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Open Access Publications from the University of California

Scholarly Works (7 results)

  • Thesis
  • Peer Reviewed
UC Riverside Electronic Theses and Dissertations (2013)

This historical dissertation explores the public and academic discourse regarding the concept of academic freedom from 1890-1929, with the foundation of the American Association of University Professors in 1915 serving as a general midpoint of the analysis. Throughout this period the public academic freedom discourse was consistently connected to the maintenance and use of publicity on behalf of professors to advance and defend the interests and professional status of the professoriate as well as to inflict symbolic damage on the institutions and individuals who were deemed to be barriers to professorial status. Beginning in the earlier third of this time period, 1890-1910, professors in the sciences, as well as senior scholars and administrators from many disciplines, emphasized an academic freedom that was constrained and operated at a collective department or university-level whereas professors in the social sciences and humanities more commonly advanced academic freedom with no limitations and which operated on an individual level. Connected to these competing notions, the academic freedom discourse had a dual-professionalizing role from 1890-1929. It was a means through which professors attempted to legitimate themselves--individually and collectively--in the public eye as well as an important part of the academic professions'

internal struggle to define and redefine itself amidst a changing social and academic landscape.

    Cover page: Liberty but not License: Publicity, Academic Freedom, and the Professionalization of the Professoriate, 1890-1929
    • Article
    • Peer Reviewed
    UC Riverside Previously Published Works (2014)
    To address the achievement or opportunity gap of underrepresented populations in community colleges, this qualitative field methods study investigated five California community college programs that have demonstrated progress in improving (or show significant potential to improve) student achievement. This research found that promising practices have several conceptual conditions in common-cohesion, connection, cooperation, and consistency-referred to as the Four Cs. Although many of the key components that contribute to the development of promising practices in community college programs are unique to their specific contexts, the presence of these more general Four Cs may be transferable to other community college sites because they can be cultivated in different contexts while respecting the idiosyncrasies of particular community colleges. © 2014 Copyright Taylor and Francis Group, LLC.
      Cover page: The Four Cs of Promising Practices in Community Colleges
      • Article
      • Peer Reviewed
      UC Riverside Previously Published Works (2013)
      Through qualitative field methods research addressing faculty of color in four California community colleges, this investigation examines and explains faculty experiences and professional sense making. By combining critical race theory with social identity theory, our perspective underlines the potential social and ethnic identity conflicts inherent in the daily lives of faculty of color. The professional and social identities of faculty of color are not necessarily compatible, leading to a condition of "double consciousness," or what we refer to as "the divided self." © The Author(s) 2013.
        Cover page: The Divided Self
        • Article
        • Peer Reviewed
        UC Riverside Previously Published Works (2014)
        This investigation examines and explains the ways in which community college faculty of color construct their understandings of institutional culture. We investigate four community colleges in California through interviews with 31 full-time faculty of color. This faculty group expresses identity conflicts between their professional roles and their cultural identities. Their understandings of their institutions suggest that the culture of the community college is more complex and multi-faceted than that portrayed in the scholarly literature, which often portrays the institution as homogeneous and the faculty body as uniform. © The Author(s) 2013.
          Cover page: Community College Culture and Faculty of Color
          • Article
          • Peer Reviewed
          UC Riverside Previously Published Works (2010)
          This study identifies and examines the key practices of California community college programs that have demonstrated success in improving (or that have shown significant potential to improve) the achievement of underrepresented groups whose educational attainment often lags behind the attainment of relatively well-off White students. Unlike many examinations that focus only on the transfer mission, this study includes other vital areas of the community college, including workforce preparation and developmental education. Study findings reveal that the practices of these programs had four common characteristics: cohesion-the ability of program personnel to operate as a unit in which behaviors and actions mesh or are rationally consistent; cooperation -the degree to which program personnel work together toward common goals and form good working relationships with each other and with students; connection-the ability of program personnel to sustain interdependent relationships with internal and external entities, such as other departments within the college and industry representatives; and consistency-the presence of a distinctive and stable pattern of program behaviors that promote program goals. In addition, study results show the central and critical role played by the faculty in assuring program success. © The Author(s) 2010.
            Cover page: The Recipe for Promising Practices in Community Colleges
            • Article
            • Peer Reviewed
            UC Riverside Previously Published Works (2015)
            This qualitative investigation of the experiences of faculty of color at community colleges identifies current conditions for this population and suggests potentials for ameliorating conditions that inhibit their job satisfaction. We argue that the current conditions for faculty of color, based upon their expressed experiences at the community colleges, are deleterious to their professional performance, to their positive self-image, and to their contributions to their institutions. Alterations to these current conditions are unlikely without systemic institutional change. Indeed, without improvement to these conditions, the job satisfaction of faculty of color is not likely to change.
              Cover page: “Dangerous Work”: Improving Conditions for Faculty of Color in the Community College
              • Article
              Recent Work (2010)
                Cover page: Promising Practices in Community Colleges
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