Diversity, merit and higher education
Center for the Study of Higher & Postsecondary Education
WINTER TERM 2017: Course#: EDUC 771
Time: Wednesday4:00-7:00pm, Location: 2320School of Education Building
Professor: Phillip J. Bowman, Ph.D.
Office: 2117 School of Education Building
Phone: (734) 647-8389
E-Mail:
Office Hours: By Appointment
Course Overview
This graduate seminar focuses on critical debates about diversity, merit and higher education in the 21st century. Scholarly literatures from education, psychology, and other relevant social sciences are critically reviewed to address related theoretical, methodological, practical, and policy issues. Topics highlight debates about traditional SAT/ACT-type tests and more comprehensive approaches to merit for a diversifying college student population (racial/ethnic/gender/class/cross-national/non-traditional, etc.). Students examine recent studies, practices, policies, and interventions by university-based, ETS, and ACT Inc. experts which are critical to diversity, equity and inclusion in higher education: (1) diversity, inequality and merit issues; (2) contested constructions of merit; (3) merit and opportunity issues; and (3)expanding merit indicators to guide comprehensive admission, student development, P-20 achievement gap, and multilevel diversity intervention strategies. In addition to higher education, this seminar is also relevant to graduate students in psychology, other social sciences and interdisciplinary fields interested in bridging theory-driven scholarship with leadership roles in policy, administration, or professional practice to promote college student access and success in a diversifying nation.
Students will engage in policy-relevant “diversity and merit debates,” guided by critical reviews of recent literature on traditional merit criteria and “more holistic merit assessment” that also consider strengths-based factors. Thesedebates engage controversies about the misuse of SAT/ACT-type assessments vs. the utility of “strengths-based” indicators of merit and/or predictors of college success. Controversy often intensifies with anti-affirmative action litigation, sharp enrollment declines for students of color, enrollment increases for first-generation students with “blocked opportunity,” and enrollment increases for international students with superior admissions test scores. Despite controversies, a growing body of research suggests that strengths-based factors should be systematically included in “more comprehensive assessment” and may often be more powerful predictors of college success than SAT/ACT scores.
Guided by a reciprocal translation agenda, students will have the opportunity to bridge insights from scholarly literature – with more practical insights from a UM diversity expert for a deeper understanding of a related topic of particular personal interest. In addition, this seminar will alsohighlight related findings from an ongoing UM-based Diversity Research and Policy Program initiative. This multi-ethnic study can help to further clarify multilevelrisks and strengths that differentiate college success among students from diverse racial/ethnic and socio-economic backgrounds.
COURSE REQUIREMENTS AND BASIS FOR EVALUATION
- Weekly Seminar Participation/Review Assignments & Discussion (20%)
- Selected Computer Data-based Literature Review/Written & Ora1 (15%)
- Selected Expert Informant Interview/Assignment Presentation (15%)
4.Final Seminar “Term” Paper (50%)
SOURCES
Required Texts:
*Bowman, P.J. & St John, E. (2012). Diversity, merit, and higher education: Toward a comprehensive agenda for the 21st century. (Vol. 25) Readings on Equal Education. NY: AMS Press.
Sedlacek, William, E. (2004). Beyond the big test: Non-cognitive assessment in higher education. San Francisco, CA: Jossey-Bass.
*Relevant readings are available on Class Canvas/C-Tools site &in-class hand-outs.
Related Books:
Arrow, K., Bowles, S., & Durdauf, S. (2000). Meritocracy and economic inequality. Princeton University Press.
Guiner, L. (2015). The tyranny of the meritocracy: Democratizing higher education in AmericaBoston, MA: Bacon.
Hrabowski, F.A. (2015). Holding fast to dreams: Empowering youth from the civil rights crusade to STEM achievement. Boston, MA: Bacon Press.
McNamee, S.J & Miller, R.K. (2009). The meritocracy myth. Rowman & Littlefield, Inc.
Posselt, J.R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping.
