American Higher Education

Thelin, John R.

doi:10.4324/9781315713649

Cited by 34 publications

(61 citation statements)

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“…At a September 1978 conference, administrators articulated an interpretation of the ruling was similar to that of universities throughout the country: the race of an individual applicant could be taken into consideration but could not be decisive in a decision (Thelin 2004: 348) and such consideration was for the purposes of fostering diversity. Conference participants also stressed the importance of using standardized test scores and high school GPA for admissions decisions.…”

Section: -1998: the Rationalization Of Affirmative Admissionsmentioning

confidence: 99%

Dequantifying diversity: affirmative action and admissions at the University of Michigan

2016

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To explore the limits of quantification as a form of rationalization, we examine a rare case of dequantification: race-based affirmative action in undergraduate admissions at the University of Michigan. Michigan adopted a policy of holistically reviewing undergraduate applications in 2003, after the U.S. Supreme Court ruled unconstitutional its points-based admissions policy. Using archival and ethnographic data, we trace the adoption, evolution, and undoing of Michigan's quantified system of admissions decision-making between 1964 and 2004. In a context in which opponents of the system had legal avenues to engage a powerful outside authority, we argue that three internal features of the University's quantified admissions policy contributed to its demise: its transparency, the instability of the categories it quantified, and the existence of qualitative alternatives. Our analysis challenges the presumed durability and inevitability of quantification by identifying its vulnerabilities and suggests that quantification should be understood as a matter of degree rather than a simple binary.

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Section: -1998: the Rationalization Of Affirmative Admissionsmentioning

confidence: 99%

Dequantifying diversity: affirmative action and admissions at the University of Michigan

2016

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“…With the favorable post-World War II economic conditions and the call for social equity in the United States in the early 1960s, enrollment in institutions of higher education surged (Thelin, 2004). The fast and vast increase in the volume, as well as in the diversity of the students entering these institutions, called for a dramatic increase in facility size, number of faculty needed, diversity of faculty, and the multifaceted specialization of services.…”

Section: Higher Education Faculty Unionization and Collective Bargainingmentioning

confidence: 99%

Collective Bargaining And Faculty Unionization: An Administrative Perspective

Quinn¹

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“…The 1930s saw attempts to quantify and explain attrition but until the 1950s the study of student retention progressed slowly (Boden, 2012). However, an enrollment boom and the diversification of the student body during the immediate post-World War II era changed the landscape of American postsecondary education (Thelin, 2011). This era was marked by demographic shifts, enrollment growth, and increased institutional diversity.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Historically, higher education was comprised mostly of white, academically skilled, middle or upper-class students (Thelin, 2011). This population has evolved into a more complicated mix in terms of academic preparation, age, socioeconomic background and goals for enrolling in college (Gordon & Grites, 1984).…”

Section: Changing Demographicsmentioning

confidence: 99%

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

Berry¹

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DEDICATIONThis dissertation is dedicated to Leshy.iv ACKNOWLEDGEMENTS I love teams. I always have. There is nothing better to me than working as hard as possible toward a common goal with a dedicated group of self-sacrificing people.Unfortunately, I have been told time and time again, writing a dissertation is a lonely process. For me, this was gladly not the case. This has been a team event and any success I have had in this endeavor has been due to the extraordinary talents and generosity of the people that surround me. While I have received support from countless friends and family during this process I would like to specifically acknowledge a few members of my team without whom this accomplishment would not have been possible. v Finally, I would also like to thank by office buddy, Dr. Devon Twyford. It was a long journey and I'm glad we got to make it together.I wish to express my thanks and love to my Mom, Dad, and big brother for a list of things too long to include here. All three of you were "non-traditional" college students and understanding the guts and grit it took each of you to get where you are made all the long days and late nights working on this project seem just a little easier.Like we do with everything else in our family you all made this goal seem important without letting me take myself too seriously. Thanks for all the love and laughs. Thanks to my in-laws as well for supporting me wholeheartedly and for never seeming to doubt that I really did have to miss out on family events because I was "working on my Previous research has shown that while nearly 40% of all students who enter postsecondary institutions leave without ever obtaining a degree, nearly two-thirds of students who persist to their second year eventually obtain a degree. Given the impact of the first year, a multitude of initiatives designed to promote first-to-second year persistence developed. The most popular initiative has been the first year seminar and particularly the extended orientation model of first year seminar. Given its prominence in the undergraduate curriculum, a large body of research has developed in recent decades investigating the first year seminar. However, the predominance of this literature has been conducted as single institution studies thus limiting the generalizability of previous findings. Therefore, in this study I used a systematic review and meta-analysis to move beyond information provided by single institution studies and gain a broader understanding of the overall effectiveness of extended orientation first year seminars.The results indicated that voluntary participation in an extended orientation first year seminar had a statistically significant, positive effect on first term GPA, first year GPA, and first-to-second year retention. For each of these three outcomes, a significant degree of heterogeneity was observed between study effect size estimates. Moderator vii tests did not identify patterns in this heterogeneity but did indicate that, for the first term GPA outcome, courses taught b...

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American Higher Education

Cited by 34 publications

References 0 publications

Dequantifying diversity: affirmative action and admissions at the University of Michigan

Dequantifying diversity: affirmative action and admissions at the University of Michigan

Collective Bargaining And Faculty Unionization: An Administrative Perspective

The effectiveness of extended orientation first year seminars : a systematic review and meta-analysis.

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