Library Catalog
Amazon cover image
Image from Amazon.com

Promise and Dilemma : Perspectives on Racial Diversity and Higher Education / ed. by Eugene Y. Lowe.

Contributor(s): Material type: TextTextSeries: The William G. Bowen Series ; 119Publisher: Princeton, NJ : Princeton University Press, [2022]Copyright date: ©1999Description: 1 online resource (223 p.) : 7 line illus. 12 tablesContent type:
Media type:
Carrier type:
ISBN:
  • 9780691225319
Subject(s): DDC classification:
  • 306.43 22
LOC classification:
  • LC3727
  • LC3727 .P77 1999eb
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- CONTRIBUTORS -- PART I -- One PROMISE AND DILEMMA INCORPORATING RACIAL DIVERSITY IN SELECTIVE HIGHER EDUCATION -- PART II -- Two PROMOTING HIGH ACADEMIC ACHIEVEMENT AMONG NON-ASIAN MINORITIES -- Three A THREAT IN THE AIR HOW STEREOTYPES SHAPE INTELLECTUAL IDENTITY AND PERFORMANCE -- Four A PRACTITIONER'S VIEW FROM TEXAS COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- Five ASSESSMENT AND STUDENT DIVERSITY COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- PART III -- Six EQUITY AND EXCELLENCE - STRANGE BEDFELLOWS? A CASE STUDY OF SOUTH AFRICAN HIGHER EDUCATION -- Seven FACING THE DILEMMAS OF DIFFERENCE COMMENTS ON THE ESSAY BY MAMPHELA RAMPHELE -- Eight PROBLEMATICS OF AFFIRMATIVE ACTION A VIEW FROM CALIFORNIA -- Nine WHAT A UNIVERSITY CAN LEARN AND TEACH ABOUT CONFLICT AND DIFFERENCE COMMENTS ON THE ESSAY BY NEIL J. SMELSER -- EPILOGUE -- INDEX
Summary: Issues of diversity and affirmative action have turned elite higher education in the United States into contested terrain. Rights revolutions in the country have raised hopes that have proved difficult to fulfill. Most particularly, expectations about access and opportunity--redressing the unfairness of the past--have collided with widely held beliefs: that educational institutions should treat each person fairly as an individual and should promote high academic standards. Promise and Dilemma gathers the reflections of a group of leading educators on whether and how objectives of diversity, equity, and excellence can be simultaneously pursued. Empirical in orientation, these essays focus on constructive proposals and on the role of social and political consensus. Furthermore, they contrast what we believe we know with what empirical data and institutional experience can teach us. Eugene Lowe's substantive introduction reviews the history of the practice of affirmative action in colleges and universities. The other essays are by L. Scott Miller of The College Board; Mamphela Ramphele, vice chancellor of the University of Cape Town; Neil J. Smelser of the Center for Advanced Study in the Behavioral Sciences, Stanford; and Claude M. Steele of Stanford University. Also included are commentaries by Randall Kennedy, Harvard Law School; Richard J. Light, John F. Kennedy School of Government, Harvard University; Chang-Lin Tien, the University of California, Berkeley; and Philip Uri Treisman, the University of Texas.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9780691225319

Frontmatter -- CONTENTS -- FOREWORD -- ACKNOWLEDGMENTS -- CONTRIBUTORS -- PART I -- One PROMISE AND DILEMMA INCORPORATING RACIAL DIVERSITY IN SELECTIVE HIGHER EDUCATION -- PART II -- Two PROMOTING HIGH ACADEMIC ACHIEVEMENT AMONG NON-ASIAN MINORITIES -- Three A THREAT IN THE AIR HOW STEREOTYPES SHAPE INTELLECTUAL IDENTITY AND PERFORMANCE -- Four A PRACTITIONER'S VIEW FROM TEXAS COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- Five ASSESSMENT AND STUDENT DIVERSITY COMMENTS ON THE ESSAYS BY L. SCOTT MILLER AND CLAUDE M. STEELE -- PART III -- Six EQUITY AND EXCELLENCE - STRANGE BEDFELLOWS? A CASE STUDY OF SOUTH AFRICAN HIGHER EDUCATION -- Seven FACING THE DILEMMAS OF DIFFERENCE COMMENTS ON THE ESSAY BY MAMPHELA RAMPHELE -- Eight PROBLEMATICS OF AFFIRMATIVE ACTION A VIEW FROM CALIFORNIA -- Nine WHAT A UNIVERSITY CAN LEARN AND TEACH ABOUT CONFLICT AND DIFFERENCE COMMENTS ON THE ESSAY BY NEIL J. SMELSER -- EPILOGUE -- INDEX

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Issues of diversity and affirmative action have turned elite higher education in the United States into contested terrain. Rights revolutions in the country have raised hopes that have proved difficult to fulfill. Most particularly, expectations about access and opportunity--redressing the unfairness of the past--have collided with widely held beliefs: that educational institutions should treat each person fairly as an individual and should promote high academic standards. Promise and Dilemma gathers the reflections of a group of leading educators on whether and how objectives of diversity, equity, and excellence can be simultaneously pursued. Empirical in orientation, these essays focus on constructive proposals and on the role of social and political consensus. Furthermore, they contrast what we believe we know with what empirical data and institutional experience can teach us. Eugene Lowe's substantive introduction reviews the history of the practice of affirmative action in colleges and universities. The other essays are by L. Scott Miller of The College Board; Mamphela Ramphele, vice chancellor of the University of Cape Town; Neil J. Smelser of the Center for Advanced Study in the Behavioral Sciences, Stanford; and Claude M. Steele of Stanford University. Also included are commentaries by Randall Kennedy, Harvard Law School; Richard J. Light, John F. Kennedy School of Government, Harvard University; Chang-Lin Tien, the University of California, Berkeley; and Philip Uri Treisman, the University of Texas.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 29. Jul 2022)