ERIC Number: ED167056
Record Type: RIE
Publication Date: 1979-Jan
Reference Count: 0
Inequality in Higher Education: Some Federal Policies Reviewed.
Pemberton, S. Macpherson
Federal regulations dealing with desegregation, student financial assistance, and compensatory education, designed to create equal opportunity in higher education are discussed. Desegregation is viewed as a means of guaranteeing equal opportunity and equal attainment for black students. Although progress has been made, a continuing disparity between the percentage of blacks in the population and the percentage enrolled in public colleges and universities is evident with the greatest disparity apparent in professional schools. Problems that several states have experienced in meeting desegregation requirements are discussed and the goals and successes of desegregation are assessed. Student financial aid programs including the Basic Educational Opportunity Grants Program, Supplementary Educational Opportunity Grants, the State Student Incentive Grant Program, College Work-Study, and the National Direct Student Loan Program are explained. Problems and recommended changes are presented for each program. Compensatory education programs (Upward Bound, Special Services, Talent Search, College Discovery and Development Program and Student Aid), defined as programs for disadvantaged students, focus on special services, student aid, professional employment, curriculum education, teacher training, research related to different cultures and library aid. Their goals, achievements and the impact they have had on higher education are discussed. Eighteen recommendations on the future direction of these programs are provided. (BH)
Descriptors: Access to Education, Black Students, College Desegregation, Compensatory Education, Disadvantaged, Educational Finance, Educational Policy, Equal Education, Federal Aid, Federal Programs, Financial Needs, Government School Relationship, Higher Education, Minority Groups, Public Policy, Student Financial Aid, Tuition Grants
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC.