pool of minority students
for higher education in Virginia. Richmond, Va: Virginia Dept. of Education.
Wade, W. (Ed.). (1994). Flexible learning in higher education. London; Philadelphia:
Kogan Page.
Walton, K. D. (Ed.). (1996). Against the tide: career paths of women leaders in American
and British higher education. Bloomington, Ind., U.S.A: Phi Delta Kappa
Educational Foundation.
Washington (State). Higher Education Coordinating Board. (1996). Gender equity in
intercollegiate athletics: 1996 report. Olympia, Wash: HECB.
Weg, R. B., Markson, E. W., & Association for Gerontology in Higher Education.
(1991). The older woman. Washington, DC (1001 Connecticut Ave., NW, Suite
410, Washington 20036-5504): Association for Gerontology in Higher Education.
Weigart, K. M., & Crews, R. J. (1999). Teaching for justice: Concepts and models for
service-learning in peace studies. Washington, DC: American Association for
Higher Education.
Welch, L. B. (1990). Women in higher education: changes and challenges. New York:
Praeger.
Welch, L. B. (1992). Perspectives on minority women in higher education. New York:
Praeger.
Welch, L. B., & University of Texas at El Paso. (1992). Perspectives on faculty roles in
nursing education. New York: Praeger.
Wenniger, M. D., & Conroy, M. H. (Eds.). (2001). Gender equity or bust!: on the road to
campus leadership with women in higher education (1st ed.). San Francisco:
Jossey-Bass Publishers.
Williams, J. (Ed.). (1997). Negotiating access to higher education: the discourse of
selectivity and equity. Buckingham [England]; Bristol, PA: Society for Research
into Higher Education & Open University Press.
Williams, J. B. (1988). Desegregating America's colleges and universities: Title VI
regulation of higher education. New York: Teachers College Press.
Williams, J. B. (1997). Race discrimination in public higher education: interpreting
federal civil rights enforcement, 1964-1996. Westport, Conn: Praeger.
Williamson, J. A. (2003). Black power on campus: the University of Illinois, 1965-75.
Urbana: University of Illinois Press.
Willie, C. V. (Ed.). (1991). The Education of African-Americans.
Willie, C. V., Garibaldi, A. M., & Reed, W. L. (Eds.). (1990). Assessment of the status of
African-Americans. Volume III: The education of African-Americans.
Willie, C. V., Garibaldi, A. M., Reed, W. L., & William Monroe Trotter Institute. (1990).
The Education of African-Americans. Boston: W.Monroe Trotter Institute
University of Massachusetts.
Wilson, R. (Ed.). (1982). Race & equity in higher education. Washington, DC: American
Council on Educaiton.
Winkler, D. R. (1990). Higher education in Latin America: issues of efficiency and
equity. Washington, DC: World Bank.
Woodward, D., & Ross, K. (2000). Managing equal opportunities in higher education:
guide to understanding and action. Philadelphia, PA: Society for Research into
Higher Education: Open University Press.
 Journal Articles Relating to the Issue of Equity and
Higher Education for the Public Good

Selected Annotations

Anderson, M. J. (1996). An Assessment of Efforts To Retain African Americans and

Other Minority Students in Business Programs. Equity & Excellence in
Education, 29(3), 18-26.

This article is An analysis of 10 years of efforts to increase the number of disadvantaged

students who graduate from Michigan State University business programs and the
experiences of 845 disadvantaged students suggest that the special sections developed for
these students have helped increase graduation rates. (SLD)

Keywords: Urban Education, Black Students, Business Education, College Graduates

College Students, Developmental Studies Programs

Balls Organista, P., Chun, K. M., & Marin, G. (2000). Teaching an Undergraduate
Course on Ethnic Diversity. Teaching of Psychology, 27(1), 12-17.

In this article, we describe a course, the Psychology of Ethnic Groups in the United
States, to illustrate possible issues to address within an ethnic diversity psychology
course. The purpose of this course is to educate, sensitize, and stimulate critical thinking
about the role of culture and ethnicity in human social behavior with an emphasis on 4
major ethnic groups in the United States: African Americans, American Indians, Asian
Americans, and Hispanics-Latinos. Basic concepts in ethnic psychology examined
include the significance of race and ethnicity, racism and stereotyping, ethnic
stratification, ethnic identity, acculturation, and biculturalism as well as a variety of
psychosocial conditions (e.g., risk behaviors, adaptive health behaviors). Included are
descriptions of in-class exercises, readings, and strategies that are helpful in teaching this
type of course.

Keywords: Ethnic Diversity, psychology, Undergraduate Teaching

Barber, L. A. (1995). U.S. Women in Science and Engineering, 1960- 1990: Progress
toward Equity? Journal of Higher Education., v66(n2 Mar-Apr 1995.), p213-234.

This article provides an analysis of gender patterns in science and engineering degrees
and employment suggests that little progress has been made toward gender equity,
despite efforts to promote change. It is suggested that, although women have become
more comfortable with their image as scientists, they have not adjusted to the reality of
work within these disciplines.

Keywords: Women in Science and Engineering, Gender, Higher Education

Brown, M. C. (2001). Collegiate desegregation and the public black college: a new policy
mandate. The Journal of Higher Education, 72, 46-62.

Initiatives that may be useful as policymakers attempt to draft collegiate desegregation

compliance policies are presented in this article. The initiatives involve studying the
effects of existing collegiate desegregation policies, acknowledging public black colleges
as equal partners in a unitary state higher education system, recognizing that racial
integration may not be quantifiable, including affirmative action as a central component
in campus compliance plans, recruiting from a diversified pool for faculty and students
while maintaining traditional demographic subscriptions, and establishing a strategic plan
that takes into account economic, political, academic, and population shifts. These
initiatives have the potential to enhance the collegiate desegregation process so that
compliance might be achieved without compromising the promise of equity. Following a
brief review of the literature on college desegregation, compliance is placed in its proper
historic context and examined for critical underlying issues.

Keywords: State colleges and universities, Desegregation, Suits and claims.

Black colleges -- Administration, Educational policy

Carlin, P., & Rooney, P. (2000). FEATURES - AM I PAID FAIRLY? - A University

Assesses Pay Equity For Its Faculty. Change, 32(2), 40 (10 pages).

A request for a gender pay equity review on one campus grew to encompass a study of
the salaries of all faculty members, including minorities. Not only did the survey heighten
awareness of pay equity issues in general, but resulted in pay adjustments for many
faculty and offered useful insights for other institutions considering such reviews

Keywords: Gender Higher Education, Minorities

Darden, J. T., et al.,. (1994). Segregation of American Indian Undergraduate Students in

Institutions of Higher Education. Equity & Excellence in Education., v27 n3(Dec
1994), p61-68.

Data from the U.S. Department of Education demonstrate that segregation of American
Indians in institutions of higher education is greater in states where there are American
Indian tribal colleges. Many such institutions are poorly funded two-year colleges. To
improve education for American Indians, these colleges need more support.
Keywords: Native American College Experience

Darden, J. T., et al.,. (1997). Racial Inequality of Enrollment in Selected U.S. Institutions
of Higher Education. Equity & Excellence in Education., v30(nl .5 Apr 1997.),
p7-5.

This research examines questions of equal access with respect to enrollment patterns of
minority students in institutions of higher education. Results from 13 states reveal that a
“racially stratified” educational system persists, and that Blacks and Hispanics hold a
disproportionate share in two-year institutions rather than in the four-year and research-
intensive institutions.

Keywords: Enrollment, Higher Education, Racism

DeBord, L. W., & Millner, S. M. (1993). Educational Experiences of African-American

Graduate Students on a Traditionally White Campus: Succor, Sociation, and
Success. Equity & Excellence, 26(1), 60-71.

Presents the case study of the educational experiences of African-American graduate

students at the University of Mississippi using information from a survey responded to by
158 graduate students. At this university, non-service fellowships and tuition waivers are
offered to African-American graduate students. Results highlight differences in student
educational backgrounds.

Keywords: Urban Education, Academic Achievement, Affirmative Action, Black

Students, Case Studies, Educational Background

Fischler, M. L. (1992). Time to Talk Back. Phi Delta Kappan, 73(8), 634-635.

This article describes a college counselor's efforts to reason with a student singing a Guns
and Roses' song vilifying African Americans and homosexuals. Many individuals lack
the historical knowledge, concern, or empathy to appreciate the destructive power of such
lyrics. First Amendment rights are threatened by the academic community's silent assent
to bigotry.

Keywords: Educational Management, College Students, Counselors, Freedom of Speech

Higher Education, Racial Bias

Globetti, E. C. (1993). Social Interaction and Multiculturalism. Naspa Journal, 30(3),

209-218.
This article examined student perceptions of subgroups (non-Greeks, African Americans,
international students, adult students, homosexual students, counterculture students, drug
users, agnostics or atheists, students with limited family financial support, Jewish
students, students from regions outside South, and disabled students) on campus;
attitudes toward multicultural issues; and student social interaction with members of
multicultural groups among 976 students at university in Deep South.

Keywords: Counseling and Personnel Services, Adult Students, Black Students, College
Students, Cultural Awareness, Disabilities

Gossett, B. J. (1996). African Americans' and Non-African Americans' Sense of

Mattering and Marginality at Public, Predominantly White Institutions. Equity &
Excellence in Education, 29(3), 37-42.

This research compares the sense of mattering and attitudes of marginality of 324 African
American and 805 non-African American students at predominantly White colleges.
Considerable differences were found, especially with regard to environmental factors.
Results support the contention that many rules and regulations on campuses are not
sensitive to African Americans.

Keywords: Urban Education, Adjustment (to Environment), Black Students, College

Students, Cultural Awareness, Cultural Differences, Educational Environment,
Higher Education

Halcon, J. J., & Reyes, M. D. (1991). "Trickle-down" reform: Hispanics, higher

education, and the excellence movement. Urban Review, 23(2), 117-135.

Argues that the excellence-in-education movement has dealt a heavy blow to the
advancement of Hispanics seeking degrees in higher education. Attempting to reform
education while ignoring concerns of minorities who traditionally have not fared well in
schools suggests that reformers expect the benefits of reform to trickle down to minorities
after first benefiting mainstream students. The result is that reform measures such as the
raising of college admission standards, the restructuring of financial aid, curriculum
changes, and competency tests for teachers have added additional hurdles for Hispanic
students, placing greater restrictions on their access to higher education.
Reconceptualizing the definition of excellence to include not only higher standards but
educational equity is a demographic imperative as the nation moves to a "minority
majority."

Keywords: Trickle down approach to excellence & educational reform, attainment of

higher education, Hispanics, Higher Education
Harper, E. J. (1992). Culture, Style, and Equity in Education: An Interview with Asa
Hilliard. Midwestern Educational Researcher, 5(2), 23-25.

Asa Hilliard, an African-American educator, stresses the following points: (1) the
African-American cultural style tends to be more improvised, wholistic, and person-
oriented than the European style; (2) teachers can be more democratic and equitable by
recognizing cultural differences; (3) intelligence tests tend to hurt African Americans;
and (4) teacher competency tests are unrelated to classroom performance.

Keywords: Rural Education and Small Schools, Blacks, Cognitive Style, Cross Cultural
Studies, Cultural Differences, Elementary Secondary Education, Higher
Education

Hodge, S. R., & Stroot, S. A. (1997). Barriers and Support Structures Perceived by
African American and Caucasian Physical Educators During Their Career
Development. Equity & Excellence in Education, 30(3), 52-60.

This article examines socialization and career assimilation of multiracial physical

educators and the factors contributing to their success. Results show that African
Americans have greater concerns prior to, and during graduate school, regarding
interactions with cultural cohorts, and that the major contributors of success come from
innate desire and academic effort and ability

Keywords: Urban Education, Black Attitudes, Black Students, Career Development

College Faculty, Comparative Analysis, Higher Education

Hurtado, S. (1992). The campus racial climate: Contexts of conflict. Journal of Higher
Education., v63(n5 Sep-Oct 1992), p539-569.

An examination of data from several studies investigated white (n=1,825), African-

American n=328), and Chicano (n=340) college student perceptions of campus racial
climate and institutional commitment to cultural diversity. Student demographic variables
were considered. Results indicated common and distinct views concerning the
environment types associated with racial tension.

Keywords: Racial Climate, Higher Education

Hurtado, S. (1994). Graduate school racial climates and academic self-concept among
minority graduate students in the 1970s. American Journal of Education, 102(3),
330-351.
The author used longitudinal data on 405 African-American and 95 Chicano students
attending graduate school in the 1970s to test a model reflecting the influence of parental
SES, gender, precollege assessments, and the graduate school's racial climate on
academic self-concept. The study establishes that early influences and the components of
academic self-concept change as students move into adulthood. Minority females
consistently lag behind males in views of their academic self-concept. Higher academic
self-concept was reported in graduate racial climates characterized by low trust and
interaction among groups. These findings raise important questions regarding the
development of academic self-concept among minorities in graduate school.

Keywords: Racial Climate, Higher Education, SES, Gender, Precollege, self assessment
graduate school's racial climate, academic self concept, African American &
Chicano graduate students

Hurtado, S. (1994). The Institutional Climate for Talented Latino Students. Research in
Higher Education., v35 nl(Feb 1994.), p21-41.

This article represents a national survey of Latino college sophomores and juniors
(n=859) in 224 colleges investigated their perceptions and experiences of the campus
environment for talented Hispanic students, peer understanding of Latino culture,
discrimination or resistance of Latino presence, and general institutional climate for
diversity.

Keywords: Racial Climate, Higher Education

Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the
campus racial climate on latino college students sense of belonging. Sociology of
Education., 70(4), p324-345.

To clarify the conceptual underpinnings of Tinto’s theoretical model of students’

departure, the study presented here tested a conceptual model of the antecedents of sense
of belonging to examine the extent to which Latino students’ background characteristics
and college experiences in the first and second years contribute to their sense of
belonging in the third year. The study found that discussions of course content with other
students outside class and membership in religious and social-community organizations
are strongly associated with students’ sense of belonging. First-year experiences have
positive effects, while perceptions of a hostile racial climate have direct negative effects
on students’ sense of belonging in the third year. The results suggest that greater attention
needs to be paid to minority students’ subjective sense of integration in campus life,
temporal sequencing of college experiences, and new avenues for understanding
students’ adjustment to college.

Keywords: Racial Climate, Higher Education, Latinos Student Development

Jones, D. K. (1993). An Education of Their Own: The Precarious Position of Publicly
Supported Black Colleges after "United States v. Fordice". Journal of Law &
Education, 22(4), 485-517.

Describes the historical purpose of black colleges and discusses whether the continued
existence of publicly supported black colleges is justifiable after nearly 40 years of
jurisprudence specifically oriented to the elimination of 1-race educational institutions.

Keywords: Educational Management, Black Colleges, Black Education, Blacks, Court

Litigation, Educational Equity (finance), Educational History, Educational
Opportunities, Federal Courts

Jones, M., Yonezawa, S., & Ballesteros, E. (2002). Shaping pathways to higher
education. Educational Researcher, 31, 3-11.

This article describes the efforts at the University of California, San Diego to increase
campus diversity by developing collaborative school-university partnerships with 18
local elementary and secondary schools in low-income, urban communities. Education
research on school reform and sociology of education are drawn from to help examine the
process of developing partnerships. This research provides a theoretical lens to study how
multiple contexts (e.g., schools, districts, and the university) shape partnership work and
the extent to which partnerships succeed in increasing the pool of underrepresented
students eligible for the university. Data from field notes, formal and informal interviews,
documents, and videotaped presentations and student focus groups are discussed. This
approach goes beyond traditional outreach and focuses more broadly on facilitating
equity-minded school reform through collaborative school-university partnerships. The
data shows that a collaborative partnership model can increase college-going outcomes
for underrepresented students and promote equitable change in school structures and
climate.

