Michigan State University Extension
Diversity and Pluralism - 02150176
12/95/
ERIC TITLE NUMBER: ED280322 AUTHOR: Sudarkasa, Niara
TITLE: Affirmative Action or Affirmation of the Status Quo?
Black Faculty and Administrators in Higher Education.
YEAR PUBLISHED: 1987
JOURNAL: AAHE-Bulletin; p3-6 Feb 1987
NOTE: 5 p.
AVAILABILITY: American Association of Higher Education, One
Dupont Circle, Suite 600, Washington, DC 20036.
ABSTRACT: Views on outcomes of affirmative action policy for
U.S. higher education, areas of conflict, and changes that
might promote affirmative action are discussed. It is
suggested that affirmative action in college hiring and
admissions has resulted in a small proportion of the
opportunities made available to black Americans over the
past two decades. But for the country as a whole, the
majority of blacks who are hired, and who enroll in school,
do so without special or preferential treatment and in spite
of discrimination. Statistics show that in 1981 black
faculty comprised 4.2% of the total higher education
faculty, while black administrators comprised 6.8%. Most of
these black staff are employed in predominantly or
traditionally black institutions. Once black staff enter the
predominantly white institutions, they face many overt and
hidden obstacles to advancement. One issue is that blacks
often are heavily involved in service activities that are
not rewarded professionally. The following changes are
needed: reducing the attrition rates for black students;
decreasing the overrepresentation of white males in the
system, preserving traditionally black institutions, and
increasing the number of black Ph.D.s. (SW)
KEY DESCRIPTORS: Doctoral-Degrees; Employment-Practices;
Evaluation-Criteria; Faculty-College-Relationship; Faculty
Promotion; Graduate-Study; Higher-Education; Public-Service;
Racial-Discrimination; Scholarship-; Teacher-Recruitment;
Tenure-
KEY DESCRIPTORS: *Administrators-; *Affirmative-Action;
*Black-Teachers; *College-Faculty; *Minority-Groups;
*Personnel-Policy
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