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

Autor/in	Garces, Liliana M.
Titel	Aligning Diversity, Quality, and Equity: The Implications of Legal and Public Policy Developments for Promoting Racial Diversity in Graduate Studies
Quelle	In: American Journal of Education, 120 (2014) 4, S.457-480 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/676909
Schlagwörter	Student Diversity; Graduate Students; Equal Education; Educational Quality; State Legislation; Court Litigation; Public Policy; Affirmative Action; Racial Discrimination; Access to Education; Democracy; College Admission; Selective Admission; Admission Criteria + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Quality of education; Bildungsqualität; Landesrecht; Rechtsstreit; Öffentliche Ordnung; Racial bias; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Demokratie; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10