Keywords: Multicultural education -- Colleges and universities, University and public

school cooperation,

Kostelecky, J. M. (1992). The Will and the Way to Educate. Technos, 1(2), 11-14.

In this piece the authors provide a profile of Abdulalim Shabazz and his philosophy and
practices relating to excellence in mathematics education. Highlights include his career at
Clark Atlanta University; graduate mathematics students; teaching students based on
need rather than test scores and background requirements; and gender equity in higher
education, especially for African-American males.

Keywords: Information Resources, Black Students, Black Teachers, College Mathematics

 Educational Quality, Graduate Students, High Risk Students, Higher Education,
Males, Mathematics Instruction, Mathematics Teachers, Personal Narratives,
Professors, Sex Bias

Lin, Y. (1996). Occupational outcomes for students earning two-year college degrees:
Income, status, and equity. Journal of Higher Education., v67(n4 Jul-Aug), 446-
475.

Analysis of data from the National Longitudinal Study High School Class of 1972 found
that having a two-year college education culminating in a degree or certificate (as
compared to entering the labor market with no postsecondary education) improved
individuals’ occupational outcomes (income and/or job status), but left patterns of
inequality between groups (males/females, blacks/whites, high/low socioeconomic
status).

Keywords: Two Year Colleges, Economics, Jobs, Higher Educaiton

Lindsay, B. (1999). Women Chief Executives and Their Approaches towards Equity in
American Universities. Comparative Education, 35(2), 187-199.

Semistructured interviews with four African-American women serving as university

president or provost examined their qualifications, past mentors, racial or gender factors
affecting their position, career impediments, experiences with nonsupportive supervisors,
reasons for scarcity of African-American women administrators, educational equity and
the role of affirmative action, hiring practices, and second-chance opportunities for
disadvantaged students.

Keywords: Rural Education and Small Schools, Administrator Attitudes, Affirmative

Action, Black Education, Black Employment, Blacks, College Presidents, Employment
Practices, Equal Education

McJamerson, E. M. (1992). Undergraduate Academic Major and Minority Student

Persistence: Individual Choices, National Consequences. Equity & Excellence,
25(2-4), 35-48.

This article addresses the need for institutional-level research on minority college student
persistence and choice of academic major, discussing the importance and benefits of such
research. A two-stage case study illustrates the utility of institutional research.
Implications of the campus-based model of the study are discussed.

Keywords: Urban Education, Academic Persistence, Black Students, Case Studies,

Course Selection (students), Decision Making, Higher Education, Hispanic
Americans, Institutional Research
Nixon, H. L., & Henry, W. J. (1992). White Students at the Black University: Their
Experiences Regarding Acts of Racial Intolerance. Equity & Excellence, 25(2-4),
121-123.

This article investigates incidents of racial intolerance directed at white students at

historically black colleges through a telephone survey of white students at nine
historically black campuses. Results support that white students in these schools have
generally positive experiences, with few racist incidents reported.

Keywords: Urban Education, Black Colleges, College Desegregation, College Students,

Cultural Awareness, Equal Education, Higher Education, Minority Groups, Racial
Bias, Racial Discrimination, Student Attitudes, Student Experience

Perna, L. W. (2001). Sex and Race Differences in Faculty Tenure and Promotion.
Research in Higher Education, 42(5), 541-567.

Data from the 1993 National Study of Postsecondary Faculty are used to explore sources
of the lower representation of women and minorities among tenured than tenure track
faculty and among full professors than lower ranking faculty. A 2-step approach is used.
First, differences in the probability of being tenured rather than on a tenure track are
explored. Then, differences in the probability of holding the rank of full professor among
faculty who are tenured are examined. Logistic regression analyses are used to isolate the
effects of sex and race on the dependent variables after controlling for human capital,
productivity, and structural characteristics. For both tenure and promotion to full
professor, separate analyses are conducted for women and men in order to explore sex
differences in the tenure and promotion processes. All analyses are conducted separately
for full-time faculty working at public 2-year institutions and full-time faculty working at
4-year institutions.

Keywords: Gender, Community Colleges, Faculty Issues, Tenure

Rodriguez, R. (1993). High Noon for Texas Education: Mexican American Border
Colleges Seek Graduate Programs and Funding Equity. Black Issues in Higher
Education, 10(14), 26-29.

Recent litigation charges that the state of Texas has not served Mexican Americans or
African Americans equitably throughout the state and has failed to invest equitably in
border colleges, perpetuating discrimination against Mexican Americans. Graduate
programs are demanded in border institutions.

Keywords: Higher Education, Black Education, Court Litigation, Equal Education

Graduate Study, Mexican Americans, Public Policy, Regional Characteristics
Resource Allocation, Statewide Planning

Rowley, L. L. (2000). The Relationship between Universities and Black Urban

Communities: The Clash of Two Cultures. Urban Review, 32(1), 45-65.

This article discusses cultural dynamics shaping relationships between universities and
urban black communities, arguing that universities are responsible for addressing inner-
city problems. However, cultural differences impede social relationships between
colleges and urban communities. The authors construct a framework for exploring
impeding factors. This research links the renewed American discourse on civility to the
public service mission of higher education and its relevance to urban communities.

Keywords: Urban Education, Black Community, Blacks, Citizenship Responsibility

Colleges, Cultural Differences, Economic Factors, Higher Education, Political
Influences, Poverty

Salz, A., & Trubowitz, J. (1997). It Was All of Us Working Together: Resolving Racial
and Ethnic Tension on College Campuses. Educational Forum, 62(1), 82-90.

Queens College's Big Buddy program is a service-learning project that not only helped its
target audience--homeless children--but also improved racial and ethnic relations among
the college student participants. The students experienced positive growth in
acquaintance potential, equal status, authority norms, and pursuit of common goals.

Keywords: College Students, Diversity (Student), Ethnic Relations, Intercultural

Communication, Racial Relations

Sartania, V. (2001). The Urgent Need To Integrate in the Sector of Higher Education.
Higher Education in Europe, 26(1), 123-124.

This article describes the Network of Pedagogical Universities of the Caucasian Region,
which is linked to the UNESCO-Caucasus project, the UNESCO Associated Schools, and
UNITWIN/UNESCO Chairs Program. It will endeavor to create a joint teaching program
for basic education, stimulate the exchange of experience, create joint data banks,
modernize pedagogical technologies, and develop civic education to strengthen
democracy, pluralism, and tolerance.

Keywords: Higher Education, Partnerships in Education

St John, E. (1999). United We Stand: NAFEO, HACU, and AIHEC Have Formed a New
Alliance To Improve Support for Students of Color. Black Issues in Higher
Education, 16(11), 16-17.

This articles reports on establishment of the Alliance for Equity in Higher Education to
promote the interests of 175 Hispanic-serving institutions, 118 historically Black colleges
and universities, and 31 tribal colleges and universities. The Alliance seeks to increase
student financial assistance, promote fair and inclusive college admission standards,
increase enrollment and graduation rates, and influence teacher preparation and faculty
development.

Keywords: Higher Education, Academic Persistence, American Indians, Black Colleges

Blacks, College Admission, Cooperative Programs, Enrollment, Graduation
Hispanic Americans, Minority Groups

Trent, W. T. (1984). Equity Considerations in Higher Education: Race and Sex

Differences in Degree Attainment and Major Field from 1976 through 1981.
American Journal of Education, 92(3), 280-305.

This article examines 1975-76 and 1980-81 baccalaureate degree attainment by major
field for both male and female Blacks, Hispanics, and Whites. Data were derived from
Higher Education General Information Surveys of Earned Degrees.

Keywords: Black Colleges, Blacks, College Graduates, Equal Education, Higher

Education, Hispanic Americans, Majors (Students), Racial Differences, Sex
Differences, Whites

Wagner, L. (1998). Dearing is Dead - Blunkett is Born? The Future Funding of Higher
Education. Higher Education Quarterly, 52(1), 64.

The Dearing Report's most substantial and rigorous piece of work on funding has been
rendered irrelevant by the government's decision to adopt a different approach which
Dearing had not considered. Much time, effort and money could have been saved if the
government had made its objectives clear before the Report was finalized rather than on
the day it was published. Yet the Dearing chapters on funding are not wasted because
they provide the case for a student contribution to tuition costs on the grounds of equity.
These arguments are examined and supported in the paper. The Report is criticized for
missing the opportunity to argue for credit-based funding in relation to both the public
and student contributions. The reasons for the government preferring its particular mix of
means-tested fee and loan instead of means-tested maintenance grant are explained in
terms of its political objectives. The effect of the government's proposals is that no
student or parent pays more now for higher education than under existing arrangements.
The extra private costs are incurred by graduates in repaying their additional loans out of
their future income. Finally, the misplaced emphasis on dealing with the full-time student
funding problem led the Committee to give insufficient attention to other students. The
adoption of a genuine lifelong learning model of higher education might have generated
more relevant proposals not only on funding but elsewhere.

Keywords: Higher Education, Funding, tuition costs

Welch, A. R. (1998). The cult of efficiency in education: comparative reflections on the

reality and the rhetoric. Comparative Education, 34(2), 405.

What is argued in this article is that the rising tide of 'efficiency' in contemporary
education often masks a reduction in both the quality of education provided and attempts
to reduce levels of resources invested in education, particularly in the public sector.
Historical and comparative examples of reform movements in education in the US, UK
and Australia, the methodology of comparative education and the ongoing reforms in
higher education in both the UK and Australia reveal that arguments about efficiency, not
least in the current era of worldwide economic stringency, often consist of little more
than arguments about economics. In particular, efficiency movements can be argued to be
predicated upon the idea that both individual worth and the worth of education can be
reduced to economic terms. Equally, individuals and societies are also seen as rational, in
so far as they invest in education only to the extent that education delivers a better
economic rate of return than other forms of investment.

Keywords: Intercultural Issues, Higher Education, Economic Return

Wilder, M. (1999). Reexamining the African American Teacher Shortage: Building a

New Professional Image of Teaching for the Twenty-First Century. Equity &
Excellence in Education, 32(3), 77-82.

This article examines how schooling experiences related to minority students' views
about teaching careers, focusing on the African American teacher shortage. Interviews
with diverse college freshmen indicated that most would not pursue teaching careers for
three reasons: not having patience for teaching, classroom behavior problems, and low
salaries. Those who chose teaching as a career emphasized the importance of positive
role models.

Keywords: Urban Education, Black Teachers, Career Choice, College Freshmen,

Diversity (faculty), Diversity (student), Educational Experience, Elementary Secondary
Education, Higher Education, Student Attitudes

Young, C. (1992). Issues of Access and Retention for Afro-Americans in Higher

Education. Phylon, 49(1-2), 55-60.
The authors discuss issues of equity, access, and retention for African Americans in
higher education. African Americans continue to be underrepresented in higher level
positions largely because they are underrepresented in higher education for economic and
social reasons that an increasingly multiracial society may not be able to tolerate.

Keywords: Urban Education, Academic Persistence, Access to Education, Black Students

Blacks, Educational Discrimination, Educationally Disadvantaged, Employment
Opportunities, Equal Education, Higher Education, Labor Market

