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Offers concise profiles by region and includes information on financing a college education.
The convergence of activists in Seattle during the World Trade Organization meetings captured the headlines in 1999. These demonstrations marked the first major expression on U.S. soil of worldwide opposition to inequality, privatization, and political and intellectual repression. This turning point in world politics coincided with an ongoing quandary in academia-particularly in the humanities where the so-called "death of theory" has left the field on tenuous footing. In What Democracy Looks Like, the editors and twenty-seven contributors argue that these crises-in the world and the academy-are not unrelated. The essays insist that, in the wake of "Seattle," teachers and scholars of American literature and culture are faced with the challenge of addressing new points of intersection between American studies and literary studies. The narrative, the poem, the essay, and the drama need to be reexamined in ways that are relevant to the urgent social and political issues of our time. Collectively urging scholars and educators to pay fresh attention to the material conditions out of which literature arises, this path-breaking book inaugurates a new critical realism in American literary studies. It provides a crucial link in the growing need to merge theory and practice with the goal of reconnecting the ivory tower elite to the activists on the street.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation. But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
This volume analyzes how higher education responses to sociopolitical and economic influences affect gender equality at the nation-state and university levels in the European Union and the United States.
Focusing on non-traditional students in higher education institutions, this new book from renowned scholar John Levin examines the extent to which community college students receive justice both within their institution and as an outcome of their education.
Provides tables and graphs of statistics on the social, political, and economic conditions of the United States. Each section has an introductory text. Each table and graph has a source note. Appendix 1 includes guides to sources of statistics, State statistical abstracts, and foreign statistical abstracts.
The truth about America's elite colleges and universities—who gets in, who succeeds, and why Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage—from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and "selective admission enhancement strategies"—including AP classes, test-prep courses, and extracurriculars—to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status. No Longer Separate, Not Yet Equal offers valuable insights into the intricate workings of America's elite higher education system.
1. Mapping the Contours of Work 1 Scenes From the New Economy 3 Culture and Work 6 Structure and Work 11 Class Structures 12 Job Markets and Job Demands 13 Demography and the New Labor Force 16 Agency and Careers 18 Conclusion 20 2. How New Is the New Economy? 23 The Old in the New 24 A Post-Industrial Society? 24 The End of Mass Production? 26 New Cultures of Control? 30 The End of Organized Labor? 32 A New Global Economy? 36 The Old in the New: A Summary 38 Class Chasms in the New Economy 38 Class and Opportunity in the United States 39 Class and Opportunity in the Developing World 44 Are International Economic Divides Widening or Narrowing? 46 Conclusion 51 3. Gender Chasms in the New Economy 53 When did Home Work Become Nonwork? 54 Women's Participation in the Paid Labor Force in America 57 Gender Inequalities in Compensation 59 Socialization, Career Selection, and Career Paths 61 Interpersonal Discrimination in the Workplace 68 Structural Dimensions of Gender Discrimination 73 The Devaluation of Women's Work 74 How Job Designs Discriminate 75 Strategies to Bridge the Care Gaps: International Comparisons 78 Conclusion 84 4. Race, Ethnicity, and Work: Legacies of the Past, Problems in the Present 87 Histories of Race, Ethnicity, and Work 88 African American Exceptionality 88 The Immigrant Experience 90 The Magnitude of Racial Inequality in the New Economy 93 Intergenerational Transmission of Resources 96 Race, Ethnicity, and Economic Capital 97 Race, Ethnicity, and Human Capital 98 Race, Ethnicity, and Social Capital 100 Race, Ethnicity, and Cultural Capital 102 Geographic Distribution of Race and Work Opportunity 104 Racial Discrimination 107 Prejudice and Discrimination 107 Racialized Jobs 109 Race, Ethnicity, and Work: Social Policy 110 Affirmative Action 111 Immigration Policy 113 Conclusion 117 5. Whose Jobs Are Secure? 119 Risk and Work: Historical and Comparative Views 120 How Insecure Are Workers in the New Economy? 125 The Costs of Job Loss and Insecurity 130 Responding to Insecurity: Old and New Careers 134 Conclusion 139 6. A Fair Day's Work? The Intensity and Scheduling of Jobs in the New Economy 141 Time, Intensity, and Work 142 How Long Are We Working? Comparative Frameworks 145 Working Long, Working Hard 151 Why Are Americans Working So Much? 153 Nonstandard Schedules: Jobs in a 24/7 Economy 157 How Americans Deal With Overwork 160 Conclusion 163 7. Reshaping the Contours of the New Economy 165 Opportunity Chasms 166 Class Chasms 166 Gender Chasms 167 Racial and Ethnic Chasms 168 International Chasms 169 The Agents of Change 171 The Role of Individuals 171 The Role of Activist Groups 173 The Role of Organized Labor 175 The Role of Employers 179 The Role of Government 182 The Role of International Organizations 187 Conclusion 192.