INSIDE HIGHER ED -- Diversity Insider
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   April 2014
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Inside Higher Ed's Diversity Insider is a monthly news summary of key stories touching on diversity topics. To receive daily news updates from Inside Higher Ed, including our diversity coverage, sign up here.
THE STUDENT BODY

Meritocracy or Bias? -- Study finds that when white people are told of the success of Asian applicants, their commitment to basing admissions on grades and test scores drops.

Bridging the Gap -- College readiness initiative -- focused on leveraging programs and resources to drive college-going for all students -- was particularly successful with African-American and Latino students.

Residence Halls Get Religion -- Indicative of a larger trend, several faith-based dorms are opening on campuses, and not just private ones.

Gender, Jobs and G.P.A. -- Study links gender gap in high school grade-point average with students' intentions, as early as middle school, to go to college.

Going on Offense With Title IX -- Some male students accused of rape are suing colleges, saying they are the victims of sex discrimination. Experts doubt they will succeed, but cases could focus more attention on due process issues.

Ask, Do Tell -- Washington State's community colleges add voluntary questions about sexual orientation and gender identity to all student registration forms.

Childbirth Doesn't Count? -- Complaint says