Selected References
Aguirre, A., & Messineo, M. (1997). Racially Motivated Incidents in Higher Education:
What Do They Say About the Campus Climate for Minority Students? Equity &
excellence in education, 30(2), 26.
Aguirre, J. A. (2000a). The Academic Workplace for Women and Minority Faculty.
ASHE-ERIC Higher Education Report 27, no, 6, 39-56 (18 pages).
Aguirre, J. A. (2000b). Issues Facing Women and Minority Faculty. ASHE-ERIC Higher
Education Report 27, no, 6, 57-74 (18 pages).
Aguirre, J. A. (2000c). The Status of Women and Minority Faculty: Changing or
Unchanging? ASHE-ERIC Higher Education Report 27, no, 6, 1-17 (17 pages).
Al-Lamki, S. (2002). Higher Education in the Sultanate of Oman: the challenge of access,
equity and privatization. Journal of Higher Education Policy and Management
24, no, 1, 75-86.
Allen, W. R. (1992). The color of success: African-American college student outcomes at
predominantly white and historically black public colleges and universities.
Harvard Educational Review, 62(Spring 1992), 35-37.
Anderson, M. J. (1996). An Assessment of Efforts To Retain African Americans and
Other Minority Students in Business Programs. Equity & Excellence in
Education, 29(3), 18-26.
Balls Organista, P., Chun, K. M., & Marin, G. (2000). Teaching an Undergraduate
Course on Ethnic Diversity. Teaching of Psychology, 27(1), 12-17.
Balzer, W., Boudreau, N., Hutchinson, P., Ryan, A. M., Thorsteinson, T., Sullivan, J., et
al. (1996). Critical Modeling Principles When Testing for Gender Equity in
Faculty Salary. Research in higher education, 37(6), 633 (626 pages).
Barber, L. A. (1995). U.S. Women in Science and Engineering, 1960- 1990: Progress
toward Equity? Journal of Higher Education., v66(n2 Mar-Apr 1995.), p213-234.
The Battle For Gender Equity. Some college officials and civil-rights advocates fear that
efforts to help female athletes may curtail opportunities for blacks, especially
black men. (1995, May 26). The chronicle of higher education, 41, A37.
Benjamin, M., & Liddell, D. L. (1997). Cultural Diversity, Educational Equity, and the
Transformation of Higher Education: Group Profiles as a Guide to Policy and
Programming. Journal of college student development, 38(4), 429 (421 pages).
`Beyond the Affirmative Action Mode'. Educated Hispanics are needed for Corporate
America's effort to reach Spanish-speaking customers domestically and abroad.
(2001, January 01). Hispanic business, 23, 34.
Boudreau, N., Sullivan, J., Balzer, W., Ryan, A. M., Yonker, R., Thorsteinson, T., et al.
(1997). Should Faculty Rank Be Included as a Predictor Variable in Studies of
Gender Equity in University Faculty Salaries? Research in higher education,
38(3), 297 (216 pages).
Bradley, K. (2000). The Incorporation of Women into Higher Education Paradoxical
Outcomes. Sociology of education, 73(4), 1.
Brady, K., Eatman, T. K., & Parker, L. (2000). To have or not to have? A preliminary
analysis of higher education funding disparities in the post-Ayers v. Fordice Era:
Evidence from Critical Race Theory. Journal of Education Finance, 25(3 Winter
2000), 297-322.
Bredemeier, B. J. L. (1992). "And Ain't I a Woman?" Toward a Multicultural Approach
to Gender and Morality. Quest, 44(2), 179.
Brennan, J., Mills, J., Shah, T., & Woodley, A. (2000). Lifelong Learning for
Employment and Equity: the Role of Part-time Degrees. Higher Education
Quarterly 54, no, 4, 411-418 (418 pages).
Brown, M. C. (2001). Collegiate desegregation and the public black college: a new policy
mandate. The Journal of Higher Education, 72, 46-62.
Burdman, P. (2000). Cover Story: Extra Credit, Extra Criticism. Advanced Placement
courses are increasingly being viewed as indicative of minority equity--and the
indicators don't look good. Black issues in higher education, 17(18), 28.
Canabal, M. E. (1995). Native Americans in Higher Education. College student journal,
29(4), 455 (453 pages).
Carlin, P., & Rooney, P. (2000). FEATURES - AM I PAID FAIRLY? - A University
Assesses Pay Equity For Its Faculty. Change, 32(2), 40 (10 pages).
Caroline Sotello Viernes, T. (2002). Women of Color in Academe. Journal Of Higher
Education 73, no, 1, 74-93.
Carr, S. C., MacLachlan, M., & Campbell, D. (1997). Development through educational
collaboration: facilitating social equity. Higher education policy, 10(1), 81.
Casas, F. R., & Meaghan, D. E. (1996). School rankings in university admissions in
Ontario: A choice between efficiency and equity? Higher education review, 28(2),
57 (56 pages).
Chang, M. J., Witt-Sandis, D., & Hakuta, K. (1999). The Dynamics of Race in Higher
Education: An Examination of the Evidence. Equity & excellence in education,
32(2), 12.
Cheong, G. (2000). Equity and Diversity: The Newcastle Approach. Higher education
management: [journal of the Programme on Institutional Management in Higher
Education], 12(3), 75 (22 pages).
Clarification Issued On Gender Equity. U.S. civil-rights office provides more guidance
on how it assesses sex discrimination. (1995, September 29). The chronicle of
higher education, 42, A65.
Cronin, C., & Roger, A. (1999). Theorizing Progress: Women in Science, Engineering,
and Technology in Higher Education. Journal of research in science teaching,
36(6), 637 (626 pages).
Cross, T. E. (1996). Vital Signs: The Current State of African Americans in Higher
Education. Journal of Blacks in Higher Education(11), 61-65.
Darden, J. T., Bagaka's, J. G., & Li, C. H. (1997). Racial Inequality of Enrollment in
Selected U.S. Institutions of Higher Education. Equity & excellence in education,
30(1), 47.
Darden, J. T., et al.,. (1994). Segregation of American Indian Undergraduate Students in
Institutions of Higher Education. Equity & Excellence in Education., v27 n3(Dec
1994), p61-68.
Darden, J. T., et al.,. (1997). Racial Inequality of Enrollment in Selected U.S. Institutions
of Higher Education. Equity & Excellence in Education., v30(nl .5 Apr 1997.),
p7-5.
Darden, J. T., Kamel, S. M., & Jacobs, A. J. (1998). Black Faculty in Predominantly
White U.S. Institutions of Higher Education: The Influence of Black Student
Enrollment. Equity & excellence in education, 31(2), 6.
Davis, C.-S., Ginorio, A. B., Hollenshead, C. S., Lazarus, B. B., Rayman, P. M., &
Maple, S. A. (1997). The Equity Equation: Fostering the Advancement of Women
in the Sciences, Mathematics, and Engineering. The Journal of higher education,
68(5), 595.
DeBord, L. W., & Millner, S. M. (1993). Educational Experiences of African-American
Graduate Students on a Traditionally White Campus: Succor, Sociation, and
Success. Equity & Excellence, 26(1), 60-71.
A Different Kind Of Equity. Ryan Martin is a champion tennis player. So why isn't he on
a varsity-level team somewhere? (1994, May 18). The chronicle of higher
education, XL, A36.
Dugger, K. (2001a). Women in higher education in the United States: I. has there been
progress? International Journal of Sociology and Social Policy 21, no, 1/2, 118-
130.
Dugger, K. (2001b). Women in higher education in the United States: II statistics.
International Journal of Sociology and Social Policy 21, no, 1/2, 131-142.
Duke, C. (1998). Jenny Williams (ed.) Negotiating Access to Higher Education: The
Discourse of Selectivity and Equity. Higher Education, 36(1), 117 (112 pages).
Erickson, C. D., & Rodriguez, E. R. (1999). Indiana Jane and the Temples of Doom:
Recommendations for Enhancing Women and Racial/Ethnic Faculty's Success in
Academia - New/junior women and racial/ethnic faculty face unique challenges in
academia. Recommendations for increasing success are offered. Innovative higher
education, 24(2), 149.
Evelyn, J. (1998). The Epitome of Inequality. Alabama's all-but-level education playing
field is a case study in what's wrong with higher education's commitment to
equity and diversity. The beginning of a two-part series. Black issues in higher
education, 15(20), 36.
Fischler, M. L. (1992). Time to Talk Back. Phi Delta Kappan, 73(8), 634-635.
Garciá-Peñalosa, C., & Wälde, K. (2001). Erratum. Efficiency and equity effects of
subsidies to higher education. Oxford Economic Papers 53, no, 1, 187 (181
pages).
García-Peñalosa, C., & Wälde, K. (2000). Efficiency and equity effects of subsidies to
higher education. Oxford Economic Papers, 52(4), 702 (721 pages).
A Gender-Equity Policy Based On A Fallacy. Requiring colleges to have sports-
participation ratios that match the proportion of men and women enrolled isn't the
best way to achieve equality. (1994, March 02). The chronicle of higher
education, XL, B1.
Globetti, E. C. (1993). Social Interaction and Multiculturalism. Naspa Journal, 30(3),
209-218.
Gossett, B. J. (1996). African Americans' and Non-African Americans' Sense of
Mattering and Marginality at Public, Predominantly White Institutions. Equity &
Excellence in Education, 29(3), 37-42.
Gracia, J. J. E. (1998). Minorities and the Philosophical Marketplace. Metaphilosophy,
33(5), 535-551.
Gross, R., Kmeic, J., Worell, J., & Crosby, F. (2001). RESEARCH ARTICLES - Higher
Education - Institutional Affiliation and Satisfaction Among Feminist Professors:
Is There an Advantage to Women's Colleges? Psychology of women quarterly,
25(1), 20 (27 pages).
Halcon, J. J., & Reyes, M. D. (1991). "Trickle-down" reform: Hispanics, higher
education, and the excellence movement. Urban Review, 23(2), 117-135.
Harklau, L. (1998). Newcomers in US Higher Education: Questions of Access and
Equity. Educational policy, 12(6), 634 (625 pages).
Harper, E. J. (1992). Culture, Style, and Equity in Education: An Interview with Asa
Hilliard. Midwestern Educational Researcher, 5(2), 23-25.
Harper, E. P., Baldwin, R. G., Gansneder, B. G., & Chronister, J. L. (2001). Full-time
Women Faculty Off the Tenure Track: Profile and Practice. Review of Higher
Education, 24(3), 237-257.
Harris, J. C. (1996). Enhancing Quality of Life in Low-Income Neighborhoods:
Developing Equity-Oriented Professionals. Quest, 48(3), 366 (312 pages).
Heaton, C. (1999). The Equity Implications of Public Subsidisation of Higher Education:
A study of the Fijian case. Education economics, 7(2), 153 (114 pages).
Hetherington, C. (2002). A study of the mentoring scheme at Cheltenham and Gloucester
College of Higher Education: issues of equity and justice. Career Development
International 7, no, 5, 300-304.
Hodge, S. R., & Stroot, S. A. (1997). Barriers and Support Structures Perceived by
African American and Caucasian Physical Educators During Their Career
Development. Equity & Excellence in Education, 30(3), 52-60.
Hurtado, S. (1992). The campus racial climate: Contexts of conflict. Journal of Higher
Education., v63(n5 Sep-Oct 1992), p539-569.
Hurtado, S. (1994). Graduate school racial climates and academic self-concept among
minority graduate students in the 1970s. American Journal of Education, 102(3),
330-351.
Hurtado, S. (1994). The Institutional Climate for Talented Latino Students. Research in
Higher Education., v35 nl(Feb 1994.), p21-41.
Hurtado, S. (1996). How Diversity Affects Teaching and Learning. Educational Record.,
66(4), p27-29.
Hurtado, S., Carter, D.F., & Spuler, A. (1996). Latino student transition to college:
Assessing difficulties and factors in successful college adjustment. Research of
higher Education, 37(2), 135-158.
Hurtado, S., et al. (1996). Differences in College Access in Choice among Racial/Ethnic
Groups: Identifying Continuing Barriers. AIR 1996 Annual Forum Paper.
Hurtado, S. a. C., D.F. (1997). Effects of college transition and perceptions of the campus
racial climate on latino college students sense of belonging. Sociology of
Education., 70((4) 1997 Oct.), p324-345.
Hurtado, S. e. a. (1997). Differences in College Access and Choice Among Racial/Ethnic
Groups: Identifying Continuing Barriers. Research in Higher Education., v38
Feb 1997(nl), p43-75.
Hurtado, S. M., J.F., Clayton-Pedersen, A.R., & Allen, W.R. (1998). Enhancing campus
climates for racial/ethnic diversity: Educational policy and practice. Review of
Higher Education, 21(3), 279-302.
Hurwitz, N., & Hurwitz, S. (2002). The road to higher education is full of hurdles for
disadvantaged students, but educators are finding ways to help close the equity
gap
'A Simple Bottom Line.' N.Y.U.'s dean of public service is a crusader for equity in school
financing. The American school board journal, 5(2002), 18-25.
Increase in Hispanics - Figure 3. U.S. Hispanic Population by Race, 2000. (2001).
Population bulletin, 56, 15 (11 pages).
Jacqueline, C. S. (2001). Segregated by Subject. Journal Of Higher Education 72, no, 1,
63-100.
John, C., & Patrick, F. (1992). Higher Education and Progressive Taxation: Equity,
Efficiency and Majority Voting. Journal of Economic Studies, 19(4).
Jones, D. K. (1993). An Education of Their Own: The Precarious Position of Publicly
Supported Black Colleges after "United States v. Fordice". Journal of Law &
Education, 22(4), 485-517.
Jones, M., Yonezawa, S., & Ballesteros, E. (2002). Shaping pathways to higher
education. Educational Researcher, 31, 3-11.
Kezar, A. (2000). Women and Minority Faculty in the Academic Workplace. ASHE-
ERIC Higher Education Report, 24(6), i-xi (11 pages).
Kim, M. M. (2002). Cultivating Intellectual Development: Comparing Women-Only
Colleges and Coeducational Colleges for Educational Effectiveness. Research in
Higher Education, 43(4), 447-481 (435 pages).
Kostelecky, J. M. (1992). The Will and the Way to Educate. Technos, 1(2), 11-14.
Kravitz, D. A., & Klineberg, S. L. (2000). Feature Articles - Reactions to Two Versions
of Affirmative Action Among Whites, Blacks, and Hispanics. Journal of applied
psychology, 85(4), 597 (514 pages).
Leppel, K. (2002). Similarities and Differences in the College Persistence of Men and
Women. Review of Higher Education, 25(4), 433-450.
Levine, A. (2001). Privatization in higher education. Levin, Henry M. Privatizing
education: can the marketplace deliver choice, efficiency, equity, and social
cohesion? Educational Administration Abstracts 36, no, 4, 411-568.
Liddell, D. L. (1997). Cultural Diversity, Educational Equity, and the Transformation of
Higher Education: Group Profiles as a Guide to Policy and Programming,
Michael Benjamin. Journal of college student personnel, 38(4), 429.
Lin, Y. (1996). Occupational outcomes for students earning two-year college degrees:
Income, status, and equity. Journal of Higher Education., v67(n4 Jul-Aug), 446-
475.
Lindsay, B. (1999). Women Chief Executives and Their Approaches towards Equity in
American Universities. Comparative Education, 35(2), 187-199.
Locke, M. (2000). Minority Enrollment Up in California, But Numbers are Deceiving.
The number of Black and Hispanic freshmen admitted to the University of
California system has rebounded to the level it was when race and gender
preferences were still in place, but much of the recovery is because more Blacks
and Hispanics are being admitted to lesser-known UC campuses. Black issues in
higher education, 17(5), 14.
McDermott, K. A. (2002). Diversity or desegregation? Implications of arguments for
diversity in K-12 and higher education. Educational Administration Abstracts,
37(1), 3-136.
McDonough, P. M., Korn, J. S., & Yamasaki, E. (1997a). Access, Equity, and the
Privatization of College Counseling. Review of Higher Education 20, no, 3, 297-
317.
McDonough, P. M., Korn, J. S., & Yamasaki, E. (1997b). Access, Equity, and the
Privatization of College Counseling. Review of Higher Education, 20(3), 297-317.
McJamerson, E. M. (1992). Undergraduate Academic Major and Minority Student
Persistence: Individual Choices, National Consequences. Equity & Excellence,
25(2-4), 35-48.
McTighe Musil, C. (2000). Fulfilling A Promissory Note: Diversity, Democracy, and
Higher Education. Liberal education, 86(4), 6.
Mendez, G., Fernanda Astiz, M., & Beltran, Y. (2000). Hispanics: a problem of definition
in higher education policies. International journal of educational research, 33(6),
639-648.
Mitchell, K. (2000). Seventy Years of Curriculum Trends for Women in Higher
Education. The Delta Kappa Gamma bulletin, 66(2), 36.
Moore, N. (1993). Faculty Salary Equity: Issues in Regression Model Selection.
Research in higher education, 34(1), 107-126.
Mora, J.-G. (1997). Equity in Spanish higher education. Higher Education, 33(3), 233
(217 pages).
Morgan, J. (1999). How Far Have Women Scholars Really Come? A panel of scholars
explore this question at a Black Issues In Higher Education videoconference.
Black issues in higher education, 16(4), 20.
Morley, L. (1997). Change and Equity in Higher Education. British journal of sociology
of education, 18(2), 231.
Morley, L. (2001). Subjected to review: engendering quality and power in higher
education. Journal of Education Policy, 16(5), 465-478.
Mortenson, T. G., Ed. (1993). Postsecondary education opportunity: The Mortenson
report on public policy analysis of opportunity for postsecondary education.
1992- 1993.
Moss, M. (1996). Gender Equity in Athletics: What Does the Law Require? Planning for
higher education, 24(3), 50 (52 pages).
Native Americans Energized. Native American college students caught a glimpse of a
future with the federal government during a nine-week summer internship at the
Department of Energy (DOE). What they took back to their reservations and
campuses was a will to succeed. (1993, September 23). Black issues in higher
education, 10, 34.
Nixon, H. L., & Henry, W. J. (1992). White Students at the Black University: Their
Experiences Regarding Acts of Racial Intolerance. Equity & Excellence, 25(2-4),
121-123.
Owens, J. S., Reis, F. W., & Hall, K. M. (1994). Bridging the Gap: Recruitment and
Retention of Minority Faculty Members. In this decade of diversity, community
colleges are justly proud of their tradition as "open door institutions." They strive
for both excellence and equity in providing opportunity for students to access
higher education. Yet, in this decade of diversity, noticeable inequality exists in
the composition of community college faculty. New directions for community
colleges, XXII(87), 57.
Peelle, C. C. (1999). James Farmer oh Affirmative Action and Race Relations, and the
Trotter Review Special Report on "Diversity, Pedagogy and Higher Education:
Lessons and Accomplishments". Equity & excellence in education, 32(3), 111-
114.
Perna, L. W. (2001). Sex and Race Differences in Faculty Tenure and Promotion.
Research in Higher Education, 42(5), 541-567.
Peters, H. (2000). Realising what I truly am. Women into Higher Education - a project
for mature women returners. Equal opportunities international, 19 Part 2/4, 39-
45.
Pickerden, A. (2002). Muslim women in higher education: new sites of lifelong learning.
International Journal of Lifelong Education 21, no, 1, 37-43.
Powell, M. (1999). Campus climate and students of color. Educational Administration
Abstracts, 34(1), 405.
Promises Of Gender Equity. Florida's schools and colleges have offered plans to achieve
equity in their sports programs. (1994, August 10). The chronicle of higher
education, XL, A33.
Ramsay, E., & Affiliation University of Sussex. (1999). The National Framework for
Australian Higher Education Equity: Its Origins, Evolution and Current Status.
Higher Education Quarterly 53, no, 2, 173 (117 pages).
Reluctant Submission On Gender Equity. Brown U., its displeasure apparent, has come
up with a court-ordered plan to limit the size of its men's teams and add five
junior-varsity teams for women. (1995, July 21). The chronicle of higher
education, 41, A32.
Robertson, D. (1997). Growth without equity? Reflections on the consequences for social
cohesion of faltering progress on access to higher education. Journal of access
studies / 12, no, 1, 9.
Rodriguez, R. (1993). High Noon for Texas Education: Mexican American Border
Colleges Seek Graduate Programs and Funding Equity. Black Issues in Higher
Education, 10(14), 26-29.
Ross, K. A. (1999). Can Diversity and Community Coexist in Higher Education? The
Case of Heritage College. American Behavioral Scientist, 42(6), 1024-1040.
Rowley, L. L. (2000). The Relationship between Universities and Black Urban
Communities: The Clash of Two Cultures. Urban Review, 32(1), 45-65.
Salz, A., & Trubowitz, J. (1997). It Was All of Us Working Together: Resolving Racial
and Ethnic Tension on College Campuses. Educational Forum, 62(1), 82-90.
Sartania, V. (2001). The Urgent Need To Integrate in the Sector of Higher Education.
Higher Education in Europe, 26(1), 123-124.
Scollay, S. J., & Bratt, C. S. (1996). Reflections on the Limitations of Rational Discourse,
Empirical Data, and Legal Mandates as Tools for the Achievement of Gender
Equity in American Higher Education. Kentucky law journal, 84(4), 903 (938
pages).
Serra Hagedorn, L. (1996). Wage Equity and Female Faculty Job Satisfaction: The Role
of Wage Differentials in a Job Satisfaction Causal Model. Research in higher
education, 37(5), 569 (530 pages).
Silber, J. (1994). How the Earthlings Pay for College--A View from Mars. A quite
different way of financing college education would improve both the efficiency
and equity of the system. New directions for higher education(85), 107.
Simpson, J. C. (2001). Segregated by subject: racial differences in the factors influencing
academic major between European Americans, Asian Americans, and African,
Hispanic, and Native Americans. Journal Of Higher Education, 72(1), 63-100.
Smith, J. A., & Courtenay, B. C. (1995). The Role of Equity in Explaining Job
Satisfaction in Continuing Higher Education. Continuing higher education
review: the journal of the National University Continuing Education Association,
59(3), 123.
Snyder, J. K., Hyer, P. B., & McLaughlin, G. W. (1994). Faculty Salary Equity: Issues
and Options. Research in higher education, 35(1), 1-20.
St John, E. (1999). United We Stand: NAFEO, HACU, and AIHEC Have Formed a New
Alliance To Improve Support for Students of Color. Black Issues in Higher
Education, 16(11), 16-17.
Suarez-McCrink, C. A. B. U. (2002). Hispanic Women: Building a Room for Self-
Efficacy. Journal of Hispanic Higher Education 1, no, 3, 238-250.
The Top 25 Colleges for Latinos. Hispanic's annual ranking of the best colleges for
Latino students in the United States, with information on how to select a school
and how to apply for financial aid. (2000, March 01). Hispanic, 13, 32.
Toutkoushian, R. K. (1994). Issues in Choosing a Strategy for Achieving Salary Equity.
Research in higher education, 35(4), 415.
Toutkoushian, R. K. (2000). Addressing Gender Equity in Nonfaculty Salaries. Research
in Higher Education, 41(4), 417-442 (426 pages).
Toutkoushian, R. K., & Affiliation Office of Policy Analysis University System of New
Hampshire. (2000). Addressing Gender Equity in Nonfaculty Salaries. Research
in Higher Education 41, no, 4, 417-442 (426 pages).
Trent, W. T. (1984). Equity Considerations in Higher Education: Race and Sex
Differences in Degree Attainment and Major Field from 1976 through 1981.
American Journal of Education, 92(3), 280-305.
Trent, W. T., & Eatman, T. K. (2002). The Tragedy of Rejecting a Viable Solution for the
Development of Successful Collegiate Academic Incentive Programs for African
Americans. Readings on Equal Opportunity, 18, 33.
A Troubling Picture Of Gender Equity. Real and continuing inequalities of opportunity
face different groups of women in academe. (1994, June 15). The chronicle of
higher education, XL, B1.
Trueba, E. (1999). Race and ethnicity in academia. Educational Administration
Abstracts, 34(1), 405.
Tsuang, G. W. (1989). Assuring equal access of Asian Americans to highly selective
universities. The Yale law journal., 98(3), p. 659-678; 626 cm.
Turner, C. S. V. (2002). Women of Color in Academe: Living with Multiple Marginality.
The Journal of higher education, 73(1), 74 (20 pages).
Twohey, M. (2001). A Matter of Adjustment - Leading blacks and Hispanics grapple
with a new reality: Hispanics are now America's largest minority group. National
journal, 33(15), 1122 (1122 pages).
Wagner, L. (1998). Dearing is Dead - Blunkett is Born? The Future Funding of Higher
Education. Higher Education Quarterly, 52(1), 64.
Walters, E. (1996). Embracing the Spirit of Multiculturalism in Higher Education as a
Means of Black and Hispanic Student Retention. Equity & excellence in
education, 29(3), 43.
Welch, A. R. (1998). The cult of efficiency in education: comparative reflections on the
reality and the rhetoric. Comparative Education, 34(2), 405.
Wilder, M. (1999). Reexamining the African American Teacher Shortage: Building a
New Professional Image of Teaching for the Twenty-First Century. Equity &
Excellence in Education, 32(3), 77-82.
Yates, W. T., II. (1993). Equity Management. Affirmative Action for the 21st Century.
Change, 25(2), 40.
Young, C. (1992). Issues of Access and Retention for Afro-Americans in Higher
Education. Phylon, 49(1-2), 55-60.
 Dissertations and Theses Relating to the Issue of Equity and
Higher Education for the Public Good

