EIGHT Civil Rights and Higher Education

2020 ◽  
pp. 205-230
Keyword(s):  
Higher Education ◽  
Civil Rights

New Directions in Latino/a/x Histories of Education: Comparative Studies in Race, Language, Law, and Higher Education

2020 ◽  
Vol 60 (4) ◽  
pp. 612-622
Author(s):  
Rosina Lozano
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Race And Ethnicity ◽  
Large Scale ◽  
Student Activism ◽  
The United States ◽  
The Philippines ◽  
Language Instruction ◽  
Historical Inquiry ◽  
Legal Cases

The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown about the Latino experience in higher education, especially around student activism on campus. Great strides are being made in studying the history of Spanish-speaking regions with long ties to the United States, either as colonies or as sites of large-scale immigration, including Puerto Rico, Cuba, and the Philippines. Historical inquiry into the place of Latinos in the US educational system has also developed in ways that MacDonald did not anticipate. The growth of the comparative race and ethnicity field in and of itself has encouraged cross-ethnic and cross-racial studies, which often also tie together larger themes of colonialism, language instruction, legal cases, and civil rights or activism.

Jim Crow on Christian Campuses

2021 ◽  
pp. 68-97
Author(s):  
J. Russell Hawkins
Keyword(s):  
Higher Education ◽  
South Carolina ◽  
Civil Rights ◽  
Federal Government ◽  
Jim Crow ◽  
School Administrators ◽  
Southern Culture ◽  
Furman University ◽  
White Evangelicals ◽  
The Church

Chapter 3 highlights the continued influence of segregationist theology in evangelical circles even as explicit segregationist rhetoric began losing purchase outside that sphere in the mid-1960s. The centerpieces of this chapter are parallel narratives detailing the desegregation of Wofford College and Furman University, the respective flagship institutions of the Methodist and Baptist denominations in South Carolina. In describing the battles between school administrators who sought to desegregate their institutions and the laity of the state’s two largest denominations who resisted such measures, this chapter emphasizes white evangelicals’ continued opposition to black civil rights even as the broader southern culture was forced by the federal government to acquiesce on integration in institutions of higher education. Segregationist theology remained influential for a majority of white Baptists and Methodists who voted against desegregating the church schools in the mid-1960s and who withdrew their support when the colleges integrated against these Christians’ desires.

Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data

1992 ◽  
Vol 62 (1) ◽  
pp. 45-66 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Latino Students ◽  
Degree Attainment ◽  
Graduate Programs ◽  
The United States ◽  
Graduate Degrees ◽  
Engineering Mathematics ◽  
Education Administrators ◽  
Black And Latino

In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher education administrators and policymakers to examine and correct the conditions that hinder the participation of U.S.-born minorities in science, mathematics, and engineering graduate programs and professions.

Sexual Harassment and Internships: How Do We Protect Our Students and Program?

2017 ◽  
Vol 6 (4) ◽  
pp. 391-393 ◽  
Author(s):  
Anne C. Russ ◽  
Dani M. Moffit ◽  
Jamie L. Mansell
Keyword(s):  
Higher Education ◽  
United States ◽  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Department Of Education ◽  
Responsibility To Protect ◽  
United States Department ◽  
Education Programs ◽  
States Department

Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.

The Handicapped: HEW Moving on Civil Rights in Higher Education

Science ◽  
1976 ◽  
Vol 194 (4272) ◽  
pp. 1399-1402 ◽  
Author(s):  
C. HOLDEN
Keyword(s):  
Higher Education ◽  
Civil Rights

Black and Brown Tumbling the Walls Together: African Americans and Mexican Americans Accessing Higher Education through Intersectoral Points of Contact and Interactions

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Irene E. Vásquez
Keyword(s):  
Higher Education ◽  
African American ◽  
Civil Rights ◽  
Mexican Americans ◽  
Mexican American ◽  
Student Activism ◽  
African American Student ◽  
Joint Activities ◽  
Cultural Centers ◽  
Secondary Sources

While studies of relations between African American and Mexican American communities often highlight conflict or collaboration as organizing principles, this article seeks to identify where organizing efforts and advocacy intersected between these constituencies but also where influences and ideologies conjoined their social critiques. While this article focuses on how African American activists and advocacies informed Mexican American struggles, the point is to demonstrate that these groups did not operate in isolation or in organizational vacuums. This article provides an analysis of the interstitial moments of interethnic solidarities between African American and Chicana/o student and community activists in their efforts to establish cultural centers and ethnic studies programs at UCLA in 1968. Highlighting the intersectional struggles by Chicana/o and African American students, this exploratory work examines primary and secondary sources including newspaper articles, group statements and proposals, and institutional reports. Collaborative moments in the history of Chicana/o and African American student activism occurred that reflected previous Black and Brown solidarity relations as well as newly developing interactions among students. Contextually, my research situates activism on behalf of Chicana/o studies within the Civil Rights period. First, I examine the Civil Rights contexts within which Chicana/o and African American collaborative relations developed and the influences they brought to bear on activists and their agendas. Second, I note some networks and associations that occurred between African American and Chicana/o activists seeking self-determination and empowerment. Third, I feature some joint activities at UCLA that resulted in concrete institutional outcomes. In conclusion, I argue that the 1968 struggles to reform higher education became a pivotal site for Black and Brown solidarity. 

Asian Canadian Studies as an Emancipatory Project

2017 ◽  
Vol 15 (1-2) ◽  
pp. 1-14
Author(s):  
Rob Ho ◽  
Christopher Lee
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Civil Rights ◽  
Right Wing ◽  
Canadian Higher Education ◽  
Canadian Studies ◽  
Right Wing Populism ◽  
The University ◽  
University Settings ◽  
Asian Migration

With the rise in global neoliberalism and right-wing populism, higher education in Canada is at the forefront of the battleground for racial equality, multiculturalism, and diversity efforts. This essay argues for the importance of Asian Canadian Studies (ACS) as a means to combat ongoing manifestations of racism and racialization in the academy. We examine the necessity of ACS as an emancipatory project—its objectives and the challenges it faces. There are currently three existing ACS programs in Canada, and we will focus in particular on the University of British Columbia's Asian Canadian and Asian Migration Studies Program as an illustrative example of how to promote social justice and civil rights in Canadian higher education. The importance of ACS and its effectiveness are discussed in the context of university settings.

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