"FACULTY OF COLOR IN ACADEME" (C. SOTELLO, V. TURNER & S. MYERS).   Term Paper ID:26744 Click to get this paper

Essay Subject: Reviews work on shortage of black college teachers, related to Title VII of Civil Rights Act.... More...

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Paper Abstract: Reviews work on shortage of black college teachers, related to Title VII of Civil Rights Act. Paper Introduction: In their book Faculty of Color in Academe, Caroline Sotello Viernes Turner and Samuel L. Myers Jr. address the ongoing shortage of teachers of color in the colleges and universities of this country. The authors rightly note at the outset that as America approaches the 21st century, the racial divide and problems of the 20th century continue to be a problem. There have been numerous efforts to correct the disparity seen between the number of white professors and the number of professors of color, but these have been insufficient. Part of the issue raised by this book is why this is so. The book analyzes comprehensive studies of African American, Asian Pacific American, American Indian, and Latino faculty in eight Midwestern states--Illinois, Kansas, Michigan, Ohio, Wisconsin, Nebraska, Missouri, and Minnesota. The authors raise interesting issues Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. The individual who has beendiscriminated against must use Title VII to assert his or her rights. address the ongoing shortage of teachers ofcolor in the colleges and universities of this country. Thedesire of the person filing a complaint is to improve working conditions,and gain equal pay. They experience more occupational stress because theyfeel isolated and lack the mentoring opportunities enjoyed by white hires.Affirmative action has brought many people of color into the labor pool,but it can also create a belief that people of color have been hired tofill quotas and not because they are qualified for the job. Faculty of Color in Academe. Turner and Myers also do not give full attention to the waydiscrimination in grade school and high school reduces the number ofcandidates for positions in higher education because the population ofpeople of color is not able to achieve the same level of education as thewhite population. The authorsrightly note at the outset that as America approaches the 21st century, theracial divide and problems of the 2 th century continue to be a problem.There have been numerous efforts to correct the disparity seen between thenumber of white professors and the number of professors of color, but thesehave been insufficient. The educational field has not been an exception when itcomes to evidence of discrimination against women. American Indians have not been analyzed as closely ashave African-Americans or Hispanics, for instance. New York: Allyn & Bacon, 2 . As defined in Title VII, an unlawful employment practice is any suchpractice by the employer which is motivated, premised, or conditioned uponthe sex of an employee, or any seemingly neutral practice with an adverseeffect on one sex. Sex Discrimination in Educational Employment. The authors suggest ways toaccentuate the positive elements so faculty will be retained, but it is nothard to see that if some of the above appeals are missing, the job losesits luster and the individual may seek a different career. Society then produces a generation that is alienated from thelearning experience and from society itself. Such discriminationpersists because of seemingly unintentional policies and practices that ineffect perpetuate the effects of past discriminatory acts. The authors state that they willaddress these questions through an econometric analysis, individual andgroup interviews, a study of exemplary programs, and an institutionalfaculty development survey and by an emanation of the literaturedocumenting the problem and suggesting solutions. A wide disparity existsin the educational field in terms of the total number of women who haveattained higher-level positions, and this is strong evidence ofdiscriminatory practice. Discrimination takes place in all walks of life and in all sorts ofworkplace situations, and laws have been passed to deal with many of theseand the issues they raise. American-Indians inparticular experience conflicts between their own culture and themainstream culture because of different expectations. The authors raise interesting issues and offer somepossible solutions. Theselaws are alluded to by Turner and Myers, but they do not analyze them toany great degree and instead focus more on the results than the historicalperspective. Among thepositive suggestions the authors make is to develop networking, workshops,and social ethnic groups; mentoring; and better support for research andpublication. The authors are clear about the three questions they intend toaddress most directly: 1) To what extent is there underrepresentation offaculty of color? If this situation is to be changed, more instruct from the samebackground have to be trained and hired, and this is precisely the problemturner and Myers find us facing today. Thismeans all students and not just minority students, but the latter do derivethe most benefit because they have role models and people with a similarbackground, which aids in learning. This is true to adifferent degree for Hispanics and African-Americans as well. The problems extend to thecurriculum, the attitudes of teachers, and the institutional structure.Once in school, black students may encounter a form of institutionalizedand unintentional racism in terms of the way topics are presented, often ina way that is understandable to suburban children but that is alien toinner city youths with very different life experiences. The desire was toencourage employees to file when they needed to assert their rights, sospecific provisions were included prohibiting any reprisal or retaliationby an employer against a complaining employee (Stoddard 3-4). While it is easy todefine this sort of discrimination, it can be difficult to prove because itis almost impossible to prove the intent or state of mind of the employermaking the decision. Title VII explains how to file a discrimination complaint, and whilesomeone else could file a discrimination complaint for the offended party,it is not likely that this will