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Affirmative Action (affirmative + action)
Terms modified by Affirmative Action Selected AbstractsTransnational Advocacy Networks and Affirmative Action for Dalits in IndiaDEVELOPMENT AND CHANGE, Issue 2 2008Jens Lerche ABSTRACT In India, movements and parties representing the lowest ranking dalit caste groups have followed different strategies in their struggle against social, economic and cultural discrimination. In this article, a new dalit movement making use of a ,transnational advocacy network strategy' will be compared to a more ,classical'dalit political party. The main policy target for the new movement is an extension of existing affirmative action policies, while the dalit BSP party focuses more on emancipatory issues. Based on an analysis of the impacts of the BSP and of the new movement at the grassroots level, it is argued that the achievements of the new movement are tempered by the fact that in order to make use of international discourses and political pressure, the movement has had to develop a strategy and policy proposals compatible with existing mainstream neoliberal discourses. This depoliticizes the policies, and hence makes them of less importance strategically. It is argued that this is likely to be a difficulty for transnational advocacy networks in general. [source] Affirmative Action in Higher Education: How Do Admission and Financial Aid Rules Affect Future Earnings?ECONOMETRICA, Issue 5 2005Peter Arcidiacono This paper addresses how changing the admission and financial aid rules at colleges affects future earnings. I estimate a structural model of the following decisions by individuals: where to submit applications, which school to attend, and what field to study. The model also includes decisions by schools as to which students to accept and how much financial aid to offer. Simulating how black educational choices would change were they to face the white admission and aid rules shows that race-based advantages had little effect on earnings. However, removing race-based advantages does affect black educational outcomes. In particular, removing advantages in admissions substantially decreases the number of black students at top-tier schools, while removing advantages in financial aid causes a decrease in the number of blacks who attend college. [source] Implementing Affirmative Action: Global TrendsIDS BULLETIN, Issue 5 2010Julie Ballington This scoping article gives a global picture of dynamics, trends, policies and mechanisms for engaging with women's representation in political office. It discusses the kind of affirmative action introduced, and where it features vis-à-vis electoral cycles. It describes and compares candidate and reserved seats quotas and shows how electoral systems influence the possibilities of challenging power hierarchies in politics. The second part of the article reflects on the extent to which implementing quotas have been effective in engendering political representation and the conditions that allow or inhibit this. [source] Attitudes Toward Affirmative Action: A Comparison of Color-Blind Versus Modern Racist AttitudesJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 7 2005Germine H. Awad In the hotly contested issue of affirmative action, detractors maintain that the use of race-conscious policies to remedy past discrimination is contraindicative of a color-blind society. Supporters of affirmative action maintain that while a color-blind society may be desirable, acts of past discrimination and current institutional racism make it necessary to use race-conscious policies. Past research has shown that the demographic variables of race and sex, as well as modern racist attitudes predict attitudes toward affirmative action. This investigation examined the relationship between color-blind attitudes, modern racist attitudes, and attitudes toward affirmative action. Results confirmed a positive relationship between modern racism and color-blind attitudes. After controlling for race and sex, colorblind attitudes emerged as the strongest predictor of attitudes toward affirmative action, followed by modern racism. [source] Affirmative Action in Women's Employment: Lessons from CanadaJOURNAL OF LAW AND SOCIETY, Issue 1 2006Nicole Busby The use of affirmative action to increase women's representation in employment is recognized under European Community law. The European Court of Justice has identified affirmative action permissible under EC law and what constitutes reverse discrimination, deemed incompatible with the equal treatment principle. Despite these developments, gendered occupational segregation , vertical and horizontal , persists in all member states as evidenced by enduring pay gaps. It is widely argued that we now need national measures which take advantage of the appropriate framework and requisite political will which exists at the European level. Faced with a similar challenge, the Canadian government passed the Employment Equity Act 1986 which places an obligation on federal employers to implement employment equity (affirmative action) by proactive means. Although subject to some criticism, there have been some improvements in women's representation since its introduction. This article assesses what lessons might be learned from