The effects of Florida's university admission policies on black and white entering freshmen, 1975–76

Six studies show that majority members misperceive diversity policies as unbeneficial to theiringroup, even when policies benefit them. Majority members perceived non-zero-sum university admission policies—policies that increase the acceptance of both URM (i.e., underrepresented minority) and non-URM applicants—as harmful to their ingroup when merely framed as “diversity” policies. Even for policies lacking a diversity framing (i.e., “leadership” policies), majority members misperceived that their ingroup would not benefit when policies provided relatively greater benefit to URMs, but not when they provided relatively greater benefit to non- URMs. No consistent evidence emerged that these effects were driven by ideological factors: Majority members’ misperceptions occurred even when accounting for self-reported beliefs around diversity, hierarchy, race, and politics. Instead, we find that majority group membership itself predicts misperceptions, such that both Black and White participants accurately perceive non-zero-sum diversity policies as also benefiting the majority when participants are represented as members of the minority group.

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Personality Type and Birth Order of Women Engineering Students

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.d4881.118419 ◽

2019 ◽

Vol 8 (4) ◽

pp. 10932-10938

Keyword(s):

Birth Order ◽

Engineering Students ◽

Personality Type ◽

Personality Types ◽

Future Research ◽

Order Effects ◽

Myers Briggs Type Indicator ◽

Psychological Types ◽

University Admission ◽

Admission Policies

The present study attempted to assess the psychological types of women engineering students using MBTI (Myers Briggs Type Indicator) and to examine the effects of birth order on personality type. The participants (N=338) on the average scored high on extraversion, sensing, thinking and judging (ESTJ). The most identified personality types were Extraversion-Sensing-Thinking-Judging (ESTJ) and Extraversion-Sensing-Thinking-Perceiving (ESTP). The least common personality types were Introversion-Intuitive-FeelingPerceiving (INFP), and Introversion-Intuitive-Thinking-Judging (INTJ). Cross tabulation examined relationships between personality type and birth order. Results of the study indicated that birth order has bare minimal statistically insignificant effect on the personality type. The present study is anticipated to afford the higher education sector with pertinent information for framing the university admission policies with regards to the career path. Longitudinal studies, to determine an individual’s birth order effects on personality and other variables such as selfworth and contentment with life are recommended. Validation of the results of the study is possible with future research on a larger population of women pursuing varied disciplines

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College-Age Twins: University Admission Policies / Twin Research: Birth Weight and Neuromotor Performance; Transfusion Syndrome Markers; Vanishing Twins and Fetal Sex Determination; MZ Twin Discordance for Wilson's Disease / Media: Big at Birth; Planned Separation of Conjoined Twins; X Factor Twins; Cinema: The Identical

Twin Research and Human Genetics ◽

10.1017/thg.2014.66 ◽

2014 ◽

Vol 17 (6) ◽

pp. 594-598 ◽

Cited By ~ 2

Author(s):

Nancy L. Segal

Keyword(s):

Birth Weight ◽

Wilson’S Disease ◽

Wilson's Disease ◽

Conjoined Twins ◽

College Administrators ◽

College Age ◽

University Admission ◽

Admission Policies ◽

Research Findings ◽

Vanishing Twin Syndrome

There is a lack of research findings addressing the unique college admissions issues faced by twins and other multiples. The advantages and disadvantage twins face, as reported by college administrators, twins and families are reviewed. Next, recent research addressing twins’ birth weight and neuromotor performance, transfusion syndrome markers, the vanishing twin syndrome and monozygotic (MZ) twin discordance for Wilson's disease is described. News items concerning the birth of unusually large twins, the planned separation of conjoined twins, twin participants in the X Factor games and a film, The Identical, are also summarized.

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Critical reflections on the PGCE (Foundation Phase) qualification in South Africa

South African Journal of Childhood Education ◽

10.4102/sajce.v4i3.225 ◽

2014 ◽

Vol 4 (3) ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Clare Verbeek

Keyword(s):

South Africa ◽

Professional Learning ◽

Teacher Educators ◽

Teaching Profession ◽

Early Years ◽

University Admission ◽

Admission Policies ◽

Full Analysis ◽

Effects On Children ◽

Professional Learners

There is a crisis in provision of quality teaching in the foundation phase of schooling in South Africa. This article argues that the Postgraduate Certificate in Education (Foundation Phase) (PGCE(FP)) has potential to help address this crisis. The article draws on data from university admission policies, focused discussion between teacher educators from six universities, and a survey of registered PGCE(FP) students at one of these institutions. Through an examination of criteria for admission to the qualification, the article considers which students could potentially be recruited into teaching via the PGCE(FP). The value of students’ academic maturity is highlighted in relation to the duration and content of the curriculum, and in terms of knowledge and motivational effects on children taught by these teachers. It is recommended that admission criteria for the PGCE(FP) should allow recruitment of graduates from a wider variety of academic backgrounds, and it is argued that this qualification should be seen as part of a continuum of professional learning and that teachers with a baccalaureate are well skilled to be active lifelong professional learners. Specific suggestions are made for further research to develop a full analysis of the distinct contribution the PGCE(FP) can make to the early years teaching profession.

