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For almost a century, big-time college sport has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated and athletic budgets have ballooned. Drawing on new research findings, this book takes a fresh look at the role of commercial sports in American universities. It shows that, rather than being the inconsequential student activity that universities often imply that it is, big-time sport has become a core function of the universities that engage in it. For this reason, the book takes this function seriously and presents evidence necessary for a constructive perspective about its value. Although big-time sport surely creates worrying conflicts in values, it also brings with it some surprising positive consequences.
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The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision. Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment. Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
Education and state --- Segregation in education --- School integration --- African Americans --- Education --- Segregation --- Academic achievement. --- Affirmative action. --- African Americans. --- Asian Americans. --- Attendance. --- Black school. --- Border Region. --- Brown v. Board of Education. --- Calculation. --- Catholic school. --- Census tract. --- Central State University. --- Charlotte-Mecklenburg Schools. --- Cheyney University of Pennsylvania. --- Civil Rights Act of 1964. --- Classroom. --- Common Core State Standards Initiative. --- Community college. --- De jure. --- Desegregation busing. --- Desegregation. --- Education. --- Elementary school. --- Equal Education. --- Equal opportunity. --- Ethnic group. --- Extracurricular activity. --- Finding. --- Fort Wayne Community Schools. --- Gary Orfield. --- Gordon Allport. --- Graduate school. --- Gunnar Myrdal. --- Harvard College. --- Harvard University. --- Higher education. --- Historically black colleges and universities. --- Household. --- Income. --- Institution. --- Integrated Postsecondary Education Data System. --- Junior college. --- Kindergarten. --- Lincoln University (Pennsylvania). --- Magnet school. --- Matriculation. --- Metropolitan statistical area. --- Middle school. --- Milliken v. Bradley. --- Minority group. --- Mixed-sex education. --- National Association for the Advancement of Colored People. --- National Association of Independent Schools. --- National Center for Education Statistics. --- New York City Department of Education. --- Ninth grade. --- Of Education. --- Office for Civil Rights. --- Pell Grant. --- Percentage point. --- Percentage. --- Policy debate. --- Private school. --- Private sector. --- Private university. --- Psychologist. --- Public school (United Kingdom). --- Public university. --- Racial "a. --- Racial integration. --- Racial segregation. --- Racism. --- Rates (tax). --- School choice. --- School district. --- School of education. --- Secondary education. --- Secondary school. --- Self-esteem. --- Separate school. --- Slavery. --- Social class. --- Social science. --- Sociology. --- Special education. --- State school. --- Student. --- Students' union. --- Suburb. --- Sweatt v. Painter. --- Teacher. --- Tenth grade. --- Tuition payments. --- Undergraduate education. --- University and college admission. --- University of North Carolina. --- University-preparatory school. --- University. --- White flight. --- Year.
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It is commonly supposed that colleges help to reduce inequality by providing paths for individuals to rise beyond modest origins. Reviewing evidence from more than 1,000 colleges, elite and not, the author argues that baccalaureate education's power to reduce inequality has actually declined, because the colleges themselves have become more unequal. Unequal Colleges in the Age of Disparity describes the market for baccalaureate education over the last four decades, paying attention to both the demand side and supply side of the market. It is an historical analysis of a large and variegated industry, described in terms - such as "firm," "consumer," and "market power" - rarely applied to it, that explain this increasing inequality.--
Universities and colleges --- Education, Higher --- Sociological aspects. --- Economic aspects
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