Canada's experience. [source] Affirmative Action: A German Perspective on the Promotion of Women's Rights with Regard to EmploymentJOURNAL OF LAW AND SOCIETY, Issue 1 2006Anke J. Stock This paper discusses affirmative action policies in Germany. After German reunification, women from both east and west had hoped for a new codification of their rights, including positive obligations on the state to promote gender equality. However, the amendments to the Basic Law in November 1994 did not clearly endorse this approach. Opinions still differ as to whether Articles 3(2) and 3(3) of the Constitution allow for affirmative action with regard to women's employment. In 2001 quotas for the public employment sector were finally introduced, but the use of quotas for private sector employment still faces serious opposition. Nevertheless, the concept of affirmative action is not new to the German legal system: since the eighteenth century, quota schemes have been used to ensure the employment of (war-) disabled persons. This article examines the different approaches to employment quotas for women and disabled persons, and critically evaluates the reasons for divergence. [source] The Role of Pre-collegiate Partnership Programs in Environments Ambivalent about Affirmative Action: Reflections and Outcomes from an Early ImplementationJOURNAL OF SOCIAL ISSUES, Issue 3 2005Geoffrey Maruyama Preparing underrepresented students for college success though pre-collegiate partnership programs is one alternative to affirmative action programs. This article describes the Multicultural Excellence Program (MEP), a partnership program between an urban school district and 22 four-year higher education institutions. MEP, begun in 1987, targets 7th,12th-grade students from groups historically underrepresented in higher education. It helps them plan how to prepare themselves for continuing on to a four-year college. Analyses evaluating program effectiveness examined outcomes of over 4,000 secondary students and 243 college students. Despite substantial turnover, particularly at transition points, MEP has been very successful in enrolling its high school graduates immediately in four-year colleges. Although many MEP students have thrived in college, a smaller proportion has struggled. [source] Searching for Common Ground between Supporters and Opponents of Affirmative ActionPOLITICAL PSYCHOLOGY, Issue 5 2005Christine Reyna Supporters and opponents of affirmative action are often characterized as debating about a single, consensually understood type of affirmative action. However, supporters and opponents instead may have different types of policies in mind when thinking about affirmative action and may actually agree on specific manifestations of affirmative action policies more than is commonly believed. A survey conducted using a student sample and a sample from the broader Chicago-area community showed that affirmative action policies can be characterized into merit-violating versus merit-upholding manifestations. Supporters of affirmative action in general were more likely to think of affirmative action in its merit-upholding manifestations, whereas opponents were more likely to think of the merit-violating manifestations. However, both supporters and opponents showed more support for merit-upholding rather than merit-violating manifestations of affirmative action. The same pattern of results was upheld even when splitting the samples into those who endorsed negative racial attitudes versus those who did not, suggesting that even those who may be considered racist will endorse affirmative action policies that uphold merit values. The results are discussed in terms of the importance of clarifying the political discourse about what affirmative action is and what it is designed to do. [source] Pluralistic Ignorance and Political Correctness: The Case of Affirmative ActionPOLITICAL PSYCHOLOGY, Issue 2 2000Leaf Van Boven The pressure to appear politically correct can have important consequences for social life. In particular, the desire to appear politically correct, and to avoid being seen as racist, sexist, or culturally insensitive, can lead people to espouse publicly support for politically correct issues, such as support for affirmative action, despite privately held doubts. Such discrepancies between public behavior and private attitudes, when accompanied by divergent attributions for one's own behavior and the identical behavior of others, can lead to pluralistic ignorance. Two studies investigated pluralistic ignorance with respect to affirmative action among undergraduates. Their survey responses indicate that people overestimate their peers' support for affirmative action and underestimate their peers' opposition to affirmative action, that people's ratings of the political correctness of supporting affirmative action are correlated with their overestimation of support for affirmative action, and that people view their own attitudes toward affirmative action as unique. [source] Experimenting with Affirmative Action: The Coate and Loury Model,THE ECONOMIC RECORD, Issue 266 2008MICHAEL P. KIDD Coate and Loury (1993) suggest the impact of affirmative action on a negative stereotype is theoretically ambiguous leading to either: a benign equilibrium in which affirmative action eradicates