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This work explores the issues, dilemmas and situations which confront the stakeholders in further and higher education in the area of equal opportunities. Such dilemmas include ways that gender influences male and female students' experience and special education needs of students.
How can universities and colleges realistically manage the delivery of equal opportunities for both students and staff? how can institutional and structural inequalities be addressed? what is the role of higher education managers in realizing the goal of widening participation and what strategies can be employed to achieve that goal? what examples of good practice already exist which be adapted to suit the specific environments of different institutions?
This is an exploration of how higher education in contemporary Britain has responded to questions of equal opportunuties (particularly questions of race), what types of responses have been made, and how effective they have been. The book analyzes the political character of equal opportunities policies, the process of their formation and the structure put in place to implement them. Foregrounding research dilemmas, the author draws upon four university case studies, using both equal opportunities documents and interviews with key personnel. She focuses on the institutional discourses which surround equal opportunities in the universities and is concerned not only with their treatment of the issues, but also with the positions taken up by academic trade unions.
This study enables the lecturer to explore issues, dilemmas and situations which confront the stakeholders in further and higher education. It explores how assessment and evaluation of student learning and tutors teaching are affected by institutional and governmental arrangements.
This work looks at the issues of student learning and support, in the context of their own institution. Issues covered include student representation, underachievement and the overall aims and ethics of further and higher education.
The government documents included in this book are comprised of reports and testimonies from June 2018 to September 2018 on equal opportunity. The first analyzes the federal advertising obligations to small disadvantaged businesses and those owned by minorities and women. The second reviews how public high schools encourage equal athletic opportunities. The third report examines gender-related price differences, which occur when consumers are charged different prices for the same or similar goods and services because of factors related to gender. The fourth report discusses actions needed to ensure workforce diversity strategic goals are achieved. The 21st Century Cures Act includes a provision that the National Institutes of Health (NIH) coordinate policies and programs to promote early research independence and enhance the diversity of the scientific workforce. The final report included here examines the Historically Black Colleges and Universities (HBCUs) and its capital project needs, the funding sources HBCUs use to meet their capital project needs and the extent to which Education helps HBCUs access and successfully participate in the Capital Financing Program.
Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.
Diversity in the workforce can be attributed to both a popular, cultural shift and legislative intervention. Despite these forces, discrimination endures in all aspects of Western society from education to employment. Unequal pay and opportunities for promotion are symptoms of a systematic discrimination of individuals based on race and gender. The Handbook of Research on Race, Gender, and the Fight for Equality provides a critical look at race, gender, and modern day discrimination. Focusing on workplace and educational dynamics, the research found within this book addresses equal opportunity and diversity requirements from a myriad of perspectives. This book is an essential reference source for professionals and researchers working in equality as well as managers and those in leadership roles.
