The impact of financial aid on women's demand for higher education

The Educational Amendments of 1972 marked a new direction in public policy regarding the scope and purpose of financial aid to higher education. Aid became more student-oriented, and equality of opportunity for higher education became a goal. This empirical study with national longitudinal data has made a start in policy evaluation of the effect of the 1972 Educational Amendments on the higher education acquired by young women. The most important result of financial aid receipt for young women is that those who received aid averaged 0.64 more years completed of higher education and averaged .145 greater graduation probability than similar women who did not receive aid. These results were obtained in multiple regression models in which the effects of marital status, parental background, geographic locations and economic characteristics, and tuition level were controlled for. These results suggest that policy attempts to stimulate the higher education acquired by enrolled young women by increasing the availability of financial aid are well founded.     

A Review of Get Out: On White Terror and the Black Body

This essay provides a review of Jordan Peele's film, Get Out. The author argues that Peele's Get Out illustrates the protracted terrorism that is whiteness and the concomitant objectification and utilization of the black body for white survival, accumulation, and pleasure. The film challenges those in education to consider how anti-blackness operates within schools and education policy. More specifically, those in education should challenge longstanding inequities that foreclose the presents and futures of black youth.     

Educational Reform in Russia and the USA: where are the troops?

To determine the level of support that differing concepts of educational reform had among the actual practitioners of public education in the former Soviet Union and the USA, a sample of teachers was surveyed to measure the value they placed on divergent educational goal statements as well as their respective philosophical orientations. This study found that US teachers were most committed to educational goals related to basic skills development and critical thinking and least supportive of goals related to creativity and enculturation; Russian teachers on the other hand were most supportive of interpersonal understanding and human relations, moral and ethical well‐being, and critical thinking, and least supportive of the goal related to citizenship and civic responsibility. With regard to educational philosophical orientation, US teachers were divided between maintaining order and stability, developing individual interests and abilities, and improving society. Russian teachers were more united in their belief that the purpose of education is to develop individual interests and abilities, with a significant minority selecting the ‘transforming society’ orientation.     

Cultural Considerations: Interpretations of blame and perceived ability among children in India

In the first study, children's ability attributions following teacher blame was assessed for 218 Tamil-speaking children in India between 6 and 12 years of age. Indian children of all ages attributed low ability to the child that was blamed and high ability to the child who was not blamed by the teacher. This finding does not conform to expectations based on studies conducted in the West. In the second study, children between the ages of 6 and 12 were given questionnaires that attempted to explore their conceptions of ability and effort. It was found that the Indian sample did not clearly distinguish between ability and effort. Studies conducted in the West have found that older children clearly differentiate between ability and effort and value ability more than effort. The reasons for these culturally different findings in children's attributions is examined, and several possible explanations are offered.     

Competency and training issues related to the integration of career counseling and mental health counseling

Summary Career counseling cannot be neatly separated from the counseling that affects the remainder of clients' lives, and mental distress cannot be considered independent of the career which encompasses so much of an individual's world. Life is complex and includes many facets which counselees bring to the counseling relationship. Counselors must be able to deal with the major issues in clients' lives including career issues and issues of mental health. Minimum skill for counselors would include the ability to assist a range of clients and the knowledge to effectively refer others. For too long career counseling and mental health counseling have been viewed as separate entities. This view of career and mental health counseling as separate is inconsistent with the development of counseling as a profession and does not serve potential clients well.Spencer G. Niles, D.Ed. is an Assistant Professor of Counselor Education and Robert H. Pate, Jr., Ph.D. is a Professor of Counselor Education and Chair of the Department of Human Services in the Curry School of Education at the University of Virginia.     

A note on attrition among college presidents, 1971–1974

Returning to the same stratified random sample of American colleges and universities studied by Cohen and March (1974) during the 1969–1970 academic year, the authors explore the extent to which theoretical estimates of attrition rates presented by Cohen and March predict recent presidential departures within their sample. They find that in the past four years (1971–1974) there has been little change in the attrition pattern among college presidents in this national sample. If there has been any change it is very small and in the direction of slightly longer tenure among presidents of large universities.