Moving Towards the End of Mass HE. Changes in HE Reagan Era – decreased federal social spending...
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Transcript of Moving Towards the End of Mass HE. Changes in HE Reagan Era – decreased federal social spending...
![Page 1: Moving Towards the End of Mass HE. Changes in HE Reagan Era – decreased federal social spending Affirmative Action – 1960s effort to remedy lack of minorities.](https://reader036.fdocuments.us/reader036/viewer/2022081900/5a4d1ae27f8b9ab0599778ee/html5/thumbnails/1.jpg)
Moving Towards the End of Mass HE
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Changes in HE
• Reagan Era – decreased federal social spending• Affirmative Action – 1960s effort to remedy lack of minorities
in federal contract awards and employment• Affirmative in H.E.
– Increased women faculty: 23% in 1970 to 40% in 1995– Student enrollment: Asian Americans saw largest enrollment gains
while Hispanics had the least gains– Legality of Affirmative Action in college admissions
• Law/medical school• 1967-1974: Enrollment of Blacks in HE increased by 33% at PWCU and by
34% in HBCUs• 1987: HBCUs enroll 20% of Blacks in HE; more likely to attend PWCU• 1987-1990: Enrollment of Blacks at HBCUs increases, enrollment in
PWCUs declines
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Issues in H.E.• Corporate Academe
-Followed federal govt. investment practices-Occurred as institutions became more business like: complex, budgeting, cost effectiveness, market research, specialization of labor-Significance: HE not isolated from commerce-HE follows a free market system of competition external
and internal– Operates like business: Athletics; brand name
• Discrimination– Age: over 35, not admitted into medical school– Ability/disability: hearing and visually impaired– Race/ethnicity
• 1978 Bakke case: quotas• U. of Maryland (1995): scholarships to Blacks• Scholarships to resident aliens and illegal immigrants
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Issues in H.E.
• Student Behavior– Hazing
• Faculty Tenure & Academic Freedom• Remediation• Multiculturalism
– Curriculum other than Western Studies• Ethnic Studies• Women’s Studies
– these studies “violated the tradition of cognitive rationality because they were based more on a political or social service agenda than on the reasoned research that had become the hallmark or higher education” p. 360
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Issues in H.E.
• Institutional Control– State vs. Public institutions– Growth of State Higher Education coordinating boards
• Most report to Governor• Reasons for Coordinating boards
1. Insufficient budget2. Issue of access to higher education3. Institution/legislative clashes and lack of clarification of roles
between the state and the institutions over governance• Accreditation: Six regional associations
– Establishes standards for the institutions or programs• Outcomes:
– Common general education requirement– Faculty teaching credentials
» Teach in discipline» Degree requirements
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Junior Colleges• Two great American institutions of HE: Land Grants and Junior Colleges
Beginnings:– 1.Industrialization= trained workers– 2. Improved public education, increase HS grads– 3. Emergence of research universities
• 5 generations/stages in development of JC• Extension of HS (1900-1930)
– Increased HS grad rates, education beyond HS, Harper (Chicago) urges HS to offer 2 yrs of post secondary instruction. 1901 Joliet HS does; 1911 Fresno – 2 year college as part of HS district-still operating
– Control: school board/state board of education– Purpose: access remediation; vocational; liberal arts/general
education– Funded by state as HS– Open admissions
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Junior Colleges
• 5 generations/stages in development of JC, Con’t.• Depression and WWII (1930-1950) Generation 2
1936: CA 42 JC, nationally 259; 1950: 299Focus vocational training; vets backAmerican Assoc. of JCs-DC: presence (lobbyists)
Walter Eels (JC advocate)Mission: terminal degree, general education, transfer/career guidance services, transfer programs, adult education, deficiencies
Began as extension of HS; move toward free standing, local boards for taxation, identify w/HS but begin to separate from HS; faculty as HS based: unions/lacked peer review—
Budgets: 30 m US; 1947 CA 16 m (sources: 23% state, 30% fed govt.; 47% local)
General education (Transfer) becomes more impt; JCs compete w/HS for adult education
1937 study: 2/3 instruction in transfer education but 75% did not go beyond 2 year (Remains a concern)
JC begin to develop relationships with area business to provide trained employees
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Junior Colleges• Generation 3 1950-1970 Era of Growth
– Carnegie Commission: “most striking recent development in HE has been phenomenal growth of CCs” Student enrollment 1950: ½ m, 1970: 2m
– Governance structure: local boards; multi inst.; part of univ system Moves from HS to adjunct of HE system/ Separate from school
system States develop formula to fund; funding becomes stable
Period of facility building– “Cooling out function” – term coined by Burton Clark – reducing of
aspirations – Faculty identify w/ HE, not HS– Criticized for trying to do too much– Junior colleges or community colleges??
JC=first 2 yrs of college; CC= education in service to community
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Community Colleges
• 5 generations/stages in development of CC• Comprehensive CCs 1970-mid-1980s
– Marked by decrease in building but increase in students– Decrease funding from states; increase in lobbying by CC faculty– Students could meet their diverse needs at a single place
2 general criticism this period: preparation of transfers neglected & CC doing things left to other social agencies (expanding mission)
• 5th generation (Mid 80s on)
– CC issues: decreased financial support; increased expectation; increased accountability; adults need retraining;
– CC meets needs of local community not national agenda; CC and distance learning; face aging facilities; 4 yr degrees
- Need to define themselvesCCs train a lot of nurses
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End of Mass HE
• The era of mass HE ends w/much less excitement that when it began• Loss of confidence and high tuition in HE:
Hesburgh: “The worst results of the happenings of the sixties were the crisis of confidence and loss of nerve they produced in the universities, coupled with a growing disdain and even contempt for the universities on the part of those who had loved them most: parents, alumni, benefactors, legislators, students too.”
Carnegie Commission on HE (1968-1973 reports 118 vols.)summary recommendations (HE Valuable national resource and should be supported; students should pay more because the benefit [public/private benefit of HE debate]; array of inst—CC to research inst & public and private IHE-- should be sustained)
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Era Ends: What is the future?
• Cohen’s Sense– Few new alternatives to the existing structure are being presented– HE has not been an agent for social change – HE is like other social institutions, perhaps too much like govt & business—the
ties are too close– HE as a supertanker moving through waves—too big to be bothered– Any person, any study, any place/ all things to all people
• The System– National, removed from government control; own set of rules, shared beliefs
and expectations. A common currency: recognize and accept credits/degrees - - (for example: work done at proprietary trade schools not recognized by colleges but students can get fed aid to study at those places)
– Wide range of cultural differences between IHE/system is not seamless – Measures of success: 2.1 m freshman (renewal), 190 B expenses each year