Attitudes about Affirmative Action in Higher Education Admissions

Petts, Amy L.

doi:10.1080/00380253.2021.1951627

Cited by 7 publications

(4 citation statements)

References 63 publications

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“…The structure of the U.S. education system is what determines how resources are allocated (e.g., property taxes being a source of funding for public schools), education standards, and exposure to opportunities (e.g., Russo et al, 1994;Thattai, 2001). National policies set directives that have the potential to make the education system more (or less) equitable in the U.S. SMEs used examples, such as racially segregated schooling (e.g., Rothstein, 2015) and attacks on racialized affirmative action policies (e.g., Petts, 2021). They also discussed the impact of inequitable school funding, negative perceptions of community colleges, the lack of role models, and local practices and policies.…”

Section: National Policiesmentioning

confidence: 99%

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Lee,

London,

Hawkins Ash

et al. 2024

Studies in Engineering Education

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Section: National Policiesmentioning

confidence: 99%

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Lee,

London,

Hawkins Ash

et al. 2024

Studies in Engineering Education

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“…These differences range from entering educational institutions, recruiting workers, and health services to promotions to administrative positions. In such situations, discriminated ethnic groups face racial or ethnic threats (Petts, 2021). Feelings of being discriminated against will lead to resistance and that is what has happened with the continued existence of the Free Papua Movement (FPM).…”

Section: Ethnic Disparities In Educational Development: Lessons Learn...mentioning

confidence: 99%

Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

Rochadi,

Nursatyo,

Rohmah

et al. 2024

IJSSHR

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This research evaluates the Indonesian government's affirmative secondary education (ADEM) policy towards Papuan ethnic minorities. The aim is to demonstrate the achievement of policy targets, namely increasing achievement motivation, building ethnic solidarity, building nationalism, and preparing students to compete in the national and international job market. The research was conducted using quantitative methods, totaling 289 respondents who were determined purposively. Data was collected using closed questionnaires and analyzed using descriptive statistics. From the 4 variables, it was concluded that students' achievement motivation was high (54.5%), moderate inter-ethnic solidarity (46%), and high nationalism (82%). While students' readiness to enter the national and international job market is low due to the policy of protecting ethnic Papuans from getting formal sector jobs in Papua, their attachment to the land and past experiences has not completely disappeared. Judging from the father's main job, students from entrepreneurial families stand out the most, they have high achievement motivation, ethnic solidarity, nationalism, and competitive readiness. Meanwhile, students from families whose parents do not work or are looking for work have the lowest achievement. Judging from the average father's income, there is a trend that the higher the parent's income, the higher the achievement in terms of achievement motivation, ethnic solidarity, nationalism, and competitive readiness. This research shows that affirmative secondary education policies are useful in reducing ethnic disparities. Therefore, this policy needs to be continued and expanded to other ethnic groups who are included in the critical mass.

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“…The article also discusses the challenges and limitations of affirmative action policies, such as the need to balance different groups' interests, avoid stigmatization and resentment, and measure the policies' effectiveness and impact. Warikoo et al (2020), Petts (2022), andSabbagh (2011) provide analyses that, through their separate research initiatives, found that Affirmative Action is not static in nature and essentially does evolve over time.…”

Section: Affirmative Action Public Policymentioning

confidence: 99%

How Will the SCOTUS Affirmative Action Ruling Affect the Integrity of University Leaders?

Woodard,

Perry,

Barnes

et al. 2024

JLAE

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On June 29, 2023, the Supreme Court of the United States (“SCOTUS”) ruled on addressing the legality of race-conscious affirmative action in college admissions programs in Students for Fair Admission, Inc. Based on the ruling, our study examined the literature to answer one research question: How will the SCOTUS affirmative action ruling affect the integrity of university leaders? We now understand how post-affirmative action could affect the integrity of university leaders. We now know more about (1) leaders’ perspectives post-SCOTUS ruling, (2) leaders’ influences on the educational culture, and (3) the effects that leaders’ integrity could have after the SCOTUS Title VI 2023 ruling. We make five conjectures about what we believe will guide university leaders’ integrity post-SCOTUS ruling.

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Attitudes about Affirmative Action in Higher Education Admissions

Cited by 7 publications

References 63 publications

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Broadening Participation in Engineering as a Sociopolitical Phenomenon: A Systems Perspective

Ethnic Disparities in Educational Development: Lessons Learned from Indonesia’s Secondary Education Affirmation Program

How Will the SCOTUS Affirmative Action Ruling Affect the Integrity of University Leaders?

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