Download Free Affirmative Action Plan November 1 1995 October 31 1996 Book in PDF and EPUB Free Download. You can read online Affirmative Action Plan November 1 1995 October 31 1996 and write the review.

The debate over race in this country has of late converged on the contentious issue of affirmative action. Although the Supreme Court once supported the concept of racial affirmative action, in recent years a majority of the Court has consistently opposed various affirmative action programs. The Law of Affirmative Action provides a comprehensive chronicle of the evolution of the Supreme Court's involvement with the racial affirmative action issue over the last quarter century. Starting with the 1974 DeFunis v. Odegaard decision and the 1978 Bakke decision, which marked the beginnings of the Court's entanglement with affirmative action, Girardeau Spann examines every major Supreme Court affirmative action decision, showing how the controversy the Court initially left unresolved in DeFunis has persisted through the Court's 1998-99 term. Including nearly thirty principal cases, covering equal protection, voting rights, Title VII, and education, The Law of Affirmative Action is the only work to treat the Court decisions on racial affirmative action so closely, tracing the votes of each justice who has participated in the decisions. Indispensable for students and scholars, this timely volume elucidates reasons for the 180 degree turn in opinion on an issue so central to the debate on race in America today.
Ssekasozi provides an ontological ethical foundation for the legal analysis on affirmative action, arguing that there is a fine ethical distinction between human rights and civil rights in practice and that, where discrimination is "categorical" in nature, a "categorical" solution is required. Chapters include a review of the literature; a summary of relevant legal documents; a detailed philosophical explication of the problem; and discussion of types of discrimination, with conclusions and directions for future research. Double-spaced text. Annotation copyrighted by Book News, Inc., Portland, OR
The principal goal of the dissertation is to explain the political nature and effect of cultural characterizations on the development of student assignment policy. Cultural characterizations are socially constructed portrayals that become influential when stakeholders mobilize to bring about change. In education, as the professional authority of school boards and superintendents diminishes, community stakeholders are increasingly prominent. They serve as critical producers and providers of cultural characterizations of public education and its beneficiaries. As such, the engagement of community stakeholders with public sector institutions, organizations, and individuals can significantly amplify, modify, or blunt education policy. The dissertation traces the history of community mobilization in San Francisco from 1971 to 2005, during which the federal district court supervised all aspects of the school district's student assignment policy. Cultural characterizations of student assignment were structured by three distinct logics of action: integration, choice, and neighborhood. These logics were stable but not fixed. Changes in the institutional environment coupled with how stakeholders framed, understood, and shaped these logics led to transformations in student assignment policy that ultimately altered the educational experience of multiple generations of public school students. Data are drawn primarily from archival documents from the federal district court, the school district, and community organizations; mainstream and community newspaper articles, letters to the editor, and editorials; and, retrospective interviews with key stakeholders.