A Study of Attitudes Toward Affirmative Action Policies PDF Download
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Author: Jack A. Weidenmaier
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Author: Jack A. Weidenmaier
Publisher:
ISBN:
Category :
Languages : en
Pages : 82
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Book Description
Author: Dennis Doverspike
Publisher: Nova Publishers
ISBN: 9781594547225
Category : Business & Economics
Languages : en
Pages : 232
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Book Description
What does psychology have to do with affirmative action? In the author's opinion, questioning the relevance of psychology to an issue such as affirmative action is, unfortunately, not an uncommon query, even among many people within the field of psychology. When most people, both within and outside the field, make an association between psychology and affirmative action, it is in terms of the debate over racial differences in performance on intelligence tests. Thus, the decision to write this book was based upon what was seen as a need to demonstrate and highlight the substantive contribution that psychology can make in terms of improving our understanding of why it is that people respond to affirmative action with a variety of reactions and emotions. The primary goal of this book is to discuss empirical research and theoretical work on affirmative action from a psychological perspective. The intended audience is academics, including undergraduate and graduate students, and social science researchers.
Author: Nicole M. Kierein
Publisher:
ISBN:
Category : Affirmative action programs
Languages : en
Pages : 181
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Book Description
Author: William A. Edwards
Publisher:
ISBN:
Category : Affirmative action programs in education
Languages : en
Pages : 314
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Book Description
Author: John Porter Lee
Publisher:
ISBN:
Category : Affirmative action programs
Languages : en
Pages : 256
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Book Description
This study used two contrasting theoretical perspectives in an assessment of college student's attitudes toward affirmative action policies for women and minorities. One perspective was Wellman's (1977) Interest Theory of Discrimination and the other one was based on the Minority Identity Development Model constructed Atkinson, Morten and Sue (1989). Survey methods were utilized to gather data from 479 undergraduate students enrolled in a Midwestern university. Following the development model, it was argued that white female students and black students (both males and females) would have favorable attitudes toward affirmative action policies because of their minority status. Conversely, following Wellman's "interest theory of discrimination," the attitudes of white male college students would be unfavorable toward affirmative action policies. The minority identity/true consciousness perspective explains many, but not all, of this study's findings. That the white female and black college students have not developed "true consciousness" regarding their mutual minority status is suggested by the data. Likewise, Wellman's (1977) interest theory was also useful in explaining some of the findings.
Author: Eboni M. Zamani-Gallaher
Publisher: Taylor & Francis
ISBN: 1000971171
Category : Education
Languages : en
Pages : 303
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Book Description
* Marshalls the arguments for affirmative action* Offers strategies for actionWhy is affirmative action under attack? What were the policy’s original purposes, and have they been achieved? What are the arguments being arrayed against it? And–for all stakeholders concerned about equity and diversity on campus–what’s the way forward, politically, legally, and practically?The authors explore the historical context, the philosophical and legal foundations of affirmative action, present contemporary attitudes to the issue on and off campus, and uncover the tactics and arguments of its opponents. They conclude by offering strategies to counter the erosion of affirmative action, change the basis of the discourse, and coordinate institutional support to foster inclusive college environments and multi-ethnic campus communities.This book analyzes the ideological and legal construction of colorblind legislation that has led to the de facto exclusion of people of color from institutions of higher education. It addresses the role of the courts in affecting affirmative action in higher education as a workplace and place of study. It documents the under-representation of collegians of color and presents research on student opinion on race-based policies at two- and four-year institutions. It details the pervasiveness of the affirmative action debate across educational sectors and the status of race among myriad factors considered in college admissions. Finally, it considers affirmative action as a pipeline issue and in the light of educational policy.
Author: Faye J. Crosby
Publisher: Yale University Press
ISBN: 9780300101294
Category : Business & Economics
Languages : en
Pages : 352
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Book Description
"This book answers this important question. It examines explanations put forth by social scientists, finding various degrees of truth in most of them. Some situate the problem in the policy itself, suggesting that affirmative action functions as a governmentally sanctioned form of reverse racism or sexism, or that is is ineffective or socially disruptive. Such explanations may sound plausible, but they are incorrect. Other explanations locate the problem in the people who react to the policy, citing studies that document the links between ignorance, prejudice, and opposition to affirmative action. Yet even well-informed egalitarian people sometimes oppose affirmative action.".