Young, M. (1994). The rise of the meritocracy. London, UK: Transaction.
Related dissertations and References:
Anderson, J.D. (1988). The education of blacks in the south, 1860-1935.University of North Carolina Press.
*Bailey,T.C.(2014).OrganizationalsupportandSTEMoutcomesin apipelineprogram: A strengths-basedapproachtointerventionefficacy.DoctoralDissertation,UniversityofMichigan.
*Bernhard, E. (1997). Gender differences in role stress: Role ambiguity, conflict and overload during the college transition. Unpublished doctoral dissertation, Northwestern University.
Berry, J.W. Poortinga, Y.H., Segall, M.H. & Dasen, P.R. (1992). Cross-cultural psychology: Research and application. NY: Cambridge University Press.
*Bowman, P.J. (1977). Motivational dynamics and achievement among urban community college students. Unpublished doctoral dissertation, University of Michigan.
Brislin, R. (1993). Understanding culture's influence on behavior. NY: Harcourt Brace Jovanovich.
Gurin, P., Lehman, S., & Lewis, E. (2004). Defending diversity: Affirmative action at the University of Michigan. Ann Arbor, MI: University of Michigan Press.
Jencks, C. & Phillips, M. (1998). The black-white test score gap. Washington, DC: Brookings Institution.
*Eatman, T.K. (2002). Becoming a member of the research community in academe: Determinants of postbaccalaureate success for traditionally underrepresented students. Unpublished Doctoral Dissertation, University of Illinois at Urbana-Champaign.
*Ebreo, A. (1999). Subjective culture, perceived social support, and adaptive coping: A multi-ethnic study of the transition to college. Unpublished doctoral dissertation, University of Illinois.
*Feldman, G.S. (1999). Self-efficacy and outcome expectancies in successful student development: A multi-ethnic study of the college transition. Unpublished dissertation, Northwestern University.
Massey, D. et. al. (2003). The Source of the River. Princeton, NJ: Princeton University Press.
*McNeil, J.D. (1999). Racial and ethnic socialization among college students: A multi-ethnic family ecology approach. Unpublished doctoral dissertation, Northwestern University.
*Reyes, E. A. (2002). Extended family support as a protective factor among college students: An exploratory multi-ethnic study. Unpublished doctoral dissertation, Northwestern University.
*Sanders, R.T. (1997). Intellectual and psychosocial predictors of success in the college transition: A multi-ethnic study of freshmen students on a predominantly white campus. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign.
*Shiraishi, Y. (2000). Attributional patterns and adjustment in the college transition: A cross-cultural study. Unpublished doctoral dissertation, Northwestern University.
Smith, W.A. , Altbach, P.G. and Lomotey, K. (2002). The racial crisis in higher education: Continuing challenges for the 21st century. Albany, NY: State University of New York Press.
Tripp, L. (1980). Post graduation experience and changes in ideology of black students who attended an elite predominantly white university. Unpublished doctoral dissertation, University of Michigan.
*Williams,K.(2013).FinancialImpediments,AcademicChallenges andPipelineInterventionEfficacy: A RoleStrainandAdaptationApproachto SuccessfulSTEMOutcomesfor UnderrepresentedStudents.DoctoralDissertation,UniversityofMichigan.
Course Outline & weekly Readings:
Week 1-W – JAN 4: Introduction and Course Overview
1)Introductions/Overview of Syllabus/Course Requirements and Basis for Evaluation
2)Seminar Format & Logistics/Assignment Guidelines/Seminar Philosophy & Civility
Need for a 21st century merit agenda in higher education(C-1). In Bowman & St
John (2012) DMHE. NY: AMS Press.
Sedlacek, W. (2004). BBT: NAHE - What can this book do for you?/About the Author/ Ch. 9 – Conclusions & Recommendations (pp. ix-xiv/ pp. 141-156).
