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Journey to Equity and Inclusion: Evolution of National Education Policies and U.S. Higher Education Institutions /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Journey to Equity and Inclusion: Evolution of National Education Policies and U.S. Higher Education Institutions // Jieun Song.
Author:	Song, Jieun,
Description:	1 electronic resource (142 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: A.
Contained By:	Dissertations Abstracts International86-08A.
Subject:	Education reform. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31873694
ISBN:	9798304983860

Journey to Equity and Inclusion: Evolution of National Education Policies and U.S. Higher Education Institutions /
Song, Jieun,

Journey to Equity and Inclusion: Evolution of National Education Policies and U.S. Higher Education Institutions /Jieun Song. - 1 electronic resource (142 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: A.

Why and how are certain policies and practices adopted by countries and organizations? What sociocultural forces facilitate or hinder innovations? This dissertation examines the mechanisms by which progressive behaviors aimed at enhanced equity and inclusion are expanded (or diminished) over time. Drawing on a sociological institutionalist perspective, I investigate how countries and universities, viewed as unique organizational actors embedded in a broader environment, adopt policies and structures that promote a more equitable and inclusive education system. In doing so, I highlight how cultural, historical, and organizational contingencies shape these behaviors. By shedding light on these macro- and meso-level factors that influence countries and universities, I contribute uniquely to the ongoing discussion on equity, diversity, and inclusion in education, both globally and in the US.In the first chapter, "Institutional Contestations and Educational Equity: Incorporation of the Marginalized in National Education Policies Worldwide, 1960-2019," I address the following questions: To what extent have countries around the world introduced policy changes to incorporate historically disadvantaged populations into education over time, and what sociocultural factors have been behind these reforms? Building on recent scholarly developments in world society theory, which examine the effect of the rise of illiberal cultural alternatives operating in opposition to the liberal world order, I investigate the implications of heterogenous institutions shaping national education policies. Specifically, I examine how the prevalence of liberalism and illiberalism at a global level, national linkages to such cultural models, and domestic conditions relate to the magnitude of the education policies adopted by countries. This study utilizes the World Education Reform Database, which is the most comprehensive, cross-national longitudinal database of education policy changes around the world. I draw on 9,053 reforms from 173 countries between 1960 and 2019 from this database. Employing an event count analysis, I investigate the relationships between the number of adopted education policies for the marginalized and various sociocultural factors operating at global and national levels. I find that liberalism, at both the global and national levels, promotes education policies for the marginalized, emphasizing individual rights and identities. In contrast, illiberalism, dampens such policies, often suppressing minority rights and diverse voices.In the second chapter, "Proud to Be First: Adoption of First-Generation Student Supportive Features in US Universities, 2000-2023," I examine the extent to which US universities endeavor to recognize and support first-generation (first-gen) students (i.e., those who are the first in their families to attend a university), specifically through establishing first-gen student supportive programs and centers. Unlike existing research, which focuses on first-gen students' individual experiences, I draw on an organizational perspective, viewing the university as a unique type of organization. I consider both internal factors (e.g., age, size, type) and external factors (e.g., professional networks and prior adopters) related to universities' organizational changes as establishing first-gen supportive features. I draw on original data collected from 234 colleges and universities across the US. The sample is stratified by region (Northeast, South, Midwest, and West) and institutional control (public, private), representing approximately 18 percent of four-year universities with enrollments of at least 1,000 students. I first descriptively show the different levels of commitment to supporting first-generation students among my sample universities. Then, using event history analysis, I investigate what sorts of universities are more likely to devote themselves to this newly added dimension of marginality in higher education. My findings suggest that a university's likelihood of adopting a first-gen student supportive feature is positively related to higher selectivity, a history of supporting other diversity initiatives, memberships in professional networks, and the density of prior adopters.Finally, in the last chapter, "A Milestone in the Pursuit of Gender Equality: Predicting First Women Presidents in U.S. Higher Education Institutions, 1980-2018," I explore the factors associated with welcoming the first woman president to a university. Although it has been a while since women's participation in higher education surpassed that of men and the number of female faculty members has increased significantly, it is still rare to find women in leadership roles in higher education institutions. Similar to for-profit organizations, universities continue to have difficulty linking femininity and leadership. Conceptualizing universities as gendered organizations, I identify features of demographic diversity, internal structure, and the institutional environment that may predict organizational changes, such as the rise of women to the presidency-a symbolic milestone in the pursuit of gender equality in higher education. To conduct this research, I use the same set of samples consisting of 234 colleges and universities that I used for Chapter 2. Employing event history analysis, I examine the potential mechanisms associated with whether and when an institution has its first woman president over time. The findings point to the importance of having diversity-supportive structures, such as gender studies programs, and a more equitable understanding of gender roles in the broader organizational environment, among other factors.

