A Survey of Selected Public Policy-Makers in the Deep South States of Arkansas, Alabama, Louisiana, Mississippi and Tennessee To Identify Their Attitudes and Perceptions of the Desegregation Process of Higher Education.

Autor/in	Cook, Margaret Ann Homer
Titel	A Survey of Selected Public Policy-Makers in the Deep South States of Arkansas, Alabama, Louisiana, Mississippi and Tennessee To Identify Their Attitudes and Perceptions of the Desegregation Process of Higher Education.
Quelle	(1993), (233 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Administrator Attitudes; Black Colleges; College Desegregation; College Presidents; Educational Policy; Higher Education; Policy Formation; Political Influences; Public Policy; Racial Relations; Regional Attitudes; State Boards of Education; Alabama; Arkansas; Louisiana; Mississippi; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; College president; Hochschulpräsident; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Betätigung; Political influence; Politischer Einfluss; Öffentliche Ordnung
Abstract	This study surveyed the attitudes of public policy makers in higher education from Arkansas, Alabama, Louisiana, Mississippi and Tennessee to find areas for developing fundamental policies for desegregation. A total of 71 surveys were mailed to state higher education executive officers (SHEEOs), legislative chairs of education or of higher education, and presidents of historically white and historically black universities. Data analysis of the 63 returned surveys consisted of general descriptive statistics to report the percent of the population who agreed or disagreed on each component of the 13 statements on the questionnaire. The data also allowed analysis of four subgroups: SHEEOs, legislative chairs, presidents of historically white universities, and presidents of historically black universities. A ranking using combined positive responses showed that the higher percent of positive responses revealed those areas of most agreement. A consensus was defined as 50.1 percent or more of each subgroup responding in the positive or negative. Results found broad agreement on eight areas of desegregation, agreement on five types of events with merit in accomplishing desegregation, agreement that all of four proposed types of events significantly advanced desegregation, and consensus that the groups with the most influence on desegregation are the judicial system, the Federal Office of Civil Rights, and governing boards. Appendixes contain instruments, correspondence, and data. (Contains 33 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC