Improving Racial and Ethnic Diversity and Campus Climate at Four-Year Independent Midwest Colleges. An Evaluation Report of the Lilly Endowment Grant Program.

Autor/in	Sedlacek, William E.
Titel	Improving Racial and Ethnic Diversity and Campus Climate at Four-Year Independent Midwest Colleges. An Evaluation Report of the Lilly Endowment Grant Program.
Quelle	(1995), (199 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Colleges; Cultural Pluralism; Curriculum Development; Educational Change; Educational Environment; Ethnic Groups; Formative Evaluation; Grants; Higher Education; Inclusive Schools; Minority Groups; Multicultural Education; Program Implementation; Racial Differences; Social Integration; Summative Evaluation + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; College; Hochschule; Fachhochschule; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnie; Grant; Finanzielle Beihilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inclusive school; Integrative Schule; Ethnische Minderheit; Multikulturelle Erziehung; Rassenunterschied; Soziale Integration
Abstract	In 1990 the Lilly Endowment committed $6 million to a competitive grants program for four-year independent Midwest colleges interested in enhancing racial and ethnic diversity and building a more inclusive community within their institutional settings. The initiative aimed to improve the overall campus climate, to increase the number of racial minority graduates, and to provide a higher degree of fulfillment for minority students. The Endowment funded 40 programs, 30 of which were included in this evaluation. Formative and summative evaluations were conducted. Site visits were made to 10 campuses, and a questionnaire completed at each campus provided other evaluation information. In the area of curriculum revision, schools had success with single courses for all students, making changes in specific courses, and bringing people from off-campus to teach courses. Co-curricular changes were brought about most effectively through single-event programs that involved many elements of the campus and larger community. Diversity training focusing on specific audiences tended to work better than general training for all. Some schools reported backlash against some groups when diversity programming began, but in many cases diversity initiatives begun in one area were extended to more general programs on campus. Recommendations for implementing diversity programs are made for the institutions, evaluators, and funding agencies. Appendixes list the funded schools, present the cover letter and survey questionnaires, and a table of survey results. (Contains 6 appendix tables and 43 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC