Burning Down the House: Politics, Governance, and by Brian Pusser

By Brian Pusser

Burning Down the home provides a riveting research of 1 of the main nationally famous and bitterly contested coverage battles within the background of yankee better schooling: the fight to put off affirmative motion on the college of California. A well timed and crucial addition to the literature on affirmative motion, it examines the political, monetary, felony, and organizational elements that formed the controversy in California and provides exact perception into the modern politics of admissions coverage, college governance, and the function of upper schooling in broader country and nationwide political contests to return.

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Additional resources for Burning Down the House: Politics, Governance, and Affirmative Action at the University of California (Frontiers in Education)

Example text

Howard (1997) conceptualizes the creation of affirmative action policies in the mid-sixties as the product of three key challenges. ” Institutional racism manifested as “disparate impact,” where racial and gender discrimination was the product of hiring criteria or social circumstances that had “a disparate or negative impact on a ‘protected class’”(p. 30). Second, it was necessary to act affirmatively to eliminate institutional barriers to equal participation, and third, eliminating those barriers would require new standards to ensure access to education and employment for groups that were disproportionately suffering the impact of discrimination and institutional racism.

Louis Heilbron, former chair of the Board of Trustees of the California State College system, wrote, “The faculty is the continuing part of the institution and ultimately will spell its success or failure. The board, therefore, UC Governance and Decision-Making Structure 23 should seek, through the administration and otherwise, to cooperate with the faculty” (Heilbron, 1973, p. 74–75). The AAUP, in its 1994 Statement on the Relationship of Faculty Governance to Academic Freedom, stated: “Being responsible for carrying out a task is one thing, however, and having authority over the way in which the task is carried out is quite another.

Institutional racism manifested as “disparate impact,” where racial and gender discrimination was the product of hiring criteria or social circumstances that had “a disparate or negative impact on a ‘protected class’”(p. 30). Second, it was necessary to act affirmatively to eliminate institutional barriers to equal participation, and third, eliminating those barriers would require new standards to ensure access to education and employment for groups that were disproportionately suffering the impact of discrimination and institutional racism.

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