Author: Erika Ann Carr
Publisher:
ISBN:
Category : Affirmative action programs in education
Languages : en
Pages : 364
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Book Description
Affirmative action has become an increasingly important topic in higher education because colleges and universities are key battlegrounds regarding how affirmative action policies are enacted. Senior-level higher education administrators have historically taken the lead in shaping affirmative action policies in higher education, and knowing their own community's standpoints on the policies could assist them in deciding how to proceed in defending affirmative action in the face of increasing opposition. This study measures individuals' attitudes toward and knowledge of affirmative action within one university in Michigan, where affirmative action was banned through a state-wide election in November 2006. An invitation to participate in a web-based survey was sent out to a random sample of faculty, staff, graduate students, and undergraduate students. Five-hundred and twenty university community members responded. The web-based survey was a modification of the Echols Affirmative Action Inventory (EAAI) (1997), which measured respondents knowledge of and attitudes toward affirmative action. The modified survey questions were divided into six sub-categories: definitions, knowledge of affirmative action, attitudes of affirmative action, perceived impact of affirmative action, support of affirmative action, and demographics. The study found that personal definitions did vary somewhat by various demographic groups. However, in general the definitions were more positive in nature than they were negative. Attitude level was significantly related to race, party affiliation, and direction of vote. Knowledge level was found to be significantly different based on race, education level, position at the university, direction of vote, party affiliation, and age. Both support level and impact level of affirmative action were found to be significantly influenced by certain demographic variables. Additionally, knowledge, attitude, and impact combined were found to significantly influence support level. Overall, support for affirmative action among university community members was higher than that of the overall population in the state. The findings here can be used by higher education leaders in states that have not banned affirmative action to consider how to impact the knowledge and attitudes of not only their own institutions but the population at large.
Author: Julie Milligan Hughes
Publisher:
ISBN:
Category : Affirmative action programs in education
Languages : en
Pages : 282
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Book Description
The purpose of these studies was to examine the predictors of African American and European American adolescents' attitudes toward affirmative action (Study 1) and school desegregation (Study 2) policies. It was hypothesized that support for both policies would be higher among adolescents who (1) attended more racially diverse classes, (2) held less prejudiced racial attitudes, (3) were more aware of historical and continuing racial inequality and discrimination, (4) described themselves as politically liberal, and (5) had engaged in more racial identity exploration. Participants in both studies included African American and European American adolescents ages 14 to 17 attending a high school in the Midwestern U.S. On the first day of data collection in both studies, adolescents completed assessments of the hypothesized predictor variables in the context of their high school social studies classrooms. On the second day of data collection, adolescents learned about either an affirmative action (Study 1) or a school desegregation (Study 2) policy that had been proposed for their school. Immediately following the policy presentations, adolescents reported their opinions of the policy in open-ended and forced-choice formats. Across studies, results indicated that African American and European American adolescents often held significantly different views of race, racism, and race-related policies. In general, African American adolescents were more aware of racial discrimination, endorsed more positive views about African Americans, and were more supportive of affirmative action and school desegregation policies than European American adolescents. Predictors of individuals' views of race-related policies also varied by participant race. Among African American adolescents, higher awareness of interracial disparities and discrimination predicted stronger support of affirmative action and school desegregation. Among European American adolescents, in contrast, higher awareness of interracial disparities and discrimination predicted weaker support of affirmative action and school desegregation. More work is needed to examine the origins of differences between African American and European American adolescents' understanding of, and beliefs about, race in society.
Author: Anjali Bhatt
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Attitudes toward Affirmative Action Programs (AAP) can be affected by the perceivers characteristics as well as the program framing. Self-enhancement theory has been shown to provide a framework for understanding why non-beneficiaries of AAPs react to the program in a certain manner, supporting the idea that the participants positive self-images were negated as a result of program framing. This study sought to understand the relationship perceivers belief in meritocracy (i.e., the principle that achievements should be earned), endorsement of group-image guilt (i.e., negativity based off of an association with an advantaged racial group), and policy framing in explaining self-images and attitudes toward AAPs. It was hypothesized that policy framing would interact with both belief in meritocracy and group-image guilt to predict self-images and attitudes toward AAPs. These hypotheses were not supported as no significant interactions were found. However, there was a significant main effect of belief in meritocracy on performance self-images and of group-image guilt on self-images (performance and social) and attitudes toward AAPs. Practical implications and future directions for research are discussed.
