Community College Organizational Climate for Minorities and Women

This paper explores the issues of what would constitute a positive organizational climate for women and minorities within the community college setting and ways in which such a climate might be achieved. It first describes some traditional or standard measures of a positive organizational climate for women and minorities and then evaluates how well the community college is doing when examined against these measures. Next, it describes some structural manifestations of a negative climate, including negative discourse about minorities and women. In doing so, it traces the development of some discourse patterns about these groups and provides some illustrative cultural assumptions that reflect these discourse patterns. The paper concludes with implications for the community college, including some steps to be taken to improve the organizational climate for minorities and women.     

Access and Barriers to Education for Ghanaian Women and Girls

As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be nurtured in an enabling environment, where her spiritual, intellectual, and material needs for survival, protection, and development are met and equal rights safeguarded. In the Ghanaian case, especially the limited education women receive could be detrimental to social development needs of women and girls, hence the focus of this paper, which add some important perspectives to the literature in the area.     

Dropouts in Two-Year Colleges: Better Prediction with the Use of Moderator Subgroups

Abstract

Failure to identify and account for the effects of moderator variables, variables that intervene in and affect the relationship between two variables, has been an important reason for the low explanatory power of a large portion of educational research. This study illustrates the use of pre-existing subgroups as moderator variables and the consequent increase in efficiency of the analysis of data.

Data on 32 variables, consisting of measures on personality, family background, attitudes, aspiration, and academic ability, were collected on an entering class of an urban community college. These variables were used as predictors in a regression analysis, and the status of the freshmen at the end of one year as dropouts or persisters was treated as the dependent variable. The categories of sex, ethnicity, and curriculum were tested for their moderating effect, and significant slope differences were found for the categories of all three variables. In view of this, sex and curriculum were used as subgrouping variables, and ethnic categories were used to generate interaction terms. The results showed that the use of moderator variables increased the amount of variance explained by 460%.     

Employee Network Groups; Self-Help Strategy for Women and Minorities

ABSTRACT : Employee network groups are growing in popularity for female and minority employees. They are important as a way for employees to gain access to information and support in organizations, enhancing their effectiveness and prospects for career advancement. Evidence shows that Black managers in companies with network groups are more optimistic about their careers than those in companies without network groups. At the same time, network groups stimulate fear among managers and peers. These fears are discussed, along with strategies used by effective network groups for overcoming those fears.     

Struggling for recognition: access to higher education through the International Baccalaureate

The recognition of the DP (diploma programme) for university admission is crucial for the development of International Baccalaureate (IB) schools and the expansion of the IB network worldwide. In an era of higher education (HE) massification, accompanied by high failure and dropout rates, intense debates on access to HE are taking place in many countries. It is within this context that the IB organization struggles for the recognition of the DP for admission to universities throughout the world. Through a global comparative approach, this study analyzes the ‘DP-HE admission’ assemblages in Argentina, Canada, Chile, Spain and the United States. Based on interviews with senior IB officials and principals at the head of IB schools associations, this study intends to understand the way the IB network fosters the recognition of the DP for HE admission. The recruitment of new allies to the IB network includes a myriad of negotiations and translations whose results are unpredictable. In Argentina, Chile and Spain, the efforts for DP recognition failed but in Canada and the United States, the DP-HE admission assemblage shows that by translating the skills acquired by DP students as a way to improve retention rates at universities increased their support of IB programs.     

Welcome to the Book Review Section

No abstract available for this article.     

Book Review: SOAR to College Success and Beyond

Educational Psychology Review -     

Social Media,Higher Education,and Community Colleges: A Research Synthesis and Implications for the Study of Two-Year Institutions

This research project used a large database to examine factors associated with full-time faculty at 2-year institutions who have secured or not secured external funds. Specifically, the research examined demographic characteristics and other variables of faculty at 2-year institutions.     

从《女训》看吉田松阴的女子教育论

吉田松阴作为日本江户幕府末期思想家、野心家,明治维新的先驱者为大家所熟知。吉田松阴的教育思想中关于女子教育的内容却鲜有人提及。在《女大学》等类似的女训书、往来物大量流行的历史潮流中,吉田松阴撰写的《女训》从国家的高度、从学校教育的立场出发,阐明了女子教育的重要性和相关要素。     

《语言与因特网》评介

本文着重介绍知名语言学家David Crystal的新作《语言与因特网》,这是国际上第一部由主流语言学家撰写的论网络语言现象的著作。在对原作的优点与不足加以评论的基础上,本文还简单地对照分析了国内网络语言研究的现状,并对这一领域研究的广阔前景进行了展望。     

The Status of Women and Minorities Among Community College Faculty

This article uses data from the 1993 National Study of Postsecondary Faculty to examine the status of women and minorities among faculty employed at public 2-year colleges nationwide. A variety of outcomes are considered including: employment status, salary, rank, and tenure status. The analyses show that human capital, structural, and market characteristics appear to explain the observed differences in the employment experiences of women and men faculty at public 2-year colleges and some, but not all, of the observed racial/ethnic group differences. When compared with the results of other research, this study suggests fundamental differences in the reward structures for faculty at public 2- and 4-year institutions. Implications of the analyses are discussed.     

Changes in the Attitudes of Young Women Toward Child Guidance Over a Two-Year Period

Abstract

A non traditional model for teaching composition has extensive teaching and research value. The purpose of this research was to test the effect of oral discourse in teaching written discourse. The control group went from stimulus to problem to written discussion; the experimental group went from stimulus to problem to controlled oral discussion to written discussion on the model. Teachers evaluated unidentified papers of both pretest and posttest of control and experimental groups. With the use of the chi-square statistic, it was shown that the use of controlled oral discourse produced more grade increases and fewer decreases in written discourse in the experimental group than in the control group at the .01 level of significance.     

Educational Equity in the Access to Post-Secondary Education: A Comparison of Ethnic Minorities in China with Aboriginals in Canada

This study provides insight into equity issues in post-secondary education by exploring and assessing the history, the reality and the potential developments in higher education for minority students in China, in comparison to post-secondary education for aboriginal students in Canada. It highlights access to post-secondary education by these minorities in both countries in terms of educational policy enactment, orientation, and its enforcement. The study examines both commonalties and differences in the educational policies of both countries to shed light on how each country is able to grapple with the issue of equity in their respective post-secondary educational systems in response to the principles of liberty, equity and dignity as outlined in the Universal Declaration of Human Rights. This study employs a historical approach to identify the common trends by examining issues concerning access to post-secondary education for ethnic minorities in China and the aboriginals in Canada. Specifically, the study employs a comparative method analyzing how access and equity are defined, how policies have evolved, and the impact that the policy has on the minority students in China and aboriginal students in Canada. The assessment of the access issues in these two countries not only reveals some common trends in the evolution of access norms in the post-secondary education of both countries, but also identifies certain differences in response to their historical traditions, national cultures, and diverse educational structures. The findings are presented in three sections: growth and gap, equality versus equity, and equity and the difference among the difference.     

坚持与完善民族区域自治制度的思考

坚持与完善民族区域的自治制度,必须加强马克思主义民族观教育,维护民族地区的社会政治稳定,必须认清当前我国民族关系出现的新情况和新特点,采取正确的对策;必须大力发展少数民族地区的经济和科教事业,促进各民族共同繁荣。