Race In Higher Education Research Articles

Learning from experience: psycho-social research methods in the social sciences

There is a growing interest in both psychoanalytically informed theory and practice in the social sciences. Psycho-social studies and psychoanalytic studies address serious social and political issues through a critical welding of sociological and psychoanalytic perspectives. This raises the question: how do we actually use this form of analysis in the practical research environment? In this article, the author seeks to outline a psycho-social research method - in other words, how we do it - and to introduce the reader to both the advantages and problems of doing psychosocial research. This is framed within the context of a research project in which the author explores racism in higher education.

How the Proper Goals of Black Colleges Undercut the Wisdom of a Ban on Considerations of Race in Higher Education

How the Proper Goals of Black Colleges Undercut the Wisdom of a Ban on Considerations of Race in Higher Education

The Proper Consideration of Race in Higher Education

The Proper Consideration of Race in Higher Education

The Dynamics of Race in Higher Education: An Examination of the Evidence

The Dynamics of Race in Higher Education: An Examination of the Evidence

Racism in higher education in South Africa: A challenge to student counsellors

Abstract The repeal of apartheid legislation applied to education presents new challenges to student counsellors. Given the history of racial conflict that accompanied limited desegregation on campuses in South Africa, one can expect that conflict ivill increase now that any student may freely study at any university. Of necessity, counsellors will need to develop new expertise to deal with conflict arising from racism on campus. Counselling centres will also have to reflect the diversity of the student population, which will require changed university employment policies.

Racism in higher education in South Africa: a challenge to student counsellors

Racism in higher education in South Africa: a challenge to student counsellors

Racism in Higher Education

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsRichard A. SiggelKowRichard A. Siggelkow, Professor Emeritus, SUNY-Buffalo, Buffalo, NY 14260. This article is part of the author’s soon-to-be-published book, College Student Unrest 1960-1970.

Institutional structure, finance, and race in higher education: Public-private sectoral differences

This paper has examined and extended the range of economic implications implied by existing differences in the underlying institutional structure of higher education. Along the lines of Lindsay (1976), Sisk (1981), and Weisbrod (1977) it was hypothesized that public-private intersectoral and intrasectoral differences in the dependence on various sources of finance give rise to systematic differences in the input-output mix of institutions and lead to corresponding differences in blacks' relative access to and success in higher education. Empirical evidence was offered in support of the contention that blacks relative to whites are more likely to gain access to higher education through the public sector, but once entered, they (relative to whites) face a greater likelihood of success in the private compared to the public sector.

The politics of race in higher education: Governing boards and constituents

Recent theoretical and empirical contributions suggest that patterns of employment discrimination in the public sector can be interpreted as a consequence of political and structural factors in viewing the government as a vote-maximizing entity. According to the analysis presented in this paper, extensions of the discrimating vote-maximizing hypothesis to the higher education industry are also useful in explaining interstate differences in the relative ability of blacks to capture a more equitable share of publicly produced education. The basic empirical finding is that blacks' relative access to and success in public higher education, as measured by relative black enrollments and conferred degrees, is significantly improved by increased black political participation and representation in elected offices. Furthermore, the analysis implies that the organizational structure of higher education also matters. Governing boards enjoying longer terms of office appear to have a negative effect on black equality in public higher education. Although the evidence on this point was weak, further tests would be required before it could be completely dismissed. Finally, the empirical results indicate that the recent structural trend toward fewer governing boards and greater concentration of board power have the likely effect of decreasing blacks' access to and success in higher education. Overall, these findings lend additional support to the present extensions of the vote-maximizing hypothesis in explaining patterns of discrimination in the public sector.

Students’ Perceptions of Racism in Higher Education

(1982). Students’ Perceptions of Racism in Higher Education. Equity & Excellence in Education: Vol. 20, No. 3-5, pp. 106-111.

Bakke in Balance: Some Preliminary Thoughts

The Bakke decision' was a long time in coming, and one may well wonder whether it was worth the wait. The Supreme Court has now given some guidance with respect to the role of race in higher education, although at least as many questions have been raised as have been answered. The Court has already agreed to review several related cases this term,2 indicating a willingness to provide further answers. Meanwhile, college and university administrators across the country must do the best they can with the modest guidance that the Bakke opinions afford.3 This Article seeks to aid the process of understanding Bakke, fully conscious of the risks of extrapolation at this early stage. Several propositions emerge from the opinions and may provide a starting point for legal analysis. First, no member of the Court foreclosed the use of race in higher education. Five Justices clearly held that the California Supreme Court erred in forbidding race-conscious admissions policies.4 The other four Justices did not speak to the issue and, indeed, warned those who might be tempted to find in their opinion any indication of a broader judgment not to do so. They expressly reserved the constitutional issue of the role of race for a later case5 and addressed only the legality of the single admissions program before the