Selected Annotations
Adams, G. M. (1999). An ethnographic study of academic success in African-American
doctoral recipients: The effects of persistence, psychological, and social
psychological factors. Unpublished Thesis (Ed.D.), Northern Illinois University.

According to the American Council on Education, minority doctorates granted by United

States universities grew by 27 percent between 1982 & 1992, while the overall number of
U.S. doctorates grew by only 6 percent during the same period. These increases mask
declines in doctorates among certain ethnic groups such as African Americans whose
numbers have declined by 9 percent between 1982 and 1992. African Americans
constitute more than 13 percent of the relevant college-age population but earned less
than 4 percent of all doctoral degrees. Given this fact, an ethnographic case study
consisting of 14 African-American doctoral recipients was launched to offer insight into
their academic success.

Keywords: Education, Educational Psychology, Education, Higher, Black Studies

Arias, B. I. (1995). Latino Adult Students in Higher Education: A New Paradigm for
Success (Social Mobility). Unpublished Thesis (ED.D.), Northern Illinois
University.

This dissertation research addressed the issue of Latino adult participation in higher
education because the Latino/Latina adult students represent one of the types of the non-
traditional students in college given their different linguistic and cultural base and
because their ethnicity, language and gender shape a social context for their particular
academic experience at institutions of higher learning.

Keywords: Education, Higher, Education, Adult and Continuing

Bashaw, C. T. (1992). "We Who Live 'Off on the Edges'": Deans of Women at Southern
Coeducational Institutions and Access to the Community of Higher Education,
1907-1960 (Bowersox Katherine Sophia, Stamp Adele Hagner, Blanding Sarah
Gibson, Harris Agnes Ellen). Unpublished Thesis (PH.D.), University of Georgia.

This is a study of what it meant to be a member of a feminized profession in a marginal

institution or higher education in the early decades of the twentieth century. Between
1920 and 1970, virtually every coeducational institution in the United States employed a
dean of women. Nevertheless, historians have consistently dismissed or ignored this
administrative officer.

Keywords: Higher Education, History of Women's Studies, History

Beauvais, A. B. (1982). Academic and Social Adaptation of Native American Students at

Harvard and Radcliffe Colleges. Unpublished Thesis (ED.D.), Harvard
University.

During the 1980-81 academic year there were twenty-two Native American students at
Harvard and Radcliffe Colleges. Nineteen of whom elected to participate in this study.
They represented approximately .0035% of the entire enrollment. With five seniors
graduating during the Spring of 1981 and six new freshmen matriculating in the Fall of
1981, this figure will remain virtually unchanged. This analytic paper is an analysis of the
impact of the college experience upon Native American students at Harvard and
Radcliffe. Literature addressing the adaptation of Native Americans to higher education
is generally lacking, therefore, this analytic paper is intended to not only meet that need
in part, but also produce a body of knowledge upon which similar studies may be built.

Keywords: Higher Education, Native American Students

Becenti, F. D. (1995). Leadership Profiles of Tribal College Presidents (Native

Americans). Unpublished Thesis (PH.D.), Colorado State University.

The purpose of this study was to address the question of what leadership behaviors
influence the roles of selected tribal college presidents; and specifically, what self-
perceptions or personal beliefs they hold, that contribute to that influence. The study
employed a stratified random sample and a modified case study approach was taken. The
research was carried out with the use of the Leader Behavior Description Questionnaire--
Form Twelve, and the Presidents Biographical-Leadership Questionnaire. A literature
review provided background and understanding of the issues.

Keywords: Education, Administration, Education, Higher, Sociology, Ethnic and Racial

Studies

Bengiveno, T. A. (1996). Campus Based Women's Centers: An Analysis of the

Development and Survival of a Student-Run Center in the Struggle for Gender
Equity in Higher Education (San Jose State University, California). Unpublished
PH.D., University of Hawaii.

A case-study of the San Jose State Women's Resource Center was detailed to identify the
origins and role of a student-run center. Women's Centers are defined as: (1) community-
based centers; (2) campus-based centers that fight for women's equality. The Women's
Resource Center is an example of the latter. Interviews, archival material, and self-report
questionnaires provided data regarding the function of such centers.

Keywords: Women's Studies, Education, Higher, Education, Sociology of

Berry, R. D. (2001). Athletic commodities: The African-American male student-athlete in

higher education. Unpublished Thesis (Ph.D.), The University of Arizona.

Most of the focus and support given to student-athletes is during the time of eligibility.
After the eligibility expires, some of these athletes disconnect themselves from the
athletic department and become a mere memory of the past. The myriad of unique
challenges facing former student-athletes who have not graduated or retired from sports
are well documented. Many reports describe the exploitation of student-athletes in the
revenue producing sports, the research questions became: Are these accounts typical?
Universal? Do most athletes experience exploitation and abuse? African-Americans more
than other racial groups? How representative are these commentaries of the actual sports
experiences of college sport participants? In this investigation I will focus on African-
American college athletes' attitudes, opinions, experiences, and perceptions surrounding
exploitation.

Keywords: Education, Higher, Education, Sociology of, Recreation, Black Studies

Brosz Mohr, M. A. (1998). Higher Education in Rural America: A Study of Northern

Plains American Indian and Non-Indian Attitudes, Aspirations, Expectations, and
Perceived Barriers (Rural Education, Native Americans). Unpublished Thesis
(PH.D.), South Dakota State University.

This study addresses the need for educational research specific to rural populations of
American Indians and their non-Indian neighbors. In order to provide answers to both
theoretical and practical questions, a survey was conducted with a random sample of rural
residents living within a twenty-five mile radius of a rural, tribal institution of higher
education. The structured interviews gathered data regarding attitudes, aspirations,
expectations, and perceived barriers. Analyses of the data indicate that this population has
strong, positive attitudes toward higher education and aspires to a college education in
spite of real and perceived barriers. This study does not support the general consensus
that rural residents, especially American Indians, have less positive attitudes, lower
aspirations, or lower expectations than their more urban counterparts. The findings
support the assumptions of rational choice theory and growth motivation theory.
American Indian tribes have maximized the benefits of higher education by developing a
tribally-controlled college and university system.

Keywords: Sociology, Theory and Methods, Sociology, Ethnic and Racial Studies,
Education, Higher
Childs, S. A. B. (2000). The integration of the first African-American undergraduates at
the University of Kentucky (Kentucky). Unpublished Thesis (Ph.D.), University of
Kentucky.

The purpose of this study is to give a descriptive account of the experiences of the first
African-American undergraduates at the University of Kentucky admitted in 1954, when
the undergraduate student body was integrated. Who were they? What were their
experiences while at UK? Were they successful in completing their education? If so, what
factors contributed to their success? If not what factors precluded their success? Twelve
of the former students were located and interviewed. Other perspectives were provided
by a limited number of administrators and faculty who were interviewed on the
integration of the first, undergraduate African Americans of 1954.

Keywords: Education, Higher, Education, History of, Black Studies

Cobb-Roberts, D. L. (1998). Race and Higher Education at the University of Illinois,

1945 to 1955 (African-American). Unpublished Thesis (PH.D.), University of
Illinois at Urbana-Champaign.

The vast majority of literature on the history of education for African Americans focuses
on the role of racism as the principle factor shaping their educational experiences. To
understand what African American students experienced during the 1945-1955 era (end
of World War II to Brown decision), it is necessary to investigate and interpret the
traditions, rules and practices developed during the four and one-half decades leading up
to 1945. Fusing written sources with oral histories enhances a document by providing a
compete account of an historical event or encounter, thus enabling the development of a
conceptual framework for the history of African American students at the University of
Illinois, between the years of 1945-1955. This dissertation examines the University of
Illinois at Urbana-Champaign, centering on the special conditions confronting African
American students. Furthermore it seeks to show how racism was a principle factor in
shaping the educational experiences of Americans of African ancestry.

Keywords: Education, History, Black, Higher Education

Collins, K. I. (1995). The Validation of an Integrated Model of Student Persistence for

African American College Students. Unpublished Thesis (PH.D.), University of
Illinois at Chicago.

The research which focuses on the persistence of African-Americans in higher education

is limited and characterized by inconsistency in research design. Thus, findings are often
mixed and non-generalizable for this specific student population. This study had a two-
fold propose. The first purpose was to test a model of student persistence for African-
Americans. The model integrated two popular conceptual frameworks of student
persistence (Bean, 1980, 1985; Tinto, 1975, 1987). The usefulness of both frameworks
has been supported in recent research (Cabrera, Nora, & Casaneda, 1993). Secondly, this
study also examined the relationships among the variables within the student persistence
model.

Keywords: Social Sciences Higher Education, research design

Diffendal, E. L. (1986). Significant Differences: An Ethnographic Study of Women and

Minority Faculty in the Development of an Innovative Liberal Arts College.
Unpublished Thesis (PH.D.), The Union for Experimenting Colleges and
Universities.

This case study examines how women of all races and men of color, appointed to the
faculty of one alternative liberal arts college, affected and attempted to affect its
development during the formative years of the early 1970s. The primary data for the
analysis of the impact of these "minority" faculty on the college was collected through in-
depth interviews with founding faculty and administrators and with women and men of
color hired as faculty during the founding period; replies of 85 alumnae to a mailed
request for anecdotal material describing the impact of "minority" faculty on their
experiences; archival research, and the author's participant-observation as a woman
faculty member and Academic Dean at the institution.

Keywords: Cultural Anthropology, Liberal Arts education

Eatman, T. K. (2001). Becoming a member of the research commuinity in academe:

Determinants of Postbaccalaureate Success for Traditionally Underrepresented
Students., University of Illinois at Urbana Champaign, Champaign.

This research examined selected factors that have been shown to shape the “minority”
talent pool for the nation's faculty in higher education. This wasaccomplished through an
examination of data on student participants in the Committee on Institutional Cooperation
(CIC) Summer Research Opportunity Program (SROP). These factors include family
background, students' educational and occupational aspirations, and non-cognitive
indicators that measure students' success attributions, social and political awareness, and
postsecondary educational experiences. Multivariate analyses were used to examine
effects among these factors and their relationship to educational aspiration and
attainment. The broad question that this study addressed is the following: Among
students of color, what individual attributes, along with key educational experiences,
contribute to their success in securing graduate degrees? More specifically, theresearch
asked the following questions about Students of Color (SoC) who participate in research
opportunity programs: (1) What are the characteristics of students who express a desire
for advanced degrees and how do these characteristics contribute to their pre and post-
graduate school academic aspirations? (2) What are the differences in educational
aspirations for students who have undergraduate origins in minority serving institutions
(MSIs) when compared to students from traditionally white institutions (TWIs) and to
what degree do aspirations and attainment depend on undergraduate origins?

