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Over the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting studentswho do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus onthe "identification" of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education. In Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students ofcolor in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in themaintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.
FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Author Biography
Domingo Morel is Associate Professor of Political Science and Public Service at New York University's Robert F. Wagner Graduate School of Public Service. His research program and teaching portfolio focus on racial and ethnic politics, urban politics, education politics, and public policy. He is the author of Takeover: Race, Education, and American Democracy, which won the W.E.B. DuBois Distinguished Book Award from the National Conferenceof Black Political Scientists. He is also co-editor of Latino Mayors: Political Change in the Postindustrial City.
Table of Contents
List of TablesIntroduction: Graduation DayPart I Social Movements for College AccessChapter 1: Rebellion and College for All: Community-Centered Affirmative Action and the Role of Violent Protest in Policy Formation and Policy MaintenanceChapter 2: Creating TD Nation: Community Action, Protest, and a Program for "Disadvantaged" YouthChapter 3: Resisting RetrenchmentChapter 4: The Work of Developing ScholarsPart II Reproducing Restriction to College AccessChapter 5: Emergence of Hidden Forms of Restriction: The Myth of "Major of Choice"Chapter 6: Shifting the Politics of College Access from the Public to Private SphereChapter 7: A Developing Scholars ApproachEpilogue: Protest as Policy FeedbackAcknowledgmentsAppendix A (Special College Access Programs 1966-1972)Appendix B (Data Sources for GPA Statistical Analysis)ReferencesIndex
Review
Developing Scholars makes an important intervention in scholarship on college access policies by centering the social movements which produced college access for Black and Brown students, while also shining a light on the many ways these programs have been restrained and stripped of their power through the implementation of secondary admissions criteria and defunding. Importantly, this book illustrates that for many Black and Brown students, higher education is not an individual pursuit, but rather a collective undertaking made possible by social movements and continually sustained by community members. This book should be read by scholars of higher education and social movements. * Amaka Okechukwu, author of To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions *Higher education has long been considered a trusted pathway to equal opportunity and upward socioeconomic mobility; yet in this extraordinary book, Domingo Morel offers a bold and rigorous intervention demonstrating that this pathway is neither simple nor certain. Morel's rich analysis of Rhode Island's Talent Development program and its innovative approach to affirmative action expands our understanding of the complex set of institutional, programmatic, and political forces that can determine the effectiveness and fate of policy interventions. A must-read for anyone interested in the role that race and politics have played in the history of educational opportunity, and those looking to develop clear-eyed strategies for expanding equal opportunity through social policy. * Deondra Rose, author of Citizens By Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship *Recommended. Faculty and professionals. * Choice *
Long Description
Over the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting students whodo not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the "identification" of high-achieving students of color to attend elite institutions of highereducation, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education. In Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms ofrestriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.
Review Quote
"Developing Scholars makes an important intervention in scholarship on college access policies by centering the social movements which produced college access for Black and Brown students, while also shining a light on the many ways these programs have been restrained and stripped of their power through the implementation of secondary admissions criteria and defunding. Importantly, this book illustrates that for many Black and Brown students, higher education is not an individual pursuit, but rather a collective undertaking made possible by social movements and continually sustained by community members. This book should be read by scholars of higher education and social movements." -- Amaka Okechukwu, author of To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions "Higher education has long been considered a trusted pathway to equal opportunity and upward socioeconomic mobility; yet in this extraordinary book, Domingo Morel offers a bold and rigorous intervention demonstrating that this pathway is neither simple nor certain. Morel's rich analysis of Rhode Island's Talent Development program and its innovative approach to affirmative action expands our understanding of the complex set of institutional, programmatic, and political forces that can determine the effectiveness and fate of policy interventions. A must-read for anyone interested in the role that race and politics have played in the history of educational opportunity, and those looking to develop clear-eyed strategies for expanding equal opportunity through social policy." -- Deondra Rose, author of Citizens By Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship
Details ISBN0197637000 Author Domingo Morel Short Title Developing Scholars Language English Year 2023 ISBN-10 0197637000 ISBN-13 9780197637005 Format Paperback Subtitle Race, Politics, and the Pursuit of Higher Education Publisher Oxford University Press Inc Imprint Oxford University Press Inc Place of Publication New York Country of Publication United States NZ Release Date 2023-06-08 US Release Date 2023-06-08 Publication Date 2023-06-08 UK Release Date 2023-06-08 Alternative 9780197636992 DEWEY 379.260973 Audience Professional & Vocational AU Release Date 2023-05-31 Pages 248 We've got this
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