Why We Need More Histories of Low-Status Institutions

Autor/in	Bañuelos, Nidia
Titel	Why We Need More Histories of Low-Status Institutions
Quelle	In: History of Education Quarterly, 60 (2020) 2, S.246-260 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Educational History; Institutional Characteristics; Universities; Access to Education; Selective Admission; Social Mobility; Advantaged; Speeches; Talent; Teaching Experience; Black Colleges; Faculty Publishing; College Faculty; Personnel Selection; Whites; Equal Opportunities (Jobs); African Americans; Police Education; Social Stratification; Educational Planning + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; University; Universität; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsselektion; Soziale Mobilität; Begabung; Hochbegabung; Fakultät; Personalauswahl; Personalentscheidung; White; Weißer; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Afroamerikaner; Polizeihochschule; Soziale Zusammensetzung; Bildungsplanung
Abstract	As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites--those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, "Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era," historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01