Beyond affirmative action: reframing the context of higher education
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Madison, Wis.
University of Wisconsin Press
©2001
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| Schlagworte: | |
| Online-Zugang: | DE-1046 DE-1047 Volltext |
| Beschreibung: | Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (p. [281]-304) and index pt. 1. Reframing the context of higher education -- pt. 2. Latinas and Latinos in graduate education and beyond -- pt. 3. The engagement of cultural context in academia A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But at the core of the modern university establishment is an ingrained academic culture that has operated in the same ways for centuries, contends Robert Ibarra, and in Beyond Affirmative Action, he calls for a complete paradigm shift. Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty-including many minorities, women, and some majority males-become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty? Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. This revolutionary paradigm also addresses why current thinking about academic systems and organizational culture, affirmative action, and diversity must be revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings from anthropological, educational, and psychological studies of how people from various cultures learn, as well as findings from extended interviews he conducted with Latinos and Latinas who pursued graduate degrees and then either became university faculty or chose other careers. From his perspectives as a practicing anthropologist, teacher, researcher, and administrator, Ibarra provides a blueprint for change that will interest: o Administrators developing campus strategic plans o Boards, commissions, and agencies making policy for educational institutions o Students and faculty struggling to find ways that academia can serve multiple constituencies o Academic and career advisors to students o Researchers in cognitive psychology, sociology, anthropology, education, and ethnic studies o Businesses rethinking their organizational cultures and strategies |
| Beschreibung: | 1 Online-Ressource (xv, 323 pages) |
| ISBN: | 0299169030 1283470500 9780299169039 9781283470506 |
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| 500 | |a Includes bibliographical references (p. [281]-304) and index | ||
| 500 | |a pt. 1. Reframing the context of higher education -- pt. 2. Latinas and Latinos in graduate education and beyond -- pt. 3. The engagement of cultural context in academia | ||
| 500 | |a A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But at the core of the modern university establishment is an ingrained academic culture that has operated in the same ways for centuries, contends Robert Ibarra, and in Beyond Affirmative Action, he calls for a complete paradigm shift. | ||
| 500 | |a Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty-including many minorities, women, and some majority males-become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty? Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. | ||
| 500 | |a This revolutionary paradigm also addresses why current thinking about academic systems and organizational culture, affirmative action, and diversity must be revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings from anthropological, educational, and psychological studies of how people from various cultures learn, as well as findings from extended interviews he conducted with Latinos and Latinas who pursued graduate degrees and then either became university faculty or chose other careers. | ||
| 500 | |a From his perspectives as a practicing anthropologist, teacher, researcher, and administrator, Ibarra provides a blueprint for change that will interest: o Administrators developing campus strategic plans o Boards, commissions, and agencies making policy for educational institutions o Students and faculty struggling to find ways that academia can serve multiple constituencies o Academic and career advisors to students o Researchers in cognitive psychology, sociology, anthropology, education, and ethnic studies o Businesses rethinking their organizational cultures and strategies | ||
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| spelling | Ibarra, Robert A. Verfasser aut Beyond affirmative action reframing the context of higher education Robert A. Ibarra Madison, Wis. University of Wisconsin Press ©2001 1 Online-Ressource (xv, 323 pages) txt rdacontent c rdamedia cr rdacarrier Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (p. [281]-304) and index pt. 1. Reframing the context of higher education -- pt. 2. Latinas and Latinos in graduate education and beyond -- pt. 3. The engagement of cultural context in academia A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But at the core of the modern university establishment is an ingrained academic culture that has operated in the same ways for centuries, contends Robert Ibarra, and in Beyond Affirmative Action, he calls for a complete paradigm shift. Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty-including many minorities, women, and some majority males-become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty? Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. This revolutionary paradigm also addresses why current thinking about academic systems and organizational culture, affirmative action, and diversity must be revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings from anthropological, educational, and psychological studies of how people from various cultures learn, as well as findings from extended interviews he conducted with Latinos and Latinas who pursued graduate degrees and then either became university faculty or chose other careers. From his perspectives as a practicing anthropologist, teacher, researcher, and administrator, Ibarra provides a blueprint for change that will interest: o Administrators developing campus strategic plans o Boards, commissions, and agencies making policy for educational institutions o Students and faculty struggling to find ways that academia can serve multiple constituencies o Academic and career advisors to students o Researchers in cognitive psychology, sociology, anthropology, education, and ethnic studies o Businesses rethinking their organizational cultures and strategies Enseignement supérieur / Aspect social / États-Unis Programmes d'action positive / États-Unis Américains d'origine latino-américaine / Enseignement supérieur / Aspect social Minorités / Enseignement supérieur / Aspect social / États-Unis Enseignement supérieur / Finalités / États-Unis EDUCATION / Higher bisacsh Quotierung swd Hochschulbildung swd Gesellschaft Minderheit Education, Higher Social aspects United States Affirmative action programs in education United States Hispanic Americans Education (Higher) Social aspects Minorities Education (Higher) Social aspects United States Education, Higher Aims and objectives United States USA Erscheint auch als Druck-Ausgabe, Hardcover 0-299-16900-6 Erscheint auch als Druck-Ausgabe, Paperback 0-299-16904-9 Erscheint auch als Druck-Ausgabe, Hardcover 978-0-299-16900-8 Erscheint auch als Druck-Ausgabe, Paperback 978-0-299-16904-6 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=490316 Aggregator Volltext |
| spellingShingle | Ibarra, Robert A. Beyond affirmative action reframing the context of higher education Enseignement supérieur / Aspect social / États-Unis Programmes d'action positive / États-Unis Américains d'origine latino-américaine / Enseignement supérieur / Aspect social Minorités / Enseignement supérieur / Aspect social / États-Unis Enseignement supérieur / Finalités / États-Unis EDUCATION / Higher bisacsh Quotierung swd Hochschulbildung swd Gesellschaft Minderheit Education, Higher Social aspects United States Affirmative action programs in education United States Hispanic Americans Education (Higher) Social aspects Minorities Education (Higher) Social aspects United States Education, Higher Aims and objectives United States |
| title | Beyond affirmative action reframing the context of higher education |
| title_auth | Beyond affirmative action reframing the context of higher education |
| title_exact_search | Beyond affirmative action reframing the context of higher education |
| title_full | Beyond affirmative action reframing the context of higher education Robert A. Ibarra |
| title_fullStr | Beyond affirmative action reframing the context of higher education Robert A. Ibarra |
| title_full_unstemmed | Beyond affirmative action reframing the context of higher education Robert A. Ibarra |
| title_short | Beyond affirmative action |
| title_sort | beyond affirmative action reframing the context of higher education |
| title_sub | reframing the context of higher education |
| topic | Enseignement supérieur / Aspect social / États-Unis Programmes d'action positive / États-Unis Américains d'origine latino-américaine / Enseignement supérieur / Aspect social Minorités / Enseignement supérieur / Aspect social / États-Unis Enseignement supérieur / Finalités / États-Unis EDUCATION / Higher bisacsh Quotierung swd Hochschulbildung swd Gesellschaft Minderheit Education, Higher Social aspects United States Affirmative action programs in education United States Hispanic Americans Education (Higher) Social aspects Minorities Education (Higher) Social aspects United States Education, Higher Aims and objectives United States |
| topic_facet | Enseignement supérieur / Aspect social / États-Unis Programmes d'action positive / États-Unis Américains d'origine latino-américaine / Enseignement supérieur / Aspect social Minorités / Enseignement supérieur / Aspect social / États-Unis Enseignement supérieur / Finalités / États-Unis EDUCATION / Higher Quotierung Hochschulbildung Gesellschaft Minderheit Education, Higher Social aspects United States Affirmative action programs in education United States Hispanic Americans Education (Higher) Social aspects Minorities Education (Higher) Social aspects United States Education, Higher Aims and objectives United States USA |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=490316 |
| work_keys_str_mv | AT ibarraroberta beyondaffirmativeactionreframingthecontextofhighereducation |