Whiteness as Collective Memory in Student Publications at Midwestern Liberal Arts Colleges, 1945–1965

2018 ◽  
Vol 56 (1) ◽  
pp. 3-38 ◽  
Author(s):  
Dafina-Lazarus Stewart
Keyword(s):  
White Students ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Historically White ◽  
Campus Environment ◽  
White Institutions ◽  
Dominant Feature ◽  
Student Publications ◽  
Student Newspapers ◽  
Whiteness As Property

In this study, I investigated how student publications portrayed whiteness as the dominant feature of the campus environment between 1945 and 1965 among the member institutions of a consortium of elite U.S. Midwestern liberal arts colleges located in rural and industrial towns across Indiana, Michigan, Ohio, and western Pennsylvania. These colleges’ yearbooks and student newspapers informed this analysis of whiteness as property. Through these findings, I demonstrate the ways in which White student publications recorded whiteness as property, entitling White students to the use and enjoyment of their college years. The invisibility of Black students’ structural exclusion rendered whiteness unmarked and offers a new model for understanding and analyzing desegregation and integration in historically White institutions.

Unraveling the Complexity of the Increase in College Grades From the Mid-1980s to the Mid-1990s

1999 ◽  
Vol 21 (3) ◽  
pp. 297-320 ◽  
Author(s):  
George D. Kuh ◽  
Shouping Hu
Keyword(s):  
White Students ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Grade Inflation ◽  
Background Characteristics ◽  
Student Background ◽  
Academic Effort ◽  
Institutional Types ◽  
Comprehensive Colleges ◽  
College Grades

To determine the factors contributing to the widely reported increase in average undergraduate grades, data were analyzed from students from two different time periods: 22, 792 students in the mid-1980s and 29,464 in the mid-1990s. After controlling for student background characteristics and institutional characteristics, it appears that undergraduate grades increased across different types of institutions and major fields, but the increases were not of the same magnitude or due to the same factors. Evidence of grade inflation was found only at research universities and selective liberal arts colleges, while grade deflation occurred at general liberal arts colleges and comprehensive colleges and universities and in the humanities and social sciences. Also contributing to the increase in grades were changes in student characteristics and subtle adjustments in grading reward structures at all institutional types and for all major field clusters. In general, grading reward structures favored White students, female students, and upper-division students. Equally important, students 'academic effort was rewarded consistently across time at all institutions and major fields, with students who invested more time and effort in their studies reporting higher grades.

Rethinking Liberal Education

1996 ◽  
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Approaches To Learning ◽  
Academic Departments ◽  
Substantial Contribution ◽  
Howard Gardner ◽  
Ernest Boyer ◽  
Education Needs ◽  
Changing Times

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition. Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum. The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

“The Classics Tuning Project”: Competencies, Value and Visibility of the Classics at Small Liberal Arts Colleges

2019 ◽  
Vol 115 (3) ◽  
pp. 481-505
Author(s):  
Clara Hardy ◽  
Lisl Walsh ◽  
John Gruber-Miller ◽  
Sanjaya Thakur ◽  
Angela Ziskowski
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Small Liberal Arts Colleges
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