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020    9781579227098|q(electronic bk.) 
020    |z9781579227074 
035    (MiAaPQ)EBC894667 
035    (Au-PeEL)EBL894667 
035    (CaPaEBR)ebr10546490 
035    (OCoLC)784958295 
040    MiAaPQ|beng|erda|epn|cMiAaPQ|dMiAaPQ 
050  4 LC3727.E54 2012 
082 0  378.1/982900973 
100 1  Bensimon, Estela Mara 
245 10 Confronting Equity Issues on Campus :|bImplementing the 
       Equity Scorecard in Theory and Practice 
264  1 Sterling :|bStylus Publishing, LLC,|c2012 
264  4 |c©2012 
300    1 online resource (306 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
505 0  Cover -- CONTENTS -- FOREWORD -- INTRODUCTION -- PART ONE:
       THEORY, ORGANIZATIONAL LEARNING, AND TOOLS AND PRACTICES 
       OF THE EQUITY SCORECARD -- 1. THE EQUITY SCORECARD: Theory
       of Change -- 2. SCORECARD TEAMS AS HIGH LEARNING GROUPS: 
       Group Learning and the Value of Group Learning -- 3. THE 
       EQUITY SCORECARD PROCESS: Tools, Practices, and Methods --
       PART TWO: PRACTITIONER EXPERIENCES OF THE EQUITY SCORECARD
       -- 4. THE DIVERSITY SCORECARD AT LOYOLA MARYMOUNT 
       UNIVERSITY: An Exemplary Model of Dissemination -- 5. 
       FACULTY LEARNING AND REFLECTION FROM STUDENT INTERVIEWS --
       6. THE MATH PROJECT AT LOS ANGELES CITY COLLEGE -- 7. 
       EVALUATING THE EQUITY SCORECARD PROJECT: The Participants'
       Points of View -- PART THREE: RESEARCHER PERSPECTIVE: What
       We've Learned About Organizational Learning to Create 
       Equity From the Equity Scorecard Process -- 8. AN ACTIVITY
       -BASED APPROACH TO PROMOTING EQUITY IN COMMUNITY COLLEGE 
       SETTINGS: Considering Process and Outcomes -- 9. 
       INSTITUTIONAL RESEARCHERS AS TEACHERS AND EQUITY ADVOCATES
       : Facilitating Organizational Learning and Change -- 10. 
       THE MEDIATIONAL MEANS OF ENACTING EQUITY-MINDEDNESS AMONG 
       COMMUNITY COLLEGE PRACTITIONERS -- 11. CHRONICLING THE 
       CHANGE PROCESS -- 12. REFLECTIONS FROM THE FIELD -- 
       CONTRIBUTORS -- INDEX -- A -- B -- C -- D -- E -- F -- G -
       - H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S
       -- T -- U -- V -- W -- Y -- Z 
520    How can it be that 50 years after the passage of the Civil
       Rights Act, our institutions of higher education have 
       still not found ways of reducing the education gaps for 
       racial and ethnic groups? That is the question that 
       informs and animates the Equity Scorecard model of 
       organizational change. It shifts institutions' focus from 
       what students do (or fail to do) to what institutions can 
       do-through their practices and structures, as well as the 
       actions of their leaders and faculty- to produce equity in
       outcomes for racially marginalized populations. Drawing on
       organizational learning theory and the methods of action 
       research, it creates a structure for practitioners to 
       become investigators of their own institutional culture, 
       to become aware of racial disparities, confront their own 
       practices and learn how things are done on their own turf 
       to ask: In what ways are my practices contributing to 
       equity/inequity? The Equity Scorecard model differs 
       significantly from traditional approaches to effecting 
       change by creating institutional teams to examine and 
       discuss internal data about student outcomes, 
       disaggregated by race and ethnicity. The premise of the 
       project is that institutional data acts as a powerful 
       trigger for group learning about inequities in educational
       outcomes, and that the likelihood of improving those 
       outcomes increases if the focus is on those things within 
       the immediate control of the participating leaders and 
       practitioners. Numerous institutions have successfully 
       used The Equity Scorecard's data tools and processes of 
       self-reflection to uncover and document the behaviors and 
       structures that lead to failure to retain graduate 
       students from diverse racial and ethnic backgrounds with a
       history of unequal opportunity; and to create the climate 
       for faculty and staff to take ownership of the issues and 
       develop sustainable practices to 
520 8  eliminate racial disparities in academic performance. The 
       Scorecard can be used at a small-scale to analyze 
       individual cou 
588    Description based on publisher supplied metadata and other
       sources 
590    Electronic reproduction. Ann Arbor, Michigan : ProQuest 
       Ebook Central, 2020. Available via World Wide Web. Access 
       may be limited to ProQuest Ebook Central affiliated 
       libraries 
650  0 Minorities -- Education (Higher) -- Research -- United 
       States.;Academic achievement -- Research -- United 
       States.;Discrimination in higher education -- United 
       States.;Educational equalization -- United States 
655  4 Electronic books 
700 1  Malcom, Lindsey 
700 1  Longanecker, David 
776 08 |iPrint version:|aBensimon, Estela Mara|tConfronting 
       Equity Issues on Campus : Implementing the Equity 
       Scorecard in Theory and Practice|dSterling : Stylus 
       Publishing, LLC,c2012|z9781579227074 
856 40 |uhttps://ebookcentral.proquest.com/lib/sinciatw/
       detail.action?docID=894667|zClick to View