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Shameful Admissions: The Losing Battle to Serve Everyone in Our Universities

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Shameful Admissions takes us behind the scenes of one of our nation's most prestigious public institutions and gives us the inside story on why and how we blame affirmative action for creating an educational system that no longer delivers. Browne-Miller's expose on this controversial topic not only explains the inner workings, stresses, and strains of higher education in this country, it also sets out solutions to the challenge of preserving equal educational opportunity for all students. According to ...
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1st Edition, Fine-/Fine 1-1/2" long black line on bottom page ends, o.w. clean, tight & bright. No ink names, tears, chips, foxing etc. Price unclipped. ISBN 0787901822

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Overview

Shameful Admissions takes us behind the scenes of one of our nation's most prestigious public institutions and gives us the inside story on why and how we blame affirmative action for creating an educational system that no longer delivers. Browne-Miller's expose on this controversial topic not only explains the inner workings, stresses, and strains of higher education in this country, it also sets out solutions to the challenge of preserving equal educational opportunity for all students. According to Browne-Miller, the assumption that the rebalancing of social inequalities can be accomplished during four years of college is ludicrous. The affirmative action admission, contracting, and hiring policies neither caused nor created the real challenges posed by an increasingly diverse student population. In fact, they have resulted in a new kind of stereotyping, cultural clustering, and discrimination in the classroom and have distracted us from the more central issue of a fragmented and overextended university system. Browne-Miller urges us to look beyond the affirmative action debate to ask the critical questions: Should everyone go to college? Is a college degree all it's cracked up to be? And she maps out a radical revision of higher education that transforms the present system, offers wider and more diverse opportunity, and, at the same time, preserves the central intellectual traditions we hold dear.

As the debate rages over the merits and the future of affirmative action, Browne-Miller's close examination of the connections between quota-based admissions practices and the chaotic environment of the classroom concludes that today's universities are collapsing under the demands of too many competing interests.

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Editorial Reviews

Library Journal
Browne-Miller (Learing To Learn, Plenum, 1994) offers a most timely review of attitudes and opinions about open admissions on college campuses. In interviews with college students, admissions officers, and administrators, she discusses financing, common complaints of reverse discrimination, and the declining value of an undergraduate degree. Browne-Miller concludes that the modern university is dead, or in the process of dying. As a solution she offers two new creations: "telecollege" and the "communiversity." The latter school is to serve local needs, with mandatory community service required of all students. At graduation, those students would have to meet "strict national graduation requirements." How these dual purposes can be met and how this fits into the world of a "global village" is not clear. Reasons for the underdevelopment of television for higher education purposes and why this will change in the future is also not sufficiently covered. There are more questions than answers to be found here. Nonetheless, this is a timely subject and academic collections should consider.-Arla Lindgren, St. John's Univ., Jamaica, N.Y.
Gilbert Taylor
Browne-Miller examines affirmative action admissions at the University of California at Berkeley. Far from opposing the policy, this author wants it to work better: the "shameful admission" is her view that "liberalized admissions . . . have manifested some undesirable effects." Ultimately, Browne-Miller is ambivalent about relying on the category of "special admissions" abolished in 1995 as the means to multicultural diversity. Her road to the "communiversity" that she envisions involves closing down all-things-to-all-peopl s universities and converting them to community-based entities--vocational schools, for example. Nonprofessional readers, though, are more apt to gravitate toward the down-to-earth anecdotes about affirmative action pulled from her survey of Berkeley students and faculty. Has the policy lowered academic standards, for example? How do the students who entered college through use of the policy feel about it? Browne-Miller's research will attract activists on education issues and those engaged by the affirmative action controversy.
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Product Details

  • ISBN-13: 9780787901820
  • Publisher: Wiley, John & Sons, Incorporated
  • Publication date: 10/26/1995
  • Series: The Jossey-Bass Higher and Adult Education Series
  • Edition description: 1st ed
  • Edition number: 1
  • Pages: 276
  • Product dimensions: 6.26 (w) x 9.31 (h) x 1.01 (d)

Table of Contents

Preface
Acknowledgments
The Author
1 The Admissions Furor: Battle Cries or Mere Confusion? 1
2 What's at Stake in the Drive for Access? 13
3 Who Gets In? 47
4 The "Nasty Problem" of Fairness on the Multicultural Campus 75
5 Frustrated Students and Teachers in the Diverse Classroom 121
6 Shameful Admissions: Offering Less and Less to More and More 169
7 Can We Serve Them All? 191
8 Rethinking Pathways to the American Dream 215
Endnotes 251
Index 269
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