Keywords: Postbaccalaureate Success, Research Programs, Traditionnaly

underrepresented students

Foley, E. M. (1996). An Analysis of the Variables Associated with College Choice of

African-American and Other-Race Students at Historically Black Institutions.
Unpublished Thesis (PH.D.), Indiana University.

There is no easy, succinct way to provide an objective, detailed description of the success
of minorities in higher education. Qualitative and quantitative studies of hundreds of
institutions and thousands of students, single-institution-subject research designs and case
studies exist. Compared to whites, Native, Hispanic, and African Americans, score lower
on achievement tests; enroll in colleges at a lower rate; and, attain fewer degrees. In light
of the magnitude of the problem, the purpose of this research is to evaluate, through
meta-analysis, the research that describes the success of underrepresented American
minorities in senior institutions of higher education. Specifically, factors associated with
the recruitment, admission, persistence, and graduation of African, Hispanic, and Native
Americans at baccalaureate and advanced degree programs in the United States are
identified and their significance is measured.

Keywords: Education, Higher, Sociology, Ethnic and Racial Studies, Sociology of

Ginsberg, M. B. (1989). Factors That Influence the Retention of Native Americans in

Higher Education. Unpublished Thesis (PH.D.), University of Colorado at
Boulder.

Native Americans are severely underrepresented in higher education. This is evidenced

by the number of Native Americans who enter college and high post-secondary attrition
rates. The Science and Self-Determination Upward Bound (SSD-UB) program at CU-
Boulder provides academic and personal support to Native American high school
students from seventeen rural reservations. Its primary goal is to enable students to
graduate from high school, enter college, and persist through graduation. Although
evidence suggests that SSD-UB serves as a catalyst for educational parity at the high
school level, little is known about the post-secondary experiences of former SSD-UB
students. This study, therefore, assesses the degree to which former SSD-UB students
persist in higher education, as well as pre-entry and post-secondary variables which may
relate to persistence.

Keywords: Higher, Education, Intercultural, Native Americans

Hampton, M. C. (2002). A model of labor market returns to higher education reflecting
the role of accreditation and institutional prestige as educational screens.
Unpublished Thesis (Ph.D.), The University of Utah.

This study analyzes the effects of specialized and profession accreditation and
institutional prestige on the labor market outcomes of master's degree recipients by
testing a structural equation model based on the human capital theory, the screening
hypothesis, and economic theories of discrimination using data taken from the 1991
Recent College Graduates study conducted by the U.S. Department of Education. The
theoretical model suggested by this theoretical framework does not provide an adequate
description of the sample data, and so derives a path analysis model of this data that is
based on the same observable variables used in the structural equation model. Using this
model, this study finds that specialized and professional accreditation have a significant
positive effect of about 6% that manifests itself indirectly through the direct relationship
of professional status on wages. Furthermore, this study shows that institutional type has
significant direct and indirect effect on wages, with graduates of private institutions
earning nearly 11% more than graduates from public institutions. Analyses of significant
paths identified in the path model indicate that accreditation may be a tool for
professionalizing majors and occupations, or for restricting access into professional
majors and occupations, and that higher education might play a role in sorting women
and minorities into majors that lead to lower-paying occupations. Finally, this study
shows that accreditation and type of institution appear to play roles as educational screens
that lead to disparate labor market outcomes. The main implication of this study is the
need for better evidence that accredited programs and prestigious institutions do provide
a higher quality education than nonaccredited programs and less prestigious institutions,
including for-profit colleges and universities.

Keywords: Higher Education, Economics, Labor

Harrison, J. A. G. (1996). An Analysis of the Effects of Adams on Desegregation in

Arkansas Public Higher Education, 1977-1994 (Public Education, Adams V.
Richardson). Unpublished Thesis (ED.D.), The University of Memphis.

The study sought to determine the progress Arkansas made in (1) disestablishing its dual
system of higher education primarily through upgrading its only public African American
college by improved facilities, increased institutional operations, increased student
financial assistance, and additional programs; (2) desegregating student enrollment by
decreasing the disparity of the percentage of African American and white high school
graduates who enter traditionally white colleges the subsequent year, increasing the
percentage of African American students at traditionally white institutions, decreasing the
disparity between African Americans to whites completing degrees, and increasing the
percentage of African Americans entering graduate and professional schools; and (3)
increasing the percentage of African Americans in faculty, administrative, and
nonacademic personnel positions and on governing boards.
Keywords: Higher Education, Political Science, Public Administration, Education
Administration

Haymond, J. H. (1982). The American Indian and Higher Education: From the College
for the Children of the Infidels (1619) to Navajo Community College (1969).
Unpublished Thesis (PH.D.), Washington State University.

This study focused on the role of American Indians in higher education within the
contiguous United States. Specific objectives were to: (1) identify the extent and nature
of Indian college enrollment during the different historical phases of Native American
interaction with higher education; (2) ascertain and describe general changes concerning
white encouragement and opposition to Indian college student enrollment; (3) determine
the periods of reform and change and why they occurred; (4) note why recent advances
for Indians and higher education have frequently been deemed less than satisfactory by
both educators and tribal leaders; (5) trace the origins of the self-determination movement
by Native Americans in higher education.

Keywords: Higher education, Native Americans, Community College

Hendricks, A. D. (1998). The Influence of Professional Socialization of African American

Faculty Perceptions of Academic Culture and Intellectual Freedom. Unpublished
Thesis (PH.D.), University of Missouri - Columbia.

This study focused on the role of American Indians in higher education within the
contiguous United States. Specific objectives were to: (1) identify the extent and nature
of Indian college enrollment during the different historical phases of Native American
interaction with higher education; (2) ascertain and describe general changes concerning
white encouragement and opposition to Indian college student enrollment; (3) determine
the periods of reform and change and why they occurred; (4) note why recent advances
for Indians and higher education have frequently been deemed less than satisfactory by
both educators and tribal leaders; (5) trace the origins of the self-determination movement
by Native Americans in higher education.

Keywords: Higher Education, Philosophy of, Sociology, Ethnic and Racial Studies

Hendricks, F. M. (1998). Career Experiences of Black Women Faculty at Research I

Universities (Women Faculty, African-Americans). Unpublished Thesis (PH.D.),
University of Missouri - Columbia.

Research on African Americans in academe rests on the premise that the success of Black
faculty in higher education depends heavily on significant mentoring, and networking
opportunities. However, weak mentoring relationships and fewer networking
opportunities may only reflect an underlying socialization problem for African American
faculty in higher education. The purpose of this study was to examine whether or not
African American faculty perceive the academic culture and institutional climate as
supportive and protective of their intellectual freedom. This study was premised on the
perspective that the process of professional socialization is circumscribed by the culture
of the academic organization. The theoretical framework for this study was based on
research which viewed institutions of higher education as unique organizational cultures,
and faculty as culture bearers' who are influenced by institutional values and beliefs.

Keywords: Higher Education, Educational Psychology, Women's Studies

Black Studies

Henning, D. (1999). American Indian Perspectives of Doctoral Program Experiences

and Completion (Native Americans). Unpublished Thesis (PH.D.), New Mexico
State University.

The beliefs about the factors and forces that contributed to the educational success and
completion of American Indian Doctorates were analyzed from the perspectives of 10
American Indian doctoral program completers from the University of Oklahoma and
Arizona State University.

Keywords: Education, Administration, Anthropology, Cultural, Sociology, Ethnic and

Racial Studies

Herrington, D. E. (1993). Barriers, Influences, and Leadership Challenges of Selected

Mexican American Administrators in South Texas Higher Education from 1970 to
1990. (Volumes I and II). Unpublished Thesis (PH.D.), Texas A&M University.

This oral history of Mexican American educators examined the South Texas experience
in light of a century-and-a-half of conflict which reflected juxtaposing Anglo Saxon and
Chicano ideologies. Texans of Mexican descent who grew up in South Texas from the
late 1930's through the late 1960's were, to varying degrees, products of this conflict. The
coauthors of this study, for the most part, left South Texas, attained undergraduate and
graduate degrees, then returned to South Texas where they assumed positions of authority
in public higher education during the 1970's and 1980's.

Keywords: Administration, Early Childhood Education, Psychology

Jones, S. (1995). The Glass Ceiling and African-American Administrators in Higher

Education. Unpublished Thesis (ED.D.), Widener University.

In this study, a survey of career patterns, professional histories, and biographical

characteristics of African American administrators described how the career logic of two
different cohorts could be described. Equal Opportunity Program directors seemed to be a
logical group to contrast with academic administrators because they historically seem to
be less likely to move beyond this post within colleges and universities.

Keywords: Sociology, Ethnic and Racial Studies, Higher Education, Administration

Kim, H. (1994). Reexamination of the Model Minority Stereotype through the Analysis of
Factors Affecting Higher Education Aspirations of Asian American Students.
Unpublished Thesis (ED.D.), North Carolina State University.

The four-fold purpose of this study was: (a) to examine differences between Asian
American students and other racial groups in terms of higher education aspirations,
academic achievement, and socioeconomic characteristics, (b) to examine differences
among six Asian American groups in terms of higher education aspirations, academic
achievement, and socioeconomic characteristics, (c) to identify factors related to Asian
American students' higher education aspirations, and (d) to investigate the effects of the
selected factors on higher education aspirations of Asian American students.

Keywords: American Studies-New field, Higher Education, Intercultural

Leeper, R. E. (1996). Issues of Persistence for Nine Seminole Nation of Oklahoma

Students in an Oklahoma Public Higher Education Institution. Unpublished
Thesis (ED.D.), Oklahoma State University.

During the spring of 1996, a series of long interviews were held with selected members
of the Seminole Nation of Oklahoma. These sessions were conducted with volunteers
who had completed at least one year of study at a specific public higher education
institution. Respondents were divided into two subgroups: persisters, those who had
remained continuously enrolled after completing their first year of studies, and non-
persisters, those who had not stayed enrolled after having completed at least a year of
study and who had not been enrolled in higher education for at least one year. The
individuals involved in the study were identified through a cooperative relationship with
the Seminole Nation Higher Education Office. The data collected were analyzed using
both long interview techniques and through the application of a cultural theory.

Keywords: Education, Administration, Bilingual and Multicultural, Sociology, Ethnic and

Racial Studies

Lehmkuhl, D. L. (2000). A case study of the social-political factors that have affected a
selected tribal college. Unpublished Thesis (Ed.D.), University of South Dakota.

Education for Native American people has been tainted with a history of forced education
and assimilation into the American educational system. The development of tribal
colleges began in 1968 as Native Americans returned to reservations with an education
and desired a change for their people. Tribal colleges have been assisting tribes to meet
the needs for higher education of Native American people in an environment that is more
conducive to the diverse learning styles, and begin an educational process to preserve
tribal culture.

Keywords: Education, Community Colleges, Native American

Lewis, C. (2000). Leading from the margins: The impact of tokensim on the
administrative careers of African Americans in higher education institutions.
Unpublished Thesis (Ph.D.), The Claremont Graduate University.

This research examined the influence of organizational climate on the career mobility
patterns of African American administrators in higher education institutions. Kanter's
(1977) theory of proportional representation suggest the social composition; of
organizations is the antecedent of tokenism. The findings indicate administrators who
experienced tokenism had limited access to the structure of opportunity in higher
education organizations. Moreover, an organizational climate which is shaped by the
numerical rarity of any group (based upon race and/or gender) will result in the condition
of tokenism.

Keywords: Education, Higher, Sociology, Ethnic and Racial Studies, Black Studies
Education, Administration

Lonewolf, T. R., Jr. (1998). Kiowa Cultural Values and Persistence in Higher Education
(Native Americans). Unpublished Thesis (PH.D.), The University of Oklahoma.

Historically, the presence of American Indians on college and university campuses was
disproportionate to their numbers in the common schools. Within the last three decades
this trend changed. Though their attendance figures grew almost exponentially during the
period, their completion rate remained extremely low. This phenomenon attracted
educational researchers. Numerous studies were conducted, primarily in reservation
states such as Arizona, Montana, and New Mexico. Researchers found that of all ethnic
groups attending college in pursuit of an undergraduate degree, American Indians were
the least successful. Findings for their high attrition rate included lack of academic
preparation, poor study habits, lack of campus role models, lack of financial support,
homesickness, poor advisement, poor self-image, culture shock and cultural conflict. This
study approached the question from the latter aspect: the notion that cultural conflict may
be a contributing cause to their high attrition rate.

Keywords: Education, Administration, Higher Education, Bilingual and Multicultural

Sociology, Ethnic and Racial Studies
Lopez, J. D. (2002). Stress and coping among Latino freshmen during their transition to
an elite university. Unpublished Thesis (Ph.D.), Stanford University.

The dissertation is a nine month longitudinal study of psychosocial stress, coping

behavior, and psychological adjustment among a group of incoming Latino students
during their first year at Stanford University. The study used a stress and coping
theoretical framework and sought to learn about the psychosocial stress Latino students
experience during the transition into college and how they coped with stress. Both
qualitative and quantitative methods were utilized. Quantitative survey data were
collected in the Fall and Spring during the freshman year from 111 entering students.
Qualitative data consisting of interviews were collected from 24 students during the
Winter quarter.

Keywords: Education, Educational Psychology, Psychology, Developmental, Sociology,

Ethnic and Racial Studies

Malkmus, D. J. (2001). Capable women and refined ladies: Two visions of American
women's higher education, 1760--1861. Unpublished Thesis (Ph.D.), The
University of Iowa.

This thesis distinguishes two traditions that shaped women's higher education in western
New York and the upper Midwest between 1760 and 1861. The first tradition taught
genteel manners and accomplishments to elite, urban women; the second taught rigorous
studies to rural boys and girls in coeducational academies. Both traditions persisted
throughout this century; wealthy merchants and professionals supported an advanced
curriculum at women's seminaries, while evangelical denominations with primarily rural
congregations opened advanced, coeducational seminaries. The former emphasized
feminine gentility and belles lettres, the latter useful, non-classical courses suited to
children of farmers and artisans.

Keywords: Education, History of History, United States

Melchior-Walsh, S. (1994). Sociocultural Alienation: Experiences of North American

Indian Students in Higher Education (Native Americans). Unpublished Thesis
(PH.D.), Arizona State University.

Sociocultural alienation of North American Indian students in predominantly White

universities both in Canada and the U.S. is a problem that potentially causes
psychological, social, and academic maladjustment, often leading to drop-out behavior
for the students involved. This investigation set out to study the experiences of North
American Indian students at a Canadian university campus in order to determine how
alienation is experienced and how it affects the students' functioning on campus. Using
Freire's psycho-social method of inquiry, dialogues were conducted with First Nations
informants. Inductive analysis identified three generative themes--disconnection,
exclusion, and devaluation which constitute the informants' experiences and consequently
lead to the students' psychological mind-set of "devalued consciousness." A conceptual
model of the informants' alienating experiences and their consequences was developed.
This model forms the basis for a call to professional practitioners and policy makers to
become change agents in eliminating the alienating atmosphere for North American
Indian students on university campuses.

Keywords: Education, Higher, History, Canadian, Sociology, Theory and Methods

Mitchell, A. A. (1997). A Methodological Examination of White Racial Consciousness

and Attitudes toward Women, People Who Are Deaf, Gay Men and Lesbians
(White Consciousness). Unpublished Thesis (PH.D.), University of Maryland
College Park.

