A report on the educational status of black women during the un decade of women, 1976–85
By most statistical indicators, the educational gains made by black women during the past decade are rapidly being eroded: high school completion rates and college enrollment figures are declining, and dropout rates are increasing. The increase in black women earning bachelors and graduate degrees is due almost entirely to their higher participation rates in college. A higher proportion of blacks than whites are below 24 years of age; declining enrollments at a time when the black population is expanding reflects a significant loss. Important areas for policy initiatives include increases in financial aid. a critical factor in college attendance by black women-particularly at the graduate and professional degree levels-improvement in quality of primary and secondary education and counseling, and continuing education programs for teenage mothers.
Dilemmas in leadership: women of colour in the Academy
The hiring of women of colour faculty is not without unwritten presuppositions. We are expected to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems in (certain) disagreement with mainstream interpretations of the academic profession. This article addresses how this dilemma is worked out in teacher-student relations.
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018