the negative stereotype and leads to equal proportional representation of the two groups; or alternatively a patronising equilibrium in which the stereotype persists. The current paper examines this theoretical ambiguity within the context of a laboratory experiment. Although benign and patronising equilibria are equally plausible in theory, the laboratory experiments easily replicate most features of the benign equilibrium, but diverge from the theoretically predicted patronising equilibrium. [source] Affirmative Action: Psychological Contributions to PolicyANALYSES OF SOCIAL ISSUES & PUBLIC POLICY, Issue 1 2001Faye J. Crosby Affirmative action is a controversial policy. Lauded by many, the attempt at social engineering has also been condemned by some as unnecessary and by others as counterproductive to the goal of social equality. As such, affirmative action is ideally situated to benefit from psychological research pertaining to the need for and the effectiveness of the policy. This article discusses both the potential benefits to American society of affirmative action and the potential costs of such a policy. Concluding that affirmative action is useful, we end with a look at ways to make affirmative action programs as effective as possible. [source] Practical Knowledge and Institutional Design in India's Affirmative ActionANTHROPOLOGY TODAY, Issue 2 2000Frank De Swart First page of article [source] Affirmative action, duality of error, and the consequences of mispredicting the academic performance of african american college applicantsJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2002Jeryl L. Mumpower The implications of different potential affirmative action policies depend on three factors: selection rate from the applicant pool, base rate of qualified applicants, and accuracy of performance predictions. A series of analyses was conducted under various assumptions concerning affirmative action plans, causes of racial differences in average college admissions test scores, and racial differences in accuracy of performance predictions. Evidence suggesting a lower level of predictive accuracy for African Americans implies that, under a program of affirmative action, both proportionately more false positives (matriculated students who do not succeed) and proportionately more false negatives (rejected applicants who could have succeeded) will be found among African American applicants. Unless equivalent levels of predictive accuracy are achieved for both groups, no admission policy can be fair simultaneously to majority group applicants and African American applicants. © 2002 by the Association for Public Policy Analysis and Management. [source] Affirmative Action: Psychological Contributions to PolicyANALYSES OF SOCIAL ISSUES & PUBLIC POLICY, Issue 1 2001Faye J. Crosby Affirmative action is a controversial policy. Lauded by many, the attempt at social engineering has also been condemned by some as unnecessary and by others as counterproductive to the goal of social equality. As such, affirmative action is ideally situated to benefit from psychological research pertaining to the need for and the effectiveness of the policy. This article discusses both the potential benefits to American society of affirmative action and the potential costs of such a policy. Concluding that affirmative action is useful, we end with a look at ways to make affirmative action programs as effective as possible. [source] Exploring Access and Equity in Higher Education: Policy and Performance in a Comparative PerspectiveHIGHER EDUCATION QUARTERLY, Issue 2 2007Patrick Clancy A comparative analysis of how access and equity are defined and how policies have evolved reveals a number of commonalities and differences between countries. The overall trend is a movement from the priority given to ,inherited merit' in the admission process through a commitment to formal equality, towards the application of some modes of affirmative action for selected under-represented groups. This overall convergence, which is accompanied by a growing appreciation of the complexity of social identities, is complemented by significant national specificity in respect of the social categories which are used to define social diversity. In the absence of appropriate comparative measures of participation a Higher Education Participation Index is developed to facilitate cross-country comparisons. A review of current attempts to measure equity in access to higher education points to the need to develop a programme of comparative research which focuses on the social characteristics of students who are currently enrolled in higher education. [source] Implementing Affirmative Action: Global TrendsIDS BULLETIN, Issue 5 2010Julie Ballington This scoping article gives a global picture of dynamics, trends, policies and mechanisms for engaging with women's representation in political office. It discusses the kind of affirmative action introduced, and where it features vis-à-vis electoral cycles. It describes and compares candidate and reserved seats quotas and shows how electoral systems influence the possibilities of challenging power hierarchies in politics. The second part of the article reflects on the extent to which implementing quotas have been effective in engendering political representation and