I. CRITICAL ISSUES IN DIVERSITY, MERIT AND HIGHER EDUCATION
A.DIVERSITY, INEQUALITY & MERIT ISSUES IN HIGHER EDUCATION:
Challenges & Opportunities for the 21st Century
Week 2-W - JAN 11: Required Core Readings
Diversity and Merit in Higher Education:Challenges & Opportunities for the 21st
Century, Bowman, P.J. (C-2). In Bowman & St. John (2012) DMHE. NY: AMS Press.
The Meritocracy Myth (Growing Inequality in the 21st Century). Chapter 10, pp. 243-267. In McNamee, S.J & Miller, R.K. (2009). Rowman & Littlefield, Inc.
The Tyranny of the Meritocracy: Democratizing Higher Education in America, Chapters 2/7, pp. 12-26/95-121.Guinier, L. (2015). Boston, MA: Beacon Press.
Related Readings
Allen, W.R. (2012). Introduction: Global higher education, diversity and inequality (xix-xxxi). In W.R.
Allen et. al. (Eds.), As the world turns: Implications of global shifts in higher education for theory, research and practice. UK: Emerald.
Arrow, K., Bowles, S., & Durdauf, S. (2000). Meritocracy and economic inequality. Princeton University
Press.
Frierson, H. T., Pearson, W., & Wyche, J. H. (2009). Black American males in higher education:
Diminishing proportions (Vol. 6). New Milford, CT: Emerald.
Hoff Sommers, C (2000). The war against boys. New York, NY: Simon & Schuster.
Hrabowski, F.A. (2015). Holding fast to dreams: Empowering youth from the civil rights crusade to STEM
achievement. Boston, MA: Bacon Press.
Putnam, R. D. (2015). Our kids: The American dream in crisis. Simon & Schuster.
Stewart, A. J., Malley, J. E., & LaVaque-Manty, D. (2007). Transforming science and engineering:
Advancing academic women. Ann Arbor: University of Michigan
St. John, E. & Bowman, P.J. (2015). Education, poverty and public policy: Conclusions. In Tierney, W.
Rethinking Poverty and Education. Baltimore, MD: John Hopkins University Press.
Young, M. (1994). The rise of the meritocracy. London, UK: Transaction.
B.CONTESTED CONSTRUCTION OF MERIT IN HIGHER EDUCATION:
From Big Tests to More Comprehensive Strategies
Week 3-W - JAN 18: Required Core Readings
The “Qualified” Applicant:The Origins of Admissions Tests in Higher Education –
Williams, K. (C-3). In Bowman & St. John (2012) DMHE. NY: AMS Press.
Critical Analysis of Merit Assumptions in Higher Education St. John, E. (C-4). In Bowman & St. John (2012). DMHE. NY: AMS Press.
Inside Graduate Admissions: Merit, Diversity & Faculty Gatekeeping. Introduction/Conclusions, pp. 1-19/154-178. Posselt, J.R.. (2016). Boston, MA: Beacon Press.
Related Readings
Bowen, W.G., Chingos, M.M., & McPherson, M.S. (2009). Test scores and high school grades as
predictors (Ch. 6, pp. 112-136). In Crossing the finish line: Completing college at America’s public universities. NJ: Princeton University Press.
Lemann, N. (2000). The big test: The secret history of the American meritocracy (Afterword, pp. 342-510. NY: Farrar, Straus & Giroux.
Pineda, M.F. (2010). Standardized tests in an era of international competition and accountability (pp. 331
53). In A. W. Wiseman (Ed.), The impact of international achievement studies on national education policymaking. UK: Emerald.
Vars, F.E. & Bowen, W.G. (1998). Scholastic aptitude scores, race, and academic performance in
selective colleges and universities (pp. 457-480). In Jencks, C. & Phillips, M. (Eds.), The black-
white test score gap. Washington, DC: Brookings Institution Press.
Wightman, L.F. (2003). Standardized testing and equal access: A tutorial (Ch. 3, pp. 49-96). In M. Chang,
D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling Interest: Examining the evidence on racial dynamics in college and universities. Stanford, CA: Stanford University Press.