The purpose of this study was to examine the methodology and psychometric aspects of a
measure of White Racial consciousness (WRC) and secondarily, to examine the
relationship of WRC to attitudes toward women, people who are deaf, and gay men and
lesbians. In further examining this relationship, comparisons were made between (a) the
relationship of WRC to attitudes toward discernible groups (women) and (b) the
relationship of WRC to attitudes toward less-discernible groups (deaf people, gay men
and lesbians). Additional analyses examined the intercorrelation among attitudes for
people of color, specifically for African Americans and Asian Americans.

Keywords: Education, Guidance and Counseling, Psychology, Social, Psychology,

Psychometrics, Sociology, Ethnic and Racial Studies, Women's Studies

Moore, C. I. (1990). Struggle and Commitment: The Experience of Older Minority

Women in Returning to Higher Education. Unpublished Thesis (PH.D.), The
University of Michigan.

Older female students represent the most rapidly growing segment of higher education.
Yet, their motivations and the nature and pattern of their developmental processes and
educational experiences have not been adequately studied. This is particularly true of
minority women. To provide insight into the process by which reentry barriers are
overcome, a sample of eleven age forty and over Black, Mexican-American, and Native
American women of low SES background, who reentered while simultaneously meeting
family and job responsibilities and progressed to graduate school, participated in
dialogues focused on self perceptions and educational experiences.

Keywords: Higher Education, Guidance and Counseling, Education, Adult and

Continuing
Mullen, A. L. (1998). Sorting Young Scientists: Social Inequality and Access to
Scientific, Mathematical and Technical Fields in American Colleges and
Universities (Gender, Race, Social Class, Science Majors, Institutional
Selectivity). Unpublished Thesis (PH.D.), Yale University.

The system of education has long played a pivotal role in sorting individuals into social
hierarchies. Now, following the dramatic expansion of higher education in the latter half
of this century, that process has increased dramatically in complexity. While previously
the most salient issue of equality concerned mere access, researchers must now take into
account two new axes of stratification: institution type and field of study. This project
contributes to the ongoing effort of better understanding and evaluating the way in which
higher education may reduce or reinforce existing social inequities by examining how
opportunities to earn bachelor's degrees at selective institutions in scientific,
mathematical, and technical fields vary by gender, race, ethnicity and social background.

Keywords: Sociology, General Education, Higher Education, Sociology, Ethnic and

Racial Studies

Murray, J. L. (1998). John Henryism and Occupational Stress among African American
Higher Education Faculty (African-American). Unpublished Thesis (ED.D.),
University of Houston.

African-American faculty are underrepresented in higher education public and private

colleges and universities. There are 545,706 full-time faculty members employed in this
area. African-American faculty comprise 25,658 (4.7%) of the total population. Yet, an
insufficient number are represented in higher education. Research conducted by the
University of Texas and the Southern Education Foundation, report that those African-
Americans employed in higher education often feel alienated and isolated within their
environment.

Keywords: Sociology, Ethnic and Racial Studies, Black Studies, Education Higher
Psychology

Patterson, M. M. (1998). Latina Sisterhood: Does It Promote or Inhibit Campus

Integration? (Sororities). Unpublished Thesis (ED.D.), University of Southern
California.

Many Latinos come from lower socioeconomic backgrounds and are the first in their
families to attend college, often lacking the knowledge and resources necessary to be
academically successful. As the number of ethnic students have increased on college
campuses, so have the number of ethnic student organizations claiming to provide
support and a sense of cultural identity for students who might otherwise feel unwelcome
on predominantly white campuses. Some educators have expressed concern that ethnic-
based organizations encourage segregationist practices which keep ethnic students from
integrating into the mainstream of campus life.

Keywords: Education, Higher, Women's Studies, Sociology, Ethnic and Racial Studies

Payne, L. W. (1998). Black Business Students' Post-Baccalaureate Employment

Expectations: What Are They and from Where Do They Originate? (African-
Americans). Unpublished Thesis (PH.D.), The University of Oklahoma.

The purpose of this study was to generate grounded theory concerning post-baccalaureate
employment expectations of Black college students enrolled in Historically Black
Colleges and Universities (HBCUs.) The objective has been addressed by determining
the post-baccalaureate employment expectations, both realistic and unrealistic, of Black
business students on a Black campus and by identifying where their expectations
originated. The importance of this research has theoretical and practical implications for
faculty and administrators involved in program planning at HBCUs. This study was
based on the theoretical orientation that organizationally different types of institutions of
higher education contain student bodies manifesting diverse expectations of the college
experience and post-baccalaureate employment. The results of this study show a variance
between student expectations and the realities of employment in corporate America. The
data collected for this study reveal that social encounters can drastically influence an
individual's view of himself and his expectations in business. The findings indicate that
unrealistic ideas concerning workplace expectations come from family, friends and a
strong influence from mass media exposure.

Keywords: Education, Business, Anthropology, Cultural, Business Administration, Black

Studies, Sociology, Ethnic and Racial Studies

Quinones, M. R. (1999). Building Bridges: The Puente Project and Its Contributions
toward the Retention and Ultimate Success of Latino Community College
Students. Unpublished Thesis (ED.D.), University of California Los Angeles.

Latinos will soon be the major minority in the United States. As such, one sees a shift in
the racial and ethnic distribution of students in higher education similar to that of the
overall population in the country. Latinos are projected to account for over thirty percent
of students in higher education. While Latinos are entering higher education, namely
through the community college as point of entry, an alarmingly small number are actually
graduating and transferring to four-year institutions.

Keywords: Education, Higher, Education, Community Colleges, Sociology, Ethnic and

Racial Studies
Rocha-Singh, I. A. (1990). Doctoral Students' Perceptions of Stress and Social Support:
Implications for the Retention of Targeted Students of Color. Unpublished Thesis
(PH.D.), University of California Santa Barbara.

To determine the effects of gender, ethnicity, and socio-economic status on graduate

students' perceptions of stress and social support in the university environment, a
correlational field study was designed. Four hundred sixty-nine first-year doctoral track
subjects at two major West coast universities were given a questionnaire measuring their
own perceptions of stress and social support in their academic environments. As
predicted, targeted ethnic students (African Americans, Chicanos, Pilipinos, and Puerto
Ricans) reported higher levels of environmental and family/monetary stress and lower
levels of support (perceived-fit) on financial assistance and information how to cope in
their new environment than non-targeted (Asian American and Other Latinos, not to
include Chicanos and Puerto Ricans) and White/Anglo students. Contrary to prediction,
significant differences were not found on the academic/professional stress subscale. The
relevance and implications of the findings for higher education and counseling are
discussed, along with their implications for educational policy.

Keywords: Education, Higher Education, Psychology, Sociology, Ethnic and Racial

Studies

Shuler, W. B. (1997). Actions and Perceptions in Dismantling the Dual System of Public
Higher Education in Three States: A Facilities Study (Desegregation, Alabama,
Florida, South Carolina). Unpublished Thesis (ED.D.), The University of
Memphis.

Public higher education in the United States has historically manifested a disparate
system between the quality of educational opportunities available to citizens of African
descent as contrasted with citizens of European descent. This system of educational
duality, with an inferior quality of education provided to African Americans, is
referenced consistently in the professional literature. The second Morrill Act legally
recognized the dual system of public higher education, and the landmark decision of
Plessy v. Ferguson (1896) gave further credibility to the dual system of public higher
education.

Keywords: Education, Administration, Higher Education

Soroosh, W. J. (1995). Retention of Native Americans in Higher Education. Unpublished

Thesis (ED.D.), The University of Arizona.

This dissertation was written with the intent to determine the effectiveness of a
community college program for Native American students. The procedure consisted of
the following steps: (1) design of a survey instrument, (2) collect and collate the survey,
(3) review literature with specific emphasis in programs designed for minorities and
programs designed for Native American students in higher education, and (4) summarize
the findings, and make recommendation to integrate into a reconstructed program that
will improve and revitalize Native American students' recruiting, retention and
graduation rates at the community college level, and prepare Native American students
for university transfer.

Keywords: Bilingual and Multicultural Education, Community Colleges

Higher Education

Thomas, J. R. (1998). African-American Education in the Context of Lutheran Collegiate

Institutions since the Late Nineteenth Century. Unpublished Thesis (PH.D.),
University of Minnesota.

This study examined the role of United States Lutherans in the higher education of
African Americans. The purpose was to discover, report, and reflect upon the role of
United States Lutheranism in African American post-secondary-education since the late
nineteenth century. Where have we been? Where might we be headed? The lack of
foundational research indicated a need for an exploratory study, one that might lay a basis
for a subsequent definitive test of the impact of the Lutheran educational project on the
quality of life in the American community. The study examined the extent of Lutheran
involvement in the development of post-secondary education for African Americans
during the late nineteenth century. The extent of Lutheran involvement has been a largely
untold story. The intent of this study is to add a disciplined delineation of the Lutheran
African American post-secondary experience.

Keywords: Education, Administration, Higher, History, Black

Tillman, L. C. (1995). Mentoring African American Faculty in Predominantly White

Institutions: An Investigation of Assigned and Informal Mentoring Relationships.
Unpublished Thesis (PH.D.), The Ohio State University.

There is an extensive body of literature on the concept of mentoring in the corporate

world. However, the literature on the subject of faculty-to-faculty mentoring in higher
education is limited. Moreover, even less has been written on the subject of mentoring
African American faculty. Mentoring is important for all junior faculty members, but
may be especially important for African American faculty in predominantly White
institutions. Currently African Americans are an underrepresented group in these
institutions, and mentoring can be an effective mechanism for increasing the numbers of
African Americans who assume faculty positions, and who are then promoted and
tenured. The purpose of this research was to investigate the experiences of African
American faculty members who were involved in formal and informal mentoring
relationships, to determine what effect the faculty members thought the mentoring
relationship had on their careers, and to explore to what extent race and gender match
affected the mentor-protege relationship.
Keywords: Mentoring, Higher Education, Faculty, African Americans

Tovar, E. M. (1997). A Study of Institutional Changes in a Community College as It

Encounters an Increasing Native American Student Population. Unpublished
Thesis (ED.D.), Oklahoma State University.

Scope of the study. This study is an outgrowth of earlier research involving minority
populations and models of change within the higher education context. Using the
theoretical model proposed by Fullan (1991), this exploratory and descriptive study
examined the sources of change in an Oklahoma community college (with particular
emphasis on evolving diversity, specifically, an increase in Native American students)
and their impact upon the dimensions of change (materials, approaches, and beliefs).
Further, the study sought to understand relationships among the dimensions and the
meaning of change to the participants.

Keywords: Education, Administration, Education, Community College Education,

Sociology, Ethnic and Racial Studies

Whitehorse, D. M. (1992). Cultural Identification and Institutional Character: Retention

Factors for American Indian Students in Higher Education (Native Americans).
Unpublished Thesis (ED.D.), Northern Arizona University.

The purpose of this study was to investigate the association between Indian student
cultural identification and perceptions of institutional character, and the implications
these factors have for retention of American Indian students in higher education. Data
were gathered using multimethod research consisting of analysis of archival data, a
student survey, student and Indian educator focus groups, and interviews of higher
education personnel and former students.

Keywords: Education, Higher Education, Intercultural

Williams, B. N. (1997). Financial Aid: The Impact on Minorities, Women, and Low
Income Families. Unpublished Thesis (ED.D.), Arizona State University.

Most public attention to the problems of paying for college since the mid-1960s has
focused on the development and extension of a network of need-based financial
assistance programs sponsored by federal and state governments, as well as by colleges.
Financial aid assistance available to students today is in excess of $35 billion. In addition,
cost to the federal government has soared from less than half a billion dollars in fiscal
year 1990 to well over $4.5 billion in 1992. Student loans have become the primary type
of student financial aid.
Keywords: Higher Education, Finance, Sociology, Individual and Family Studies
Women's Studies

Wilson, C. A. I. (1998). A portrayal of the work life of tenured African-American female

faculty working within Historically White, public institutions of higher education
in Virginia. Unpublished Thesis (Ed.D.), East Tennessee State University.

The purpose of this study was to portray the experiences of African-American tenured
female faculty employed within Historically White, public institutions of higher
education in Virginia. This study is a portrait of the career paths, teaching experiences,
institutional experiences, community and personal activities, work life, and the future of
African-Americans. The study focused on personal experiences and provided a grounded
recording for other African-American female faculty members employed within
comparable institutions of higher education.

Keywords: Administration, Higher Education, Women's Studies, Black Studies

Young, C. W. (2001). Hispanic serving land-grant colleges: Analysis and plan for an
educational policy initiative. Unpublished Thesis (Ed.D.), Florida International
University.

Hispanics and other minority Americans are denied access to higher education by a
system that needs structural reform. The purpose of the research was to determine
whether creating Hispanic-serving land-grant colleges, similar to the Morrill land-grant
colleges serving Black and Native Americans, might be an effective strategy to increase
the access of Hispanic students to quality higher education. In addition to published
materials, data was collected from a survey of Hispanic-serving institutions and extensive
interviews with college presidents, government representatives, educational association
leaders, and educational historians.

Keywords: Education, Administration, Hispanics, Latinos, Land Grant Colleges

Zayas, P. (1999). Correlates of Minority Transfer Students Academic Performance and

Retention at a Four Year Public Institution (Higher Education, Minority Students,
African-Americans, Hispanics). Unpublished Thesis (ED.D.), Seton Hall
University College of Education and Human Services.

This study was conducted in 1993 to explore those factors and experiences that appear to
influence the academic performance and persistence of minority students who transferred
to a four-year public commuting institution from a two-year college. A questionnaire was
administered to 142 minority students (African-Americans and Hispanic) who had
transferred to the four-year institution in Fall of 1993 soliciting information on students
characteristics, experiences, future plans, and expectations.
Keywords: Administration Education, Bilingual and Multicultural, Education, Higher
Sociology, Ethnic and Racial Studies
Selected References

