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ERIC Number: ED215646
Record Type: RIE
Publication Date: 1982-Mar-22
Pages: 112
Abstractor: N/A
Reference Count: 0
Black Employees in Traditionally White Institutions in the "Adams" States, 1975 to 1977.
Pruitt, Anne S.
Annual reports submitted to the federal government by eight states for 1975 and 1977 in compliance with criteria established by the Adams case were examined. Employment data from 232 formerly all-white institutions in the 8 states were evaluated, with emphasis on the public institutions in Arkansas, Georgia, Florida, and Maryland. The other states are North Carolina, Oklahoma, Pennsylvania, and Virginia. In every primary occupational activity, white males dominated the highest salary levels and black females the lowest. Black faculty in all the institutions were the least likely to have tenure, and few held faculty positions of high rank. Women held most of the low-paying, dead-end jobs, and among men and women working in full-time, year-round jobs, the women workers' earnings were only a fraction of the earnings of men. Minority women in such jobs were the lowest paid. Discriminant analysis of change in employment by institutional type between 1975 and 1977 showed that community colleges led the way in hiring black faculty and that among blacks in these institutions, women were the greatest gainers. Arkansas, the smallest employer of workers in its higher education system, documented the greatest increases in proportions of blacks hired. In Florida black men and women did not fare as well as might have been expected; the number of black employees in Georgia did not reflect that state's relatively large black population; and Maryland reduced the number of black employees in several occupational categories. It is concluded that in spite of the Adams employment criterion, relatively little progress has been made to correct inequities. (Author/SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 22, 1982). For full report see ED 203 825.