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When Sexism Meets Racism: the 1920 Numerus Clausus Law in Hungary

Hungarian Cultural Studies ◽

10.5195/ahea.2011.35 ◽

2011 ◽

Vol 4 ◽

pp. 87-102

Author(s):

Katalin Fenyves

Keyword(s):

Higher Education ◽

Legal Framework ◽

Second World War ◽

Anti Semitism ◽

University Admission ◽

Admission Policies ◽

Numerus Clausus ◽

Common Memory ◽

Anti Jewish ◽

Second World

In this paper I argue that the Hungarian Numerus Clausus edict, introduced in 1920, was aimed at restricting not only the number of Hungarian Jews, but also the number of women in higher education. What is more, university admission policies, often applied beyond the legal framework of this law, reinforced and reproduced the male, nationalist, Christian and conservative hegemony. However, while the Numerus Clausus edict lived on in Hungarian common memory as the first step towards the later introduced anti-Jewish laws and the subsequent extermination of the majority of Hungarian Jews, the consequences of the law regarding women’s exclusion from higher education and thus from the intellectual elite remains mainly unknown to date. Moreover, since “gendered memory” still does not exist in Hungary, there is no way to remember the introduction of the Numerus Clausus law as one of the historical moments that marked women’s place and role in Hungarian society until well after the Second World War and as the symbolic moment when anti-Semitism and sexism met.

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An Examination of Performance of First Year Students at an Ontario University: An Admission Perspective

Canadian Journal of Higher Education ◽

10.47678/cjhe.v13i3.182906 ◽

1983 ◽

Vol 13 (3) ◽

pp. 37-54

Author(s):

Lorraine G. Allan ◽

Alexander L. Darling ◽

Robert C. Hughes ◽

Jack M. Rosenfeld

Keyword(s):

Secondary School ◽

Grade Inflation ◽

First Year ◽

First Year Students ◽

Subsequent Performance ◽

University Admission ◽

Admission Policies ◽

Academic Courses ◽

Inflation Variability ◽

The Relationship

Major changes in the Ontario secondary school system over the last 15 years have increased the concerns within some universities about the use of Grade 13 marks as the principal criterion for evaluating applicants. These concerns focus on grade inflation, variability of marks among schools, and how appropriate some subjects are for university admission. This paper reports on a study of these issues conducted at McMaster University. The relationship between Grade 13 admission and Year I university averages was examined. Two issues that have received little attention elsewhere were also examined: how Year I performance varied by applicant status, and the relationship between individual Grade 13 subjects and Year I performance. The results indicate that Grade 13 marks, which are the only measure of a student's achievement available, continue to be a reasonable predictor of subsequent performance in Year I. Grade 13 subjects were identified that were more consistently associated with Year I performance than others. There was also evidence that some Grade 13 subjects may be contributing to an "inflated" admission average. The results of this study should be useful in evaluating existing admission policies and in the development of the new Ontario Academic Courses.

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Language assessment literacy in university admission policies, or the dialogue that isn’t

Language Testing ◽

10.1177/0265532219826390 ◽

2019 ◽

Vol 36 (3) ◽

pp. 347-368 ◽

Cited By ~ 4

Author(s):

Bart Deygers ◽

Margaret E. Malone

Keyword(s):

Traditional Approach ◽

Language Testing ◽

Language Assessment ◽

Admission Policy ◽

Assessment Literacy ◽

University Admissions ◽

Policy Makers ◽

University Admission ◽

Admission Policies ◽

The Impact

Research in the field of Language Assessment Literacy (LAL) shows that university admission officers and policy makers are not generally well-versed in matters of LAL. Only very few studies to date have traced why this may be the case, however, and in the field of language testing few studies to date have reported on how university admission language requirements are set. Nevertheless, because of the impact of test use on university admissions, developing such knowledge is essential to the progress of LAL as a discipline. This paper reports on a qualitative study that includes all university admission policy makers in one context (Flanders, Belgium). The analyses of the interviews show that the concerns and ideas of LAL scholars and those of university admission policy makers may differ substantially. Real-world policy is determined by pragmatism and compromise and policy makers, even at universities, may fail to consider empirical findings. Because this study shows that the view of policy makers can be quite dissimilar from the traditional approach taken in the LAL literature, the authors argue that it may be as beneficial to encourage policy literacy among language testing professionals, as to expect LAL from policy makers.

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