Aaron, M. R. (1999). The higher education of African Americans in Kansas City,

Missouri: A history of Lincoln Junior College, 1936--1954. Unpublished Thesis
(Ph.D.), University of Missouri - Kansas City.
Abanobi, K. E. (1996). African-American High School Graduates Who Chose Higher
Education: A Profile. Unpublished Thesis (ED.D.), Texas Tech University.
Adams, G. M. (1999). An ethnographic study of academic success in African-American
doctoral recipients: The effects of persistence, psychological, and social
psychological factors. Unpublished Thesis (Ed.D.), Northern Illinois University.
Allen, X. M. (2000). Family functioning and the academic self-efficacy and academic
achievement of African American male freshman and sophomore college students.
Unpublished Thesis (Ph.D.), The University of North Carolina at Greensboro.
Arenas, A. T. (1991). Recruitment of Latino Undergraduates to Predominately White
Institutions of Higher Education (Minority Students). Unpublished Thesis
(PH.D.), The University of Wisconsin - Madison.
Arias, B. I. (1995). Latino Adult Students in Higher Education: A New Paradigm for
Success (Social Mobility). Unpublished Thesis (ED.D.), Northern Illinois
University.
Baker, R. D. (2001). A comparison of the needs and experiences of first-year African
American and Caucasian students at eight private Indiana colleges. Unpublished
Thesis (Ed.D.), Ball State University.
Bashaw, C. T. (1992). "We Who Live 'Off on the Edges'": Deans of Women at Southern
Coeducational Institutions and Access to the Community of Higher Education,
1907-1960 (Bowersox Katherine Sophia, Stamp Adele Hagner, Blanding Sarah
Gibson, Harris Agnes Ellen). Unpublished Thesis (PH.D.), University of Georgia.
Beard, T. L. (1998). The Relationship of Writing Self-Efficacy and Retention Variables to
the Academic Progress of African-American Students with Learning Disabilities
in Higher Education. Unpublished Thesis (PH.D.), The Florida State University.
Beauvais, A. B. (1982). Academic and Social Adaptation of Native American Students at
Harvard and Radcliffe Colleges. Unpublished Thesis (ED.D.), Harvard
University.
Becenti, F. D. (1995). Leadership Profiles of Tribal College Presidents (Native
Americans). Unpublished Thesis (PH.D.), Colorado State University.
Bedard, L. M. (1999). Native Voices: The Experiences and Perceptions of Native
American Students Enrolled in Culturally Responsive Writing Courses at a
University in the Southwest. Unpublished Thesis (PH.D.), The University of
Connecticut.
Bengiveno, T. A. (1996). Campus Based Women's Centers: An Analysis of the
Development and Survival of a Student-Run Center in the Struggle for Gender
Equity in Higher Education (San Jose State University, California). Unpublished
PH.D., University of Hawaii.
Berry, R. D. (2001). Athletic commodities: The African-American male student-athlete in
higher education. Unpublished Thesis (Ph.D.), The University of Arizona.
Bighorn, R. E. (1997). Learning Strategies in the Fort Peck Reservation Community
(Montana, Native Americans). Unpublished Thesis (ED.D.), Montana State
University.
Broadus, R. A. (1998). Efficacy of Institutional Interventions on the Attainment Profile of
African-Americans at a Regional Predominately White Institution: Questions of
Will, Effort, Competence and Responsibility. Unpublished Thesis (PH.D.), Iowa
State University.
Brosz Mohr, M. A. (1998). Higher Education in Rural America: A Study of Northern
Plains American Indian and Non-Indian Attitudes, Aspirations, Expectations, and
Perceived Barriers (Rural Education, Native Americans). Unpublished Thesis
(PH.D.), South Dakota State University.
Chapel, C. J. (1997). Shifting History, Shifting Mission, Shifting Identity: The Search for
Survival at Lincoln University (Jefferson City, Missouri) 1866-1997 (Historically
Black). Unpublished Thesis (ED.D.), Oklahoma State University.
Childs, S. A. B. (2000). The integration of the first African-American undergraduates at
the University of Kentucky (Kentucky). Unpublished Thesis (Ph.D.), University of
Kentucky.
Cobb-Roberts, D. L. (1998). Race and Higher Education at the University of Illinois,
1945 to 1955 (African-American). Unpublished Thesis (PH.D.), University of
Illinois at Urbana-Champaign.
Cobbs, K. D. (1998). Predicting Academic Success of Entering Freshmen at an Urban
University through the Assessment of Oral and Written Language Competency.
Unpublished Thesis (PH.D.), Old Dominion University.
Collins, B. J. (2000). Teaching to transform: The legacy of African American scholar-
activists in higher education. Unpublished Thesis (Ed.D.), University of
Massachusetts Amherst.
Collins, K. I. (1995). The Validation of an Integrated Model of Student Persistence for
African American College Students. Unpublished Thesis (PH.D.), University of
Illinois at Chicago.
Conley, M. A. (1997). Indians and Academia: How the Post-World War Two Revival of
Interest in Native Americans Influenced the Teaching of Indian History in North
Carolina Higher Education (Postwar). Unpublished Thesis (D.A.), Middle
Tennessee State University.
Cook, D. C. (1996). Shadow across the Columns: The Bittersweet Legacy of African-
Americans at the University of Missouri (Missouri, Desegregation). Unpublished
Thesis (PH.D.), University of Missouri - Columbia.
Cook, K. T. (1998). Impact of the Home Environment of Black Males Not Pursuing
Higher Education between Ages 18-22 (African-Americans, Men, Eighteen-Year-
Olds, Twenty-Two-Year-Olds). Unpublished Thesis (ED.D.), Arizona State
University.
Davis, J. A. (1998). From Termination to Self-Determination: American Indians and
Alaska Natives in Higher Education. Unpublished Thesis (PH.D.), The University
of New Mexico.
Davis, P. E. (2000). The impact of cultural forces on the academic performance of
African Americans in higher education. Unpublished Thesis (Ph.D.), Texas A&M
University - Commerce.
Diffendal, E. L. (1986). Significant Differences: An Ethnographic Study of Women and
Minority Faculty in the Development of an Innovative Liberal Arts College.
Unpublished Thesis (PH.D.), The Union for Experimenting Colleges and
Universities.
Eatman, T. K. (2001). Becoming a member of the research commuinity in academe:
Determinants of Postbaccalaureate Success for Traditionally Underrepresented
Students., University of Illinois at Urbana Champaign, Champaign.
Echols, L. J. (1998). Evaluation of the Significance of Student and Institutional Variables
on the Recruitment, Retention, and Graduation of Minority Students in Senior
Institutions in Higher Education: A Meta-Analysis (African-Americans, Hispanic,
Native Americans). Unpublished Thesis (PH.D.), University of Pennsylvania.
Ehlert, M. A. (1996). The Impact of Higher College Admissions Standards on Equal
Access and Potential Success: A Case Study. Unpublished Thesis (PH.D.),
Walden University.
Engs, M. S. (1996). Factors Affecting the Retention of Native American Students at a
Southwestern Community College. Unpublished Thesis (ED.D.), Northern
Arizona University.
Fleezanis, N. (2001). Baccalaureate degree persistence among adult learners: The case
of female African-Americans. Unpublished Thesis (Ph.D.), Michigan State
University.
Foley, E. M. (1996). An Analysis of the Variables Associated with College Choice of
African-American and Other-Race Students at Historically Black Institutions.
Unpublished Thesis (PH.D.), Indiana University.
Gasman, M. (2000). A renaissance in Nashville: Charles S. Johnson's use of philanthropy
to build Fisk University in the post-war period. Unpublished Thesis (Ph.D.),
Indiana University.
Ginsberg, M. B. (1989). Factors That Influence the Retention of Native Americans in
Higher Education. Unpublished Thesis (PH.D.), University of Colorado at
Boulder.
Gonzalez, J. M. (1997). Factors That Make for Success in Latino Student Persistence: A
Case Study (College Students, Academic Success). Unpublished Thesis (ED.D.),
Harvard University.
Hales, J. A. (2000). Identifying barriers to Navajo hospitality high school students in
college entry. Unpublished Thesis (Ed.D.), Northern Arizona University.
Hampton, M. C. (2002). A model of labor market returns to higher education reflecting
the role of accreditation and institutional prestige as educational screens.
Unpublished Thesis (Ph.D.), The University of Utah.
Hanish, J. M. (1997). Latino Students: Issues on a Predominantly White Campus (Ethnic
Identity). Unpublished Thesis (PH.D.), The University of Iowa.
Harrison, J. A. G. (1996). An Analysis of the Effects of Adams on Desegregation in
Arkansas Public Higher Education, 1977-1994 (Public Education, Adams V.
Richardson). Unpublished Thesis (ED.D.), The University of Memphis.
Haymond, J. H. (1982). The American Indian and Higher Education: From the College
for the Children of the Infidels (1619) to Navajo Community College (1969).
Unpublished Thesis (PH.D.), Washington State University.
Hendricks, A. D. (1998). The Influence of Professional Socialization of African American
Faculty Perceptions of Academic Culture and Intellectual Freedom. Unpublished
Thesis (PH.D.), University of Missouri - Columbia.
Hendricks, F. M. (1998). Career Experiences of Black Women Faculty at Research I
Universities (Women Faculty, African-Americans). Unpublished Thesis (PH.D.),
University of Missouri - Columbia.
Henning, D. (1999). American Indian Perspectives of Doctoral Program Experiences
and Completion (Native Americans). Unpublished Thesis (PH.D.), New Mexico
State University.
Herrington, D. E. (1993). Barriers, Influences, and Leadership Challenges of Selected
Mexican American Administrators in South Texas Higher Education from 1970 to
1990. (Volumes I and Ii). Unpublished Thesis (PH.D.), Texas a&M University.
Hikes, Z. L. (1998). A Study of the Coupled Afrocentric Approach to Student Recruitment
Applied at the University of Delaware (Afrocentrism, Delaware). Unpublished
Thesis (ED.D.), University of Delaware.
Johnson, R. (2001). The effects of co-cultural adaptation on African American doctoral
student persistence at the University of Kentucky. Unpublished Thesis (Ph.D.),
University of Kentucky.
Jones, S. (1995). The Glass Ceiling and African-American Administrators in Higher
Education. Unpublished Thesis (ED.D.), Widener University.
Kahklen, E. M. (1998). Development of Financial Aid Brochure for Alaska Natives.
Unpublished Masters Thesis (M.S.), University of Alaska Anchorage.
Kim, H. (1994). Reexamination of the Model Minority Stereotype through the Analysis of
Factors Affecting Higher Education Aspirations of Asian American Students.
Unpublished Thesis (ED.D.), North Carolina State University.
Kinawong, N. (1978). Revenue equity in Illinois public community colleges. Illinois State
University, Bloomington, IL.
Kopin, M. A. (1999). Gender equity and full time faculty women in public higher
education: compensation, personnel action, and campus climate provisions in
union contracts.
Lapenson, B. P. (1999). Affirmative Action and the Meanings of Merit (Employment,
College Admissions, Public Contracts). Unpublished Thesis (PH.D.), Temple
University.
Leeper, R. E. (1996). Issues of Persistence for Nine Seminole Nation of Oklahoma
Students in an Oklahoma Public Higher Education Institution. Unpublished
Thesis (ED.D.), Oklahoma State University.
Lehmkuhl, D. L. (2000). A case study of the social-political factors that have affected a
selected tribal college. Unpublished Thesis (Ed.D.), University of South Dakota.
Lewis, C. (2000). Leading from the margins: The impact of tokensim on the
administrative careers of African Americans in higher education institutions.
Unpublished Thesis (Ph.D.), The Claremont Graduate University.
Lonewolf, T. R., Jr. (1998). Kiowa Cultural Values and Persistence in Higher Education
(Native Americans). Unpublished Thesis (PH.D.), The University of Oklahoma.
Lopez, J. D. (2002). Stress and coping among Latino freshmen during their transition to
an elite university. Unpublished Thesis (Ph.D.), Stanford University.
Lucas, R. L. (1999). Community-Based Organizations in Buffalo's African-American
Neighborhoods: Administrators' Perspectives on Effective Relationships and
Collaboration with Institutions of Higher Education (New York). Unpublished
Thesis (PH.D.), State University of New York at Buffalo.
Macgowan, B. R. (2001). By chance or by design: Structures of opportunity for college-
bound African Americans. Unpublished Thesis (Ed.D.), Boston University.
Malkmus, D. J. (2001). Capable women and refined ladies: Two visions of American
women's higher education, 1760--1861. Unpublished Thesis (Ph.D.), The
University of Iowa.
Masursky, D. (2000). Attrition and retention of urban African-Americans in higher
education. Unpublished Thesis (Ph.D.), Temple University.
McCullough, F. L. F. (1998). African-American Students in Higher Education: Attitudes
and Perceptions That Relate to Persistence. Unpublished Thesis (ED.D.),
University of San Francisco.
Melchior-Walsh, S. (1994). Sociocultural Alienation: Experiences of North American
Indian Students in Higher Education (Native Americans). Unpublished Thesis
(PH.D.), Arizona State University.
Mitchell, A. A. (1997). A Methodological Examination of White Racial Consciousness
and Attitudes toward Women, People Who Are Deaf, Gay Men and Lesbians
(White Consciousness). Unpublished Thesis (PH.D.), University of Maryland
College Park.
Moore, C. I. (1990). Struggle and Commitment: The Experience of Older Minority
Women in Returning to Higher Education. Unpublished Thesis (PH.D.), The
University of Michigan.
Moore, J. M. (1994). A Drop of African Blood: The Washington Black Elite from 1880 to
1920 (Washington, DC, Elite). Unpublished Thesis (PH.D.), University of
Maryland College Park.
Moore, P. L. (1996). W. E. B. Du Bois: A Critical Study of His Philosophy of Education
and Its Relevance for Three Contemporary Issues in Education of Significance to
African-Americans (Du Bois, W. E. B., Curriculum). Unpublished Thesis (PH.D.),
Wayne State University.
Mullen, A. L. (1998). Sorting Young Scientists: Social Inequality and Access to
Scientific, Mathematical and Technical Fields in American Colleges and
Universities (Gender, Race, Social Class, Science Majors, Institutional
Selectivity). Unpublished Thesis (PH.D.), Yale University.
Munene, I. I. (2000). Equity closet: Faculty academic values under pressure for equity in
higher education. Unpublished Ed.D., State University of New York at Albany.
Murray, B. A. B. (1997). Selected Variables Relating to the Success of African-American
Students Transferring from Two-Year to Four-Year Public Institutions of Higher
Education in Maryland. Unpublished Thesis (ED.D.), Morgan State University.
Murray, J. L. (1998). John Henryism and Occupational Stress among African American
Higher Education Faculty (African-American). Unpublished Thesis (ED.D.),
University of Houston.
Nayematsu, C. S. (1997). Financial Aid and Its Relationship to the Persistence and
Academic Achievement of Ethnic Minority Students. Unpublished Thesis (PH.D.),
University of Minnesota.
Nelson, J. A., Sr. (1999). An Analysis of the Factors Contributing to the Nonpersistence
of Black Freshmen at a Predominantly White Institution (African-Americans,
College Students, Georgia State University, Dropout). Unpublished Thesis
(PH.D.), Ohio University.
Patterson, M. M. (1998). Latina Sisterhood: Does It Promote or Inhibit Campus
Integration? (Sororities). Unpublished Thesis (ED.D.), University of Southern
California.
Payne, L. W. (1998). Black Business Students' Post-Baccalaureate Employment
Expectations: What Are They and from Where Do They Originate? (African-
Americans). Unpublished Thesis (PH.D.), The University of Oklahoma.
Peoples, M. E. (1996). The Student-Athlete and Responses to Environmental Factors: A
Systems Approach (Proposition 48, National Collegiate Athletic Association,
African-Americans, State University of New York at Buffalo, Basketball).
Unpublished Thesis (PH.D.), State University of New York at Buffalo.
Pfeifer, D. M. (1995). Ethnicity and Adult Students' Motivations to Participate in Higher
Education at an Urban College. Unpublished Thesis (PH.D.), University of
Northern Colorado.
Phillips, P. A. (1991). Government Relations Efforts of the University of Nevada System
with the Federal Government (Nevada, Lobbying). Unpublished Thesis (ED.D.),
The George Washington University.
Powell, W. N. (1999). Structural Oppression of African Americans in Higher Education.
Unpublished Thesis (PH.D.), Oregon State University.
Quinones, M. R. (1999). Building Bridges: The Puente Project and Its Contributions
toward the Retention and Ultimate Success of Latino Community College
Students. Unpublished Thesis (ED.D.), University of California Los Angeles.
Rincon, F. L. (1982). Factors Related to the Founding and Development of Special
Purpose Private Institutions of Higher Education. Unpublished Thesis (PH.D.),
The University of Arizona.
Rinnander, E. A. (1985). An Analysis of the Bureau of Indian Affairs Higher Education
Assistance Program (Students, Native Americans, Bia, Financial Aid).
Unpublished Thesis (ED.D.), University of California Los Angeles.
Rivers, C. H. (1999). A Case Study on the Florida Education Fund's Centers of
Excellence (African-Americans, Community-Based, Education Reform).
Unpublished Thesis (ED.D.), University of Central Florida.
Robinson, D. P. (1996). Black College and University Presidents at Predominantly White
Four-Year Institutions: Factors Which Hinder and Facilitate Advancement (Black
Administrators). Unpublished Thesis (PH.D.), Marquette University.
Robinson, T. N., III. (1996). A Revision of the Institutional Integration Model: A
Redefinition of "Persistence" and the Introduction of Developmental Variables
(Undergraduates, African-Americans, Dropout, Retention). Unpublished Thesis
(PH.D.), The Ohio State University.
Robinson, Y. A. (1997). The Federal Commitment to Historically Black Colleges and
Universities: The Dollars and Sense of Title Iii of the Higher Education Act of
1965. Unpublished Thesis (PH.D.), The Claremont Graduate School.
Rocha-Singh, I. A. (1990). Doctoral Students' Perceptions of Stress and Social Support:
Implications for the Retention of Targeted Students of Color. Unpublished Thesis
(PH.D.), University of California Santa Barbara.
Rochlin, J. M. (1995). Conversations with Ricardo's Daughter: The Minority Experience
at the University of Arizona between 1925 and 1994 from a Critical Race Theory
Perspective (Mexican Americans, African Americans). Unpublished Thesis
(PH.D.), The University of Arizona.
Rodriguez, E. (1984). Hispanic and Non-Hispanic Perceptions of Goals of Bilingual and
General Postsecondary Education in Four Colleges of the City University of New
York. Unpublished Thesis (ED.D.), State University of New York at Albany.
Rolle, K. A. (1998). The Experiences of African-American Administrators at
Predominantly White Institutions of Higher Education. Unpublished Thesis
(PH.D.), Colorado State University.
Samuels, A. L. (1998). School Desegregation from Brown to Fordice, 1954-1992: A
Case Study in American Individualism (Brown V. Board of Education, United
States V. Fordice). Unpublished Thesis (PH.D.), The Louisiana State University
and Agricultural and Mechanical Col.
Sawyer, S. J. (2001). Policies and programs of the University of New Mexico on Native
American student persistence. Unpublished Thesis (Ph.D.), The University of
New Mexico.
Seabrooks, J., Jr. (2001). An inquiry of the academic and athletic aspirations of African
American student-athletes who participated in Division-I men's basketball.
Unpublished Thesis (Ph.D.), University of Missouri - Kansas City.
Shabazz, H. (2000). Higher education and African American at-risk students: The effects
of a sponsorship program on African American middle school at-risk students
who are academically talented. Unpublished Thesis (Ph.D.), University of
Louisville.
Shuler, W. B. (1997). Actions and Perceptions in Dismantling the Dual System of Public
Higher Education in Three States: A Facilities Study (Desegregation, Alabama,
Florida, South Carolina). Unpublished Thesis (ED.D.), The University of
Memphis.
Shumate, S. E. (1995). An Exploratory Study of the Mentoring Process for African
American Female Middle Management Administrators in Higher Education
(Women). Unpublished Thesis (PH.D.), Kent State University.
Smedick, W. D. (1996). A Study of the Effect of a Volunteer Service Program at an
Urban-Based Institution of Higher Education on the Current Level of Service
Achieved by Alumni Who Had Participated in the Program (Urban Education).
Unpublished Thesis (ED.D.), Morgan State University.
Smith, W. A. (1996). Affirmative Action Attitudes in Higher Education: A Multi-Ethnic
Extension of a Three-Factor Model. Unpublished Thesis (PH.D.), University of
Illinois at Urbana-Champaign.
Soroosh, W. J. (1995). Retention of Native Americans in Higher Education. Unpublished
Thesis (ED.D.), The University of Arizona.
Stavis-Hicks, P. A. (1998). Impacting Future Faculty Diversity: The Development of a
Model to Recruit and Retain a Diverse Doctoral Student Population at the
University of Delaware. Unpublished Thesis (ED.D.), University of Pennsylvania.
Stephens, V. S. (1998). A Historical Perspective of the Influence of African-American
Sororities in Higher Education. Unpublished Thesis (ED.D.), Rutgers the State
University of New Jersey - New Brunswick.
Stewart, G. (2001). A review of research of African-American students in higher
education: Implications for MFT programs. Unpublished Thesis (M.A.), Pacific
Lutheran University.
Thomas, J. R. (1998). African-American Education in the Context of Lutheran Collegiate
Institutions since the Late Nineteenth Century. Unpublished Thesis (PH.D.),
University of Minnesota.
Thompson, V. K. (1999). Increasing the Number of Women of Color for Executive-Level
Administration in Higher Education: A Focus on Strategies Used at Selected
Historically Black Colleges and Universities (African-Americans). Unpublished
Thesis (PH.D.), University of Minnesota.
Tillman, L. C. (1995). Mentoring African American Faculty in Predominantly White
Institutions: An Investigation of Assigned and Informal Mentoring Relationships.
Unpublished Thesis (PH.D.), The Ohio State University.
Tovar, E. M. (1997). A Study of Institutional Changes in a Community College as It
Encounters an Increasing Native American Student Population. Unpublished
Thesis (ED.D.), Oklahoma State University.
Tucker, S. K. (1997). Struggling for Survival: The United Negro College Fund and
Private Black Colleges, 1960-1970. Unpublished Thesis (PH.D.), University of
Illinois at Urbana-Champaign.
Waite, C. L. (1997). Permission to Remain among Us: Education for Blacks in Oberlin,
Ohio, 1880-1914 (African-Americans, Oberlin College, Black Graduates).
Unpublished Thesis (ED.D.), Harvard University.
Webster, N. D. (1992). A Descriptive Study of African-American, Latino and Native
Nation Content in Multicultural, Multiethnic Courses in Institutions of Higher
Education (Native Americans). Unpublished Thesis (PH.D.), The University of
Iowa.
White, B. J. (2000). A descriptive study into factors of the first job choice for African
American male undergraduate business students at Morehouse College
(Georgia). Unpublished Thesis (Ph.D.), Georgia State University.
White, C. J. (1991). Experiencing "Upward Bound": An Interrogation of Cultural
Landscapes (Disadvantaged, Native Americans). Unpublished Thesis (PH.D.),
University of Illinois at Urbana-Champaign.
Whitehorse, D. M. (1992). Cultural Identification and Institutional Character: Retention
Factors for American Indian Students in Higher Education (Native Americans).
Unpublished Thesis (ED.D.), Northern Arizona University.
Williams, B. N. (1997). Financial Aid: The Impact on Minorities, Women, and Low
Income Families. Unpublished Thesis (ED.D.), Arizona State University.
Williams, L. K. (1996). Cultural Pluralism in Illinois State-Affiliated Institutions of
Higher Education: Administrators' Attitudes Based on Demographic Data,
Personal Characteristics, and Critical Incidents. Unpublished Thesis (ED.D.),
Northern Illinois University.
Wilson, C. A. I. (1998). A portrayal of the work life of tenured African-American female
faculty working within Historically White, public institutions of higher education
in Virginia. Unpublished Thesis (Ed.D.), East Tennessee State University.
Wright, J. A. (1996). Native Americans in Higher Education. Unpublished Masters
Thesis (M.A.), California State University Long Beach.
Young, C. W. (2001). Hispanic serving land-grant colleges: Analysis and plan for an
educational policy initiative. Unpublished Thesis (Ed.D.), Florida International
University.
Zakhar, A. A. (1987). The Urban University and Native-Americans in Higher Education.
Unpublished Thesis (PH.D.), The University of Wisconsin - Milwaukee.
Zayas, P. (1999). Correlates of Minority Transfer Students Academic Performance and
Retention at a Four Year Public Institution (Higher Education, Minority Students,
African-Americans, Hispanics). Unpublished Thesis (ED.D.), Seton Hall
University College of Education and Human Services.
 Reports Relating to the Issue of Equity and Higher
Education for the Public Good