the conditions that allow or inhibit this. [source] A Bargaining Theory of Minority Demands: Explaining the Dog that Did not Bite in 1990s YugoslaviaINTERNATIONAL STUDIES QUARTERLY, Issue 4 2004Erin Jenne This article develops a general theory of bargaining between a minority, its host state, and outside lobby actor to explain why minorities shift their demands from affirmative action to cultural autonomy to secessionism and back, often in the absence of clear economic or security incentives. This paper uses a simple game tree model to show that if a minority believes that it enjoys significant support from a powerful national homeland or other external actor, it radicalized its demands against the host state, even if the center has credibly committed to protect minority rights. Conversely, if a minority believes that it enjoys no external support, then it will accommodate the host state, even in the presence of significant majority repression. As a general theory of claim-making, this model challenges structural theories of demands that rely on static economic differences or historical grievances to explain claim-making. It also challenges security dilemma arguments that hold that minority radicalization is mainly a function of ethnic fears. The model's hypotheses are tested using longitudinal analysis of Hungarians in Vojvodina during the 1990s, as the Yugoslav dog that "barked but did not bite." Careful examination of claim-making in this case demonstrates the superior explanatory power of the ethnic bargaining model as compared with dominant theories of minority mobilization in the literature. [source] The Impact of a Program of Prejudice-Reduction Seminars in South Africa,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 3 2006M. Alan McCool Jr. The influence of weekend-long prejudice-reduction seminars on attitudes, knowledge, and behavioral expectations of South African student leaders was assessed quantitatively and qualitatively. Pre,post comparisons indicated increases in perceived stereotyping-caused suffering, ease of committing cross-cultural mistakes, and comfort with approaching racially diverse strangers. The seminars did not reduce essentialist thinking, nor the in-group favoritism found with measures of group identification and comfort approaching strangers. Similarly, they did not affect summary measures of stereotype understanding, perceived inter- or intragroup heterogeneity, preferred model of interethnic relations, nor attitudes toward affirmative action. Despite limited evidence of seminar impact, participants evaluated the seminars highly. Qualitative results suggest that opportunities to address racially based misperception of self and in-group were particularly valued. [source] Attitudes Toward Affirmative Action: A Comparison of Color-Blind Versus Modern Racist AttitudesJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 7 2005Germine H. Awad In the hotly contested issue of affirmative action, detractors maintain that the use of race-conscious policies to remedy past discrimination is contraindicative of a color-blind society. Supporters of affirmative action maintain that while a color-blind society may be desirable, acts of past discrimination and current institutional racism make it necessary to use race-conscious policies. Past research has shown that the demographic variables of race and sex, as well as modern racist attitudes predict attitudes toward affirmative action. This investigation examined the relationship between color-blind attitudes, modern racist attitudes, and attitudes toward affirmative action. Results confirmed a positive relationship between modern racism and color-blind attitudes. After controlling for race and sex, colorblind attitudes emerged as the strongest predictor of attitudes toward affirmative action, followed by modern racism. [source] The Roles of Gender and Affirmative Action Attitude in Reactions to Test Score Use Methods,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 9 2000Donald M. Truxillo The present study explored the effects of 2 variables, affirmative action (AA) attitude and gender, on reactions to 3 test score use (TSU) methods: top-down selection. banding with random selection, and banding with preferences. In a study of 94 upper-division and graduate business students, AA attitude was associated with different reactions to TSU methods in terms of fairness and organizational attractiveness. Moreover, women with negative AA attitudes and men rated banding with preferences lower than the other two methods, but women with positive AA attitudes did not Results are discussed in terms of applicant reactions models, implications for organizations and future research. [source] Regulating race in the California civil rights initiative: enemies, allies, and alibisJOURNAL OF COMMUNICATION, Issue 2 2000R Mukherjee This essay presents an analysis of the California Civil Rights Initiative, a ballot measure that won 54% of the popular vote in November 1996 to end affirmative action in California. Themes within the public campaign organized by supporters of the measure reveal an ,individual rights' framing of the issues, an emphasis on racialized ,internal enemies', and the appointment of ,allies' within the civil rights movement of the 1960s. The essay analyzes these themes to