English

ISBN: 9798304983860Subjects--Topical Terms:

3557624
Education reform.
Subjects--Index Terms:

Sociocultural factors

Journey to Equity and Inclusion: Evolution of National Education Policies and U.S. Higher Education Institutions /
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520 $a Why and how are certain policies and practices adopted by countries and organizations? What sociocultural forces facilitate or hinder innovations? This dissertation examines the mechanisms by which progressive behaviors aimed at enhanced equity and inclusion are expanded (or diminished) over time. Drawing on a sociological institutionalist perspective, I investigate how countries and universities, viewed as unique organizational actors embedded in a broader environment, adopt policies and structures that promote a more equitable and inclusive education system. In doing so, I highlight how cultural, historical, and organizational contingencies shape these behaviors. By shedding light on these macro- and meso-level factors that influence countries and universities, I contribute uniquely to the ongoing discussion on equity, diversity, and inclusion in education, both globally and in the US.In the first chapter, "Institutional Contestations and Educational Equity: Incorporation of the Marginalized in National Education Policies Worldwide, 1960-2019," I address the following questions: To what extent have countries around the world introduced policy changes to incorporate historically disadvantaged populations into education over time, and what sociocultural factors have been behind these reforms? Building on recent scholarly developments in world society theory, which examine the effect of the rise of illiberal cultural alternatives operating in opposition to the liberal world order, I investigate the implications of heterogenous institutions shaping national education policies. Specifically, I examine how the prevalence of liberalism and illiberalism at a global level, national linkages to such cultural models, and domestic conditions relate to the magnitude of the education policies adopted by countries. This study utilizes the World Education Reform Database, which is the most comprehensive, cross-national longitudinal database of education policy changes around the world. I draw on 9,053 reforms from 173 countries between 1960 and 2019 from this database. Employing an event count analysis, I investigate the relationships between the number of adopted education policies for the marginalized and various sociocultural factors operating at global and national levels. I find that liberalism, at both the global and national levels, promotes education policies for the marginalized, emphasizing individual rights and identities. In contrast, illiberalism, dampens such policies, often suppressing minority rights and diverse voices.In the second chapter, "Proud to Be First: Adoption of First-Generation Student Supportive Features in US Universities, 2000-2023," I examine the extent to which US universities endeavor to recognize and support first-generation (first-gen) students (i.e., those who are the first in their families to attend a university), specifically through establishing first-gen student supportive programs and centers. Unlike existing research, which focuses on first-gen students' individual experiences, I draw on an organizational perspective, viewing the university as a unique type of organization. I consider both internal factors (e.g., age, size, type) and external factors (e.g., professional networks and prior adopters) related to universities' organizational changes as establishing first-gen supportive features. I draw on original data collected from 234 colleges and universities across the US. The sample is stratified by region (Northeast, South, Midwest, and West) and institutional control (public, private), representing approximately 18 percent of four-year universities with enrollments of at least 1,000 students. I first descriptively show the different levels of commitment to supporting first-generation students among my sample universities. Then, using event history analysis, I investigate what sorts of universities are more likely to devote themselves to this newly added dimension of marginality in higher education. My findings suggest that a university's likelihood of adopting a first-gen student supportive feature is positively related to higher selectivity, a history of supporting other diversity initiatives, memberships in professional networks, and the density of prior adopters.Finally, in the last chapter, "A Milestone in the Pursuit of Gender Equality: Predicting First Women Presidents in U.S. Higher Education Institutions, 1980-2018," I explore the factors associated with welcoming the first woman president to a university. Although it has been a while since women's participation in higher education surpassed that of men and the number of female faculty members has increased significantly, it is still rare to find women in leadership roles in higher education institutions. Similar to for-profit organizations, universities continue to have difficulty linking femininity and leadership. Conceptualizing universities as gendered organizations, I identify features of demographic diversity, internal structure, and the institutional environment that may predict organizational changes, such as the rise of women to the presidency-a symbolic milestone in the pursuit of gender equality in higher education. To conduct this research, I use the same set of samples consisting of 234 colleges and universities that I used for Chapter 2. Employing event history analysis, I examine the potential mechanisms associated with whether and when an institution has its first woman president over time. The findings point to the importance of having diversity-supportive structures, such as gender studies programs, and a more equitable understanding of gender roles in the broader organizational environment, among other factors.
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