Selected References

AACC Commission to Improve Minority Education. (1993). Making good on our

promises: moving beyond rhetoric to action: a report of the AACC Commission to
Improve Minority Education (No. 0871172585). Washington, DC: American
Association of Community Colleges, National Center for Higher Education.
AACJC Urban Community Colleges Commission. (1988). Minorities in urban
community colleges: tomorrow's students today. Washington, DC: American
Association of Community and Junior Colleges, National Center for Higher
Education.
Alstete, J. (2000). Issues of Access and Equity.
American Council on Education. Office of Minority Concerns., & American Council on
Education. Office of Minorities in Higher Education. Annual status report,
minorities in higher education (No. 1061-2947). [Washington, DC]: American
Council on Education.
Bennett, C. I. (1995). Research on Racial Issues in American Higher Education (No.
ED382733).
Blackwell, J. E. (1999). The African-American Experience at the University of
Massachusetts Boston: Challenges and Future Directions. Occasional Paper No.
45 (No. ED442919).
Carnevale, A. P., & Fry, R. A. (2000). Crossing the Great Divide: Can We Achieve
Equity When Generation Y Goes to College? Leadership 2000 Series (No.
ED443907).
Chandler, A. (1997). Access, Inclusion and Equity: Imperatives for America's Campuses
(No. ED411741). Washington, D.C: American Association of State Colleges and
Universities.
Clague, M. W. (1992). Hiring, Promoting and Retaining African American Faculty: A
Case Study of an Aspiring Multi-Cultural Research University. ASHE Annual
Meeting Paper (No. ED352896).
College Board. (1991). Reaching Each Student: National Challenge and Organizational
Commitment. Addresses to the College Board National Forum, October 31-
November 2, 1990, (No. ED336007). Boston, MA.
Fairfax, J. (1991). A Perspective on the Continuing Struggle for Equity (No. ED349359).
Florida. Office of the Governor., & United States. Dept. of Education. Office for Civil
Rights. (1998). Florida/United States Office for Civil Rights partnership report
and commitments. [Tallahassee, Fla: State of Florida, Office of the Governor].
Gappa, J. M., Uehling, B. S., & ERIC Clearinghouse on Higher Education. (1979).
Women in academe: steps to greater equality. Washington: American Association
for Higher Education.
Garcia, M., California. Legislature. Senate. Select Committee on College and University
Admissions and Outreach., & California. Legislature. Senate. Office of Research.
(2002). Report of findings and recommendations for increasing access and
promoting excellence: diversity in California public higher education.
Sacramento, Calif: Senate Publications, 1020 N Street, Room B-53, Sacramento,
CA 95814.
Gonzalez, R. D. (1993). Language, Race, and the Politics of Educational Failure: A Case
for Advocacy. Concept Paper No. 10 (No. ED359549).
Green, H. G. (1993). Curriculum Diversity Competitive Grants Project: An Evaluation
(No. ED369865).
Heseltine, E. (1987). Alice in academe: the place of women in higher education:
compilation and report of an international seminar (No. 9187322005).
Stockholm, Sweden: Swedish National Board of Universities and Colleges.
Hofstra University. (1989). Minorities in Higher Education: Selected Papers from an
Interdisciplinary Conference Held at Hofstra University (Hempstead, New York,
March 9-11, 1989) (No. ED341741).
Hurtado, S. (1993). The Institutional Climate for Diversity: The Climate for Talented
Latino Students. AIR 1993 Annual Forum Paper (No. ED360930).
Hurtado, S. (1996). Differences in College Access in Choice among Racial/Ethnic
Groups: Identifying Continuing Barriers. AIR 1996 Annual Forum Paper (No.
ED397733).
King, G., & California. Legislature. Assembly. Office of Research. (1987). Conference
report on minority attrition and retention in higher education: strategies for
change. Sacramento, CA: The Office: May be purchased from Joint Publications
Office.
Mortenson, T. G., Ed. (1993). Postsecondary education opportunity: The Mortenson
report on public policy analysis of opportunity for postsecondary education.
1992- 1993.
National Library of Education (ED/OERI) (1999). Advances in Education Research, Fall
1999.
Obiakor, F. E. (1993). "America 2000" Reform Program: Implications for African-
American At-Risk Students (No. ED356610).
Obiakor, F. E., & Ford, B. A. (1995). Restructuring and Reforming: "Rat Race" for
Excellence or Failure? (No. ED381980).
Oklahoma State Regents for Higher Education. (1997). A background report the
distribution of Native Americans in the Oklahoma state system of higher
education by institution and by tribe (microform). Oklahoma City, Okla:
Oklahoma State Regents for Higher Education,.
Rafliff, C. A., & Education Commission of the States. (1997). State strategies to address
diversity and enhance equity in higher education. Denver, Col: Education
Commission of the States.
Richardson, R. C., Jr. (1991). Promoting fair college outcomes: Learning from the
experiences of the past decade (No. ED329179).
Rodriguez, E. M., & Nettles, M. T. (1993). Achieving the National Education Goals: The
Status of Minorities in Today's Global Economy. A Policy Report of the State
 Higher Education Executive Officers Minority Student Achievement Project (No.
ED360443).
Ruppert, S., Harris, Z., Hauptman, A., Nettles, M., Perna, L. W., Millett, C. M., et al.
(1998). Reconceptualizing Access in Postsecondary Education and Its
Ramifications for Data Systems: Report of the Policy Panel on Access. (No.
NCES-98-271, NCES-98-314, NCES-98-283). Washington, DC: National Center
for Education Statistics (ED), National Postsecondary Education Cooperative,
American Council on Education.
Schmitt, C., Pluta, M. J., & National Center for Education Statistics. (1993). Trends in
enrollment in higher education by racial/ethnic category: fall 1982 through fall
1991. Washington, DC: U.S. Dept. of Education, Office of Educational Research
and Improvement,.
Southern Education Foundation Atlanta GA. (1991). A New Agenda for Educational
Equity. Education in a Changing South: New Policies, Patterns and Programs.
Report on the Annual Continuing Conference (No. ED349360). Atlanta GA.
Texas Higher Education Coordinating Board. Access and Equity Division. (1995). A
report on the Texas Educational Opportunity Plan for Public Higher Education,
1989-1994. [Austin, Tex.]: The Division.
The Institute for Higher Education Policy. (2000 September). Educating the Emerging
Majority: The Role of Minority-Serving Colleges and Universities in Confronting
America's Teacher Crisis. Washington, DC.
The Institute for Higher Education Policy. (2001 February). Getting through College:
Voices of Low-Income and Minority Students in New England. Washington, DC.
Trent, W. T. (1983). Race and Sex Differences in Degree Attainment and Major Field
Distributions from 1975-76 to 1980-81 (No. 339). Baltimore, MD: Center for
Social Organization of Schools.
United States Commission on Civil Rights. Colorado Advisory Committee. (1995). The
retention of minorities in Colorado public institutions of higher education: Fort
Lewis and Adams State Colleges. Denver, CO: The Commission.
United States. Equal Employment Opportunity Commission. (1981). EEOC ... report.
Minorities and women in institutions of higher education (No. 0731-8995).
[Washington, DC]: U.S. Equal Employment Opportunity Commission: [For sale
by the Supt. of Docs., U.S. G.P.O.].
United States. General Accounting Office. (2000). Gender equity: men's and women's
participation in higher education: report to the ranking minority member,
Subcommittee on Criminal Justice, Drug Policy, and Human Resources,
Committee on Government Reform, House of Representatives. Washington, DC
(P.O. Box 37050, Washington 20013): The Office.
United States. National Advisory Committee on Black Higher Education and Black
Colleges and Universities. (1981). Needed system supports for achieving higher
education equity for Black Americans: an analysis, report and recommendations
for the establishment of national program objectives and system supports
designed to support the achievement of equity for Black Americans in higher
education. Washington, DC: National Advisory Committee on Black Higher
Education and Black Colleges and Universities: For sale by the Supt. of Docs.,
U.S. G.P.O.
United States. National Task Force on Historically Black Colleges and Universities and
Other Minority Institutions of Higher Education. (1999). Making connections--:
findings and recommendations. [Washington, DC]: U.S. Dept. of Transportation,
Federal Highway Administration.
Washington, V., & Harvey, W. (1989). Affirmative rhetoric, negative action. African-
American and Hispanic faculty at predominantly White institutions (No.
ED317100). Washington, DC: OERI.