The Still Divided Academy

Stanley Rothman; April Kelly-Woessner; Matthew Woessner

doi:10.5771/9781442208087

The Still Divided Academy

How Competing Visions of Power, Politics, and Diversity Complicate the Mission of Higher Education

Published 2010

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doi.org/10.5771/9781442208087
ISBN print: 978-1-4422-0806-3
ISBN online: 978-1-4422-0808-7
Rowman & Littlefield, Lanham Rowman & Littlefield, Lanham

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Abstract

The Still Divided Academy is a wonderful examination of the academic community that shows their inner workings by addressing a broad range of issues including: academic politics, tenure, perceived and real political imbalance, academic freedom, and diversity. Administrators, professors, and students have very different priorities, values, and expectations and therefore, often have conflicting opinions on these issues. Drawing on data collected in a specially commissioned public opinion survey as well as other recent research on higher education, Rothman, Kelly-Woessner, and Woessner, create an incredibly readable presentation of both the similarities and differences between those running our universities and those attending them. The authors manage to remain impressively neutral; instead they give us a fuller perspective of the people on our college campuses.

Schlagworte

Teacher Resources Professor Resources Faculty Resources

Chapter Expand | CollapsePage
Preface
1–14 Chapter One: Introduction 1–14
15–40 Chapter Two: Visions of the University 15–40
41–62 Chapter Three: Perceptions of Power and Control in the American University 41–62
63–106 Chapter Four: Politics and Culture Wars 63–106
107–156 Chapter Five: Campus Diversity 107–156
157–192 Chapter Six: Academic Freedom, Tenure, and the Free Exchange of Ideas 157–192
193–212 Chapter Seven: Conclusion 193–212
213–238 Appendix 1: List of Questions Used in the NAASS Survey 213–238
239–240 Appendix 2: Professor’s Assessment of Institutional Success in Educating Students 239–240
241–244 Appendix 3: University Rankings by Tier 241–244
245–246 Appendix 4: Models of Trust for Students, Faculty, and Administrators 245–246
247–250 Appendix 5: The Impact of Varying Exclusion Methods on College Satisfaction Results 247–250
251–252 Appendix 6: Why Professors Think Academic Tenure Is Important 251–252
253–258 Notes 253–258
259–270 References 259–270
271–280 Index 271–280
281–282 About the Authors 281–282

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