occur. In the long run, of course, it is hoped thatsubsequent generations will build on the beginning that has been made andmake use of the network now being created so that the problem willdisappear, along with other issues of race and gender that presently affectso many in the workforce. Myers Jr. The authors begin by noting the historical legacy of discriminationand exclusion faced by faculty of color in the past, and this legacy meansthat there was no existing network for the new faculty of color that hasdeveloped because of affirmative action, legal action, and decisions on thepart of colleges to reach out and include more diversity in the faculty.The new faculty therefore is faced more and more with the need to createand develop its own network, its on traditions, and all of the associatedand interconnected elements that offer support to the individual instructorand career assistance for those who need it. Title VII itself recognizes that there are twotypes of discrimination in operation. The authors suggest a number of organizational changes as well asshifts in how the minority faculty itself views its job, relates to theinstitution, and copes with stress and related problems. Among the reasons why faculty do stay, or at leastwant to stay, is that they love teaching, they are satisfied with the payand benefits, they have an institutional leadership role, they gain a senseof accomplishment, they enjoy working with mentors, they enjoy thefriendships they have made, and they have a commitment to the community andto assisting others from their own community. The authors takethe clear position that having and retaining a minority faculty isimportant for the institution as well as for the members of the faculty andthat students benefit from exposure to a variety of points of view. These childrenalso may be given history texts that ignore the contributions of theirpeople, sociology texts with distorted perspectives on black life, andother material that does not relate to their experience or theirunderstanding of the world. This may cause a child to begin to have acrisis of identity and also to withdraw from the learning experiencecompletely. Unintentional discrimination is the second type and stands today as thebasis for the majority of complaints filed by women. The primary legal basis for anti-discrimination efforts in employmentis Title VII of the Civil Rights Act of 1964, and originally this lawexcluded school employment in offering protection against employmentdiscrimination based on sex. Once such instructors are hired,they have to be retained, and a reading of the analysis by Turner and Myersshows that this is one of the key problems we face in colleges anduniversities as the faculty of color becomes discouraged, frustrated, andstressed about the way the system treats people of color in class, in thefaculty, and in subjects taught. The first of these is intentionaldiscrimination, meaning that an employer consciously and willfully made anemployment decision strictly on the basis of sex. Myers Jr. Holmes Beach, Florida: Learning Publications Inc., 1981.Turner, Caroline Sotello Viernes and Samuel L. The book analyzes comprehensive studies of African American, AsianPacific American, American Indian, and Latino faculty in eight Midwesternstates--Illinois, Kansas, Michigan, Ohio, Wisconsin, Nebraska, Missouri,and Minnesota. The problems for blacks in the educational system beginwith access--the schools of the inner city regions are not as good as someand are also increasingly more dangerous. Employers know that there are many laws on thissubject, so they have become less open about such discriminatory practices. The question then raised is, "Why stay?,"and the authors try to find reasons while finding even more reasons whyteachers do not stay. The authors offer a good overview ofthe research and of the problems faced by the modern faculty of color andmake good recommendations as to some of the actions that can be taken tocorrect the problems. In their book Faculty of Color in Academe, Caroline Sotello ViernesTurner and Samuel L. Part of the issue raised by this book is why thisis so. The problems of many of these populations have been studied, butothers have not. Works CitedStoddard, C. The primarypurpose of Title VII is to extend equal opportunity in employment to allindividuals regardless of sex, race, color, religion, or national origin. The person filing the complaint should be aware thatwhat will follow will likely include adverse attitudes and even ridicule.When it drafted the legislation, Congress was aware that many workers wouldbe dissuaded from filing complaints by their employers. 2) What factors contribute to this underrepresentation?3) What do we know about possible solutions to the underrepresentation offaculty of color in higher education? Such a case iseasier to prove because what is necessary is to prove the effect andconsequences of the discrimination rather than the intent of the employer. The analysis shows that people of color who are hired at colleges anduniversities face many of the same kinds of discrimination an falseexpectations facing people of color in other areas of work life, frominstitutional discrimination to expectations that they are less qualifiedthan they should be. Title VII was amended in 1972 and extendedits coverage to those employed in the educational field, thus enablingthousands of individuals--including teachers, professional staff, andnonprofessional staff--in over 12 , educational institutions to asserttheir basic rights in seeking equal employment opportunities. Colleges and universities face the problem ofdiscrimination, and faculty members may be subject to various forms ofdiscrimination, whether racially or gender based, and have soughtprotection with laws and regulations governing how faculty is hired, whenit can be fired, how it is promoted, and how it can be protected fromdiscrimination from superiors. The situation may differ between publicinstitutions and private ones, but laws have been passed to address theissue of discrimination for both types of college and university. These young people then missthe benefits of an education, leaving them uncertain of their socialidentity, unemployable, and increasingly angry. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.