Wilson, W.J. (1998). Role of the environment in black-white test score gap (pp. 501-510).In Jencks, C. & Phillips, M. (Eds.), The Black white test score gap. Washington, DC: Brookings Institution.
C.MERIT AND HIGHER EDUCATION OPPORTUNITY:
Complexities, Challenges, and Trends in a Diversifying Nation
Week 4-RJAN 25: Required Core Readings
Diversity and Opportunity in Higher Education: The Role of Affirmative Action -
Moses, M. Yun, J. & Marin, P. (C-5). In Bowman & St. John (2012) DMHE. NY: AMS Press.
Diversity, Merit and College Choice: The Role of a Dynamic Socio-Political Environment -
Natour, R. Locks, A. & Bowman, P.J. (C-6). In Bowman & St. John (2012) DMHE. NY: AMS.
ACT’s K-12 Partnerships:Expanding Opportunity for Academic Merit – Ramos, C (C-7).
In Bowman & St. John (2012) DMHE. NY: AMS Press.
Related Readings
Darling-Hammonds, K, (2010). Structured for failure: Race, resources & student achievement. In H.
Markus & P. Moya (Eds.), Doing race: 21 essays for 21st century (295-321). NY: W. Horton.
Hannum, E. et. al. (2010). Globalization, changing demographics and educational challenges in East Asia: Introduction (pp. 1-14). UK: Emerald.
Kahlenberg, R.D. (2010). Rewarding strivers: Helping low-income students succeed in college
(Preface/Introduction, pp. v-viii/1-16). New York: Century Foundation Press.
Oakes, J. (2005). Keeping track: How schools structure inequality (2nd Ed.) Yale University Press.
Oakes, J., et al. (2002). The social construction of college access: Confronting the technical, cultural, and
political barriers to low-income students of color (Ch. 5, pp. 105-122). In Tierney, W. & Hagedorn, L. (Eds.), Increasing access to college: Extending possibilities for all students. Albany, NY: SUNY Press.
Pusser, B. (2004). Aftermath (pp. 197-211). In Burning down the house: Politics, governance, and affirmative action at the University of California. Albany, NY: SUNY Press.
Takagi, D. Y. (1992). The retreat from race: Asian Americans admissions and racial politics. New
II. TOWARD A COMPREHENSIVE MERIT AGENDA FOR THE 21ST CENTURY:
Implications for Higher Education Practice and Intervention
A.EXPANDING MERIT CRITERIA IN DIVERSITYING POPULATIONS:
Need for Comprehensive Strength-Based Assessment Systems
Week 5-WFEB1: Required Core Readings
Toward a Comprehensive Strength-based Assessment System: A Social Psychological
Approach – Bowman, P.J. (C-8). In Bowman & St. John (2012) DMHE. NY: AMS Press.
Sedlacek, W. (2004). BBT: NAHE - Ch. 1 - The Big Test … and an Alternative Approach/ Ch. 2 -Going Beyond the Big Test (pp. 1-12/13-20).
Sedlacek, W. (2004). BBT: NAHE - Ch. 4 – Non-Cognitive Assessment Model/ Ch. 3 - Reliability, Validity, & Diversity (pp.)/Appendices 2-/ (pp. 21-34/35-58/167-193).
Related Readings
Bowen, W.G. & Bok, D. (1998). The admissions process and “race-neutrality” (Ch. 2, pp. 15-53). In The
shape of the river: Long-term consequences of considering race in college admissions. Princeton, NJ: Princeton University Press.
Guinier, L. & Strum, S. (2001). Who’s qualified? Boston, MA: Beacon Press.