interrogate the ways in which the policy process operates as an important site for the production of knowledge about affirmative action, Black Americans, and racial history. [source] Affirmative Action in Women's Employment: Lessons from CanadaJOURNAL OF LAW AND SOCIETY, Issue 1 2006Nicole Busby The use of affirmative action to increase women's representation in employment is recognized under European Community law. The European Court of Justice has identified affirmative action permissible under EC law and what constitutes reverse discrimination, deemed incompatible with the equal treatment principle. Despite these developments, gendered occupational segregation , vertical and horizontal , persists in all member states as evidenced by enduring pay gaps. It is widely argued that we now need national measures which take advantage of the appropriate framework and requisite political will which exists at the European level. Faced with a similar challenge, the Canadian government passed the Employment Equity Act 1986 which places an obligation on federal employers to implement employment equity (affirmative action) by proactive means. Although subject to some criticism, there have been some improvements in women's representation since its introduction. This article assesses what lessons might be learned from Canada's experience. [source] Affirmative Action: A German Perspective on the Promotion of Women's Rights with Regard to EmploymentJOURNAL OF LAW AND SOCIETY, Issue 1 2006Anke J. Stock This paper discusses affirmative action policies in Germany. After German reunification, women from both east and west had hoped for a new codification of their rights, including positive obligations on the state to promote gender equality. However, the amendments to the Basic Law in November 1994 did not clearly endorse this approach. Opinions still differ as to whether Articles 3(2) and 3(3) of the Constitution allow for affirmative action with regard to women's employment. In 2001 quotas for the public employment sector were finally introduced, but the use of quotas for private sector employment still faces serious opposition. Nevertheless, the concept of affirmative action is not new to the German legal system: since the eighteenth century, quota schemes have been used to ensure the employment of (war-) disabled persons. This article examines the different approaches to employment quotas for women and disabled persons, and critically evaluates the reasons for divergence. [source] Affirmative action, duality of error, and the consequences of mispredicting the academic performance of african american college applicantsJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2002Jeryl L. Mumpower The implications of different potential affirmative action policies depend on three factors: selection rate from the applicant pool, base rate of qualified applicants, and accuracy of performance predictions. A series of analyses was conducted under various assumptions concerning affirmative action plans, causes of racial differences in average college admissions test scores, and racial differences in accuracy of performance predictions. Evidence suggesting a lower level of predictive accuracy for African Americans implies that, under a program of affirmative action, both proportionately more false positives (matriculated students who do not succeed) and proportionately more false negatives (rejected applicants who could have succeeded) will be found among African American applicants. Unless equivalent levels of predictive accuracy are achieved for both groups, no admission policy can be fair simultaneously to majority group applicants and African American applicants. © 2002 by the Association for Public Policy Analysis and Management. [source] Informing Theory from Practice and Applied ResearchJOURNAL OF SOCIAL ISSUES, Issue 3 2006Patricia Gurin Editors' introduction: Patricia Gurin grew up in southern Indiana where citizens split in support of the South and the North during the Civil War, and where the Ku Klux Klan was founded. After graduating from Northwestern University, she worked with the American Friends Service Committee (the social action voice of the Quakers). Later, after earning her PhD in social psychology at the University of Michigan, she (with Edgar Epps) conducted a study of students attending historically Black colleges, focusing on how the vast majority integrated collective and individual achievements, worked with the Student Nonviolent Coordinating Committee (SNCC), and stayed in college at the same time. That work initiated her life-long interest in personal and group identity. Most recently, Gurin presented expert testimony in the 2003 Supreme Court cases on affirmative action and the use of race in college admissions decisions. This social science evidence, providing strong support for the compelling interest for diversity in higher education, was widely cited in the majority opinion favoring race-conscious admission policies. Gurin brings this rich activist scholarship to her commentary and discusses the promise of practice and applied research for informing theory. She traces her own professional biography, one that evolved from being a researcher (using primarily national surveys) and teacher (primarily large lecture courses) to becoming intimately involved