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No Longer Separate, Not Yet Equal
Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
eBook
We demand
This title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more.
In the post-World War II period, students rebelled against the university establishment. In student-led movements, women, minorities, immigrants, and indigenous people demanded that universities adapt to better serve the increasingly heterogeneous public and student bodies. The success of these movements had a profound impact on the intellectual landscape of the twentieth century: out of these efforts were born ethnic studies, women's studies, and American studies.
In We Demand, Roderick A. Ferguson demonstrates that less than fifty years since this pivotal shift in the academy, the university is moving away from \"the people\" in all their diversity. Today the university is refortifying its commitment to the defense of the status quo off campus and the regulation of students, faculty, and staff on campus. The progressive forms of knowledge that the student-led movements demanded and helped to produce are being attacked on every front. Not only is this a reactionary move against the social advances since the '60s and '70s-it is part of the larger threat of anti-intellectualism in the United States.
eBook
The university and the people
The University and the People chronicles the influence of Populism—a powerful agrarian movement—on public higher education in the late nineteenth century. Revisiting this pivotal era in the history of the American state university, Scott Gelber demonstrates that Populists expressed a surprising degree of enthusiasm for institutions of higher learning. More fundamentally, he argues that the mission of the state university, as we understand it today, evolved from a fractious but productive relationship between public demands and academic authority. Populists attacked a variety of elites—professionals, executives, scholars—and seemed to confirm academia’s fear of anti-intellectual public oversight. The movement’s vision of the state university highlighted deep tensions in American attitudes toward meritocracy and expertise. Yet Populists also promoted state-supported higher education, with the aims of educating the sons (and sometimes daughters) of ordinary citizens, blurring status distinctions, and promoting civic engagement. Accessibility, utilitarianism, and public service were the bywords of Populist journalists, legislators, trustees, and sympathetic professors. These “academic populists” encouraged state universities to reckon with egalitarian perspectives on admissions, financial aid, curricula, and research. And despite their critiques of college “ivory towers,” Populists supported the humanities and social sciences, tolerated a degree of ideological dissent, and lobbied for record-breaking appropriations for state institutions.
eBook
Unlocking the Gates
Over the past decade, a small revolution has taken place at some of the world's leading universities, as they have started to provide free access to undergraduate course materials--including syllabi, assignments, and lectures--to anyone with an Internet connection. Yale offers high-quality audio and video recordings of a careful selection of popular lectures, MIT supplies digital materials for nearly all of its courses, Carnegie Mellon boasts a purpose-built interactive learning environment, and some of the most selective universities in India have created a vast body of online content in order to reach more of the country's exploding student population. Although they don't offer online credit or degrees, efforts like these are beginning to open up elite institutions--and may foreshadow significant changes in the way all universities approach teaching and learning.Unlocking the Gatesis one of the first books to examine this important development.
Drawing on a wide range of sources, including extensive interviews with university leaders, Taylor Walsh traces the evolution of these online courseware projects and considers the impact they may have, both inside elite universities and beyond. As economic constraints and concerns over access demand more efficient and creative teaching models, these early initiatives may lead to more substantial innovations in how education is delivered and consumed--even at the best institutions.Unlocking the Gatestells an important story about this form of online learning--and what it might mean for the future of higher education.
eBook
Science as Service
Science as Service :
Establishing and Reformulating American Land-Grant
Universities, 1865–1930 is the first of a two-volume
study that traces the foundation and evolution of America’s
land-grant institutions. In this expertly curated collection of
essays, Alan I Marcus has assembled a tough-minded account of the
successes and set-backs of these institutions during the first
sixty-five years of their existence. In myriad scenes, vignettes,
and episodes from the history of land-grant colleges, these
essays demonstrate the defining characteristic of these
institutions: their willingness to proclaim and pursue science in
the service of the publics and students they serve. The Morrill
Land-Grant College Act of 1862 created a series of
institutions—at least one in every state and
territory—with now familiar names: Michigan State
University, Ohio State University, Purdue University, Rutgers
University, the University of Arizona, and the University of
California, to name a few. These schools opened educational
opportunities and pathways to a significant segment of the
American public and gave the United States a global edge in
science, technical innovation, and agriculture.
Science as Service provides an essential body of
literature for understanding the transformations of the
land-grant colleges established by the Morrill Act in 1862 as
well as the considerable impact they had on the history of the
United States. Historians of science, technology, and
agriculture, along with rural sociologists, public decision and
policy makers, educators, and higher education administrators
will find this an essential addition to their book
collections.
eBook