Le, H., Casillas, A., & Robbins, S.B. (2005). Motivational and skills, social, and self
Management predictors of college outcomes: Constructing the student readiness inventory. Educational andPsychological Measurement, 65 (3), 482-508
Ross, H. & Wang, Y. (20110. Reforming the college entrance examination: Epicenter of tension, change
and resistance (pp. 209-36). In T. Huang & A.W. Wiseman (Eds.), The impact and transformation of education policy in China. UK: Emerald.
Sternberg, R.J (2004). Theory-based university admissions testing for a new millennium. Educational
Psychologist, 39(3), 185-198.
Sedlacek, W.E. (1999). Blacks on white campuses: 20 years of research. Journal of College Student
Development, 40, 538-550.
B.EMERGING STRENGTHS-BASED CONCEPTS& RESEARCH ISSUES:
Self-Efficacy, Grit, Mindsets, Personal Potential & Beyond
Week 6-WFEB 8: Required Core Readings
Grit: The Power of Passion and Perseverance. Chapters 3/4/, pp. 35-78.In Duckworth, A.(2016). Boston, MA: Beacon Press.
Self-Theories: Their role in motivation, personality, and development (pp. v-15 /132-55, Preface/Intro/Adaptive Motivation/Reflections). In Dweck, C. (2000). NY: Psychology Press.
The Research Behind the ETS Personal Potential Index (PPI), (pp. 1-18) Kyllonen, P.C. A Background Paper from the Educational Testing Service, Princeton, New Jersey.
Related Readings
Beyond Academic Ability and Skills: Conceptualizations of Personal Strengths
Duckworth, A.L. & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher,44, 237-251.
Dweck, C.S. (2006). Mindset:The new psychology of success. NY: Ballantine.
Kyllonen, P. C., Roberts, R. D., & Stankov, L. (2007). Extending intelligence: Enhancement and new constructs. NY: Erlbaum.
Mayer, J., Roberts, R.D., & Barsade, S.G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507-536.
Poropat, A. (2009). A meta-analysis of the 5-factor model of personality academic performance. Psychological Bulletin, 135, 322-38.
Sternberg, R. J. (1996). Successful Intelligence. New York, NY: Plume.
Sternberg, R. J. (2004). What is wisdom and how can we develop it? The Annals of the American Academy of Political and Social Science, 591, 164–174.
Social and Cultural Sources of Personal Strengths
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Brock, A. & Hundley, H. (2016). The growth mindset coach: A teacher’s month-by-month handbook for empowering students to achieve. Berkeley, CA: Ulysses Press.
Ebreo, A. (1999). Subjective culture, perceived social support, and adaptive coping: A multi-ethnic study of the transition to college.
Unpublished doctoral dissertation, University of Illinois.
Eisenberger, R., & Stinglhamber, F. (2011). Perceived organizational support: Fostering enthusiastic and productive employee. APA.
McNeil, J.D. (1999). Racial and ethnic socialization among college students: A multi-ethnic family ecology
approach. Unpublished doctoral dissertation, Northwestern University.
Reyes, E. A. (2002). Extended family support as a protective factor among college students: An exploratory multi-ethnic study.
Unpublished doctoral dissertation, Northwestern University.
Ricci, M.C. (2013). Mindsets in the classroom: Building a culture of success and student achievement in schools. Waco, TX: Prufrock.
Zea, M.C., Jarama, L., & Bianchi, F.T. (1995). Social support and psychological competence: Explaining the adaptation to college of
ethnically diverse students. American Journal of CommunityPsychology, 23(4), 509-531.
Zins, :J.E., Payton, J.W., Weissberg, R.P., & O’Brien, M.U. (2007). Social and emotional learning for successful school performance. In G. Mathews, M. Zeidner, & R.Roberts (Eds.), Emotional intelligence: Knowns and unknowns, Oxford University Press.
C.STRENGTHS-BASED ACTION RESEARCH IN HIGHER EDUCATION:
A Reciprocal Translation Agenda for the 21st Century
Week 7-WFEB 15: Required Core Readings
Toward a 21st Century Meritocracy:Bridging Scholarship, Intervention, and Social Change,
Bowman , P.J. & St. John, E. (C-14). In Bowman & St. John (2012) DMHE. NY: AMS Press.
Diversity and Comprehensive Intervention Strategies in Higher Education,
Ebreo, A., Fonseca-Bolorin, G. & Bowman, P.J. (C-13). In Bowman & St. John (2012) DMHE. NY: AMS Press.
Sedlacek, W. (2004). BBT: NAHE - Ch. 5 – Admissions and Financial Aid (pp. 59-78)/Ch. 7 – Advising and Counseling with Noncognitive Variables (pp. 101-128).
Sedlacek, W. (2004). BBT: NAHE - Ch. 8 – Evaluating and Designing Campus Programs with
Noncognitive Factors/Ch. 6 –Teaching a Diverse Student Body Successfully/Conclusions and
Recommendations (pp. 79-100/129-40/141-56)
Related Readings
Ashcroft, K. & Rayner, P. (2011). Higher education and development: Lessons from sub-saharan Africa.
Charlotte, NC: Information Age Publishing, Inc.
Frierson, H. T., Wyche, J. H., & Pearson, W. (2009). Black American males in higher education: Research,
Programs and Academe (Vol. 7). New Milford, CT: Emerald.
Li, J. & Lin, J. (2008). China’s move to mass higher education: An analysis of policy making from a
rational framework (pp. 209-95. In D.P. Baker & A.W. Wiseman (Eds.), The worldwide transformation in higher education. UK: Emerald.
Douglass, J. A. (2000). A certain future: Sputnik, American higher education, and the survival of a nation. In R. D. Launius, J. M. Logsdon, & R. W. Smith (Eds.), Reconsidering sputnik: Forty years since the Soviet satellite (pp. 327-362). Amsterdam: Harwood.
Thomas, L. & Tight, M. (2011). Institutional transformation to engage a diverse student body: Introduction
(pp. 1-16). UK: Emerald.
III. “UNDERSTANDING” HIGHER EDUCATION INTERVENTION EFFICACY:
A Strengths-Based Role Strain and Adaptation Approach
- “WHY” STRENGTHS-BASED FACTORS PREDICT COLLEGE SUCCESS?: Resiliency Theoretical, Conceptual and Measurement Issues
Week 8-WFEB 22: Required Core Readings
Bowman, P.J.(2012). A strengths-based social psychological approach to resiliency: Cultural diversity, ecological and life span issues. In S. Prince-Embury (Ed.), Translating resiliency theory for application with children, youth and adults (Chap 14). NY: Springer.
St. John, E. & Bowman, P.J. (2014). Race neutrality and diversity in graduate education. In P. Felder & E. St John (Eds), Supporting graduate education in the 21st century: Implications for policy and practice (Chapter 1). NY: AMS Press.
Thomas, L., Kuncel, N., & Crede, M. (2007). Non-cognitive variables in college admission: Case of the non-cognitive questionnaire. Educational & Psychological Measurement, 67, 635-57.
Related Readings
Opportunity Gaps and Stressful Barriers
Bernhard, E. (1997). Gender differences in role stress: Role ambiguity, conflict and overload during the college transition.
Unpublished doctoral dissertation, Northwestern University.
Kariv, D. & Heiman, T. (2002). Task-oriented versus emotion-oriented coping strategies: The case of college students, College
Student Journal,
Neville, H.A., Heppner, P.P, Ji, P., & Thye, R. (2004). Relation of general and race-related stressors and psyhoeducational adjustment
in black students attending predominantly white institutions. Journal of Black Studies, 34(4), 599-618.
Reifman, A. & Dunkel-Schetter, C. (1990). Stress, structural support, and well-being in university students.College Health, 38, 271
77.
Rowley, L., & Bowman, P .J. (2009). Risk, protection, and achievement disparities among AfricanAmerican males: Cross-generation
theory, research and comprehensive intervention. Journal of Negro Education, 78, 305–320.