View in EDS HTML Full Text PDF Full Text

Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies.

Saved in:
Bibliographic Details
Title: Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies.
Authors: Garces, Liliana M.1
Source: American Journal of Education. Aug2014, Vol. 120 Issue 4, p457-480. 24p.
Subject Terms: *Diversity in education, *Graduate education, *University & college admission, *Educational quality, *Government policy, Race identity
Abstract: Diversity today is considered central to the capacity of postsecondary institutions to thrive in an increasingly multiracial and multiethnic society . However, as universities take steps to reap the educational benefits of racial and ethnic diversity, legal decisions and state laws increasingly restrict the tools these institutions have historically implemented to further this goal. This article provides an overview of these legal and public policy developments and considers their implications for future policies aimed at achieving racial and ethnic diversity in graduate studies. The author emphasizes the need for institutions to reframe the ways concepts of diversity, equity, and quality are perceived and enacted through admissions policies. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 97083564
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Garces%2C+Liliana+M%2E%22">Garces, Liliana M.</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Aug2014, Vol. 120 Issue 4, p457-480. 24p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br />*<searchLink fieldCode="DE" term="%22University+%26+college+admission%22">University & college admission</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Race+identity%22">Race identity</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Diversity today is considered central to the capacity of postsecondary institutions to thrive in an increasingly multiracial and multiethnic society . However, as universities take steps to reap the educational benefits of racial and ethnic diversity, legal decisions and state laws increasingly restrict the tools these institutions have historically implemented to further this goal. This article provides an overview of these legal and public policy developments and considers their implications for future policies aimed at achieving racial and ethnic diversity in graduate studies. The author emphasizes the need for institutions to reframe the ways concepts of diversity, equity, and quality are perceived and enacted through admissions policies. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=97083564
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/676909
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 457
    Subjects:
      – SubjectFull: Diversity in education
        Type: general
      – SubjectFull: Graduate education
        Type: general
      – SubjectFull: University & college admission
        Type: general
      – SubjectFull: Educational quality
        Type: general
      – SubjectFull: Government policy
        Type: general
      – SubjectFull: Race identity
        Type: general
    Titles:
      – TitleFull: Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Garces, Liliana M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2014
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 01956744
          Numbering:
            – Type: volume
              Value: 120
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: American Journal of Education
              Type: main
ResultId 1