in teaching through interactive, small group learning communities. Gurin brings to light contributions from the articles that converge on theorizing about the social context such that the theorizing can take into account differences rather than be applied universally. [source] The Benefits of Diversity in Education for Democratic CitizenshipJOURNAL OF SOCIAL ISSUES, Issue 1 2004Patricia Gurin The social science statement in Brown v. Board of Education (1954) stressed that desegregation would benefit both African American and White children. Eventually, it was recognized that integration, rather than mere desegregation, was important for benefits to be realized. A parallel argument is made in the legal cases concerning affirmative action in higher education: educational benefits of diversity depend on curricular and co-curricular experience with diverse peers, not merely on their co-existence in the same institution (Gurin, P., 1999, Gurin, Dey, Hurtado, & Gurin, 2002). Positive benefits of diversity were demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n = 174), and in a longitudinal survey of University of Michigan students (n = 1670). [source] Educating doctors in France and Canada: are the differences based on evidence or history?MEDICAL EDUCATION, Issue 12 2005Christophe Segouin Background, Despite many economic and political similarities between France and Canada, particularly in their health care systems, there are very significant differences in their systems of medical education. Aim, This work aims to highlight the sociohistorical values of each country that explain these differences by comparing the medical education systems of the 2 countries, including medical schools (teachers, funding), key processes (curriculum, student selection) and quality assurance methods. Discussion, In France, means and processes are standardised and defined at a national level. France has almost no national system of assessment of medical schools nor of students. By contrast, Canada leaves medical schools free to design their medical curricula, select students and appoint teachers using their own criteria. In order to guarantee the homogeneity and quality of graduates, the medical profession in Canada has created independent national organisations that are responsible for accreditation and certification processes. Each country has a set of founding values that partly explain the choices that have been made. In France these include equality and the right to receive free education. In Canada, these include equity, affirmative action and market-driven tuition. Conclusion, Many of the differences are more easily explained by history and national values than by a robust base of evidence. There is a constant tension between a vision of education promoted by medical educators, based on contextually non-specific ideas such as those found in the medical education literature, and the sociopolitical foundations and forces that are unique to each country. If we fail to consider such variables, we are likely to encounter significant resistance when implementing reforms. [source] Employment issues in the community collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 125 2004Todd A. DeMitchell Discrimination, affirmative action, and evaluation are legal issues that involve community college leadership. Prudent leaders must cultivate the required legal knowledge of these and other employment issues if they are to lead effectively. [source] Men in Nursing: Barriers to RecruitmentNURSING FORUM, Issue 3 2000Robert J. Meadus Men still constitute a small minority of the nursing population. Although the literature has identified barriers that deter men from entering the profession, nursing schools and other stakeholders have been conservative in their efforts to recruit men. With the changes taking place in the healthcare system, nursing education programs are attracting fewer students. Active recruitment of young men may be a means of addressing nursing shortages. If nursing is to survive in the 21st century, affirmative action is needed to close the gender gap. [source] Redeeming Apartheid's Legacy: Collective Guilt, Political Ideology, and CompensationPOLITICAL PSYCHOLOGY, Issue 3 2008Bert Klandermans This paper reports two studies among white South African students on feelings of collective guilt about apartheid and attitudes to affirmative action. Study 1 reports on 21 in-depth interviews, Study 2 on results from 180 survey questionnaires. Substantial proportions of the participants in both studies displayed feelings of collective guilt. Among participants in both studies who identified strongly with white South Africans, some displayed strong feelings of collective guilt while others displayed no such feelings. Our survey data suggest that political ideology functions as a moderator. Strong feelings of guilt were found among students who identified strongly with white South Africans and defined themselves as liberals. If they defined themselves as conservatives then no feelings of collective guilt were observed. Strong feelings of collective guilt were accompanied by positive attitudes toward affirmative action. The influence of political ideology on attitudes toward affirmative action was mediated by collective guilt. [source] | ||||||||||||||||||||||||||||||||||