The Battle over Studies of Faculty Bias

Autor/in	Gravois, John
Titel	The Battle over Studies of Faculty Bias
Quelle	In: Chronicle of Higher Education, 53 (2007) 21, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	College Faculty; Teacher Attitudes; Social Bias; Political Attitudes; Administrator Attitudes; Beliefs; College Administration; Politics of Education; Diversity (Faculty); Social Sciences; Humanities; Teacher Promotion; Teacher Selection; Personnel Selection + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Political attitude; Politische Einstellung; Belief; Glaube; College administrators; Hochschulverwaltung; Educational policy; Bildungspolitik; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geisteswissenschaften; Humanwissenschaften; Personalauswahl; Personalentscheidung
Abstract	The American Federation of Teachers (AFT) recently commissioned a study to review the research that finds liberal bias run amok in academe. Believing that the AFT is not a dispassionate observer of this debate, this article provides "The Chronicle of Higher Education's" survey of the genre. The studies reviewed include: (1) "Political Bias in the Administrations and Faculties of 32 Elite Colleges and Universities," David Horowitz and Eli Lehrer, Center for the Study of Popular Culture, 2003; (2) "Politics and Professional Advancement among College Faculty," Stanley Rothman, S. Robert Lichter, and Neil Nevitte, 2005; (3) "How Many Ward Churchills?," American Council of Trustees and Alumni, 2006; (4) "How Politically Diverse Are the Social Sciences and Humanities? Survey Evidence From Six Fields," Daniel B. Klein and Charlotta Stern, forthcoming; and (5) "Is the Academy a Liberal Hegemony?," John F. Zipp and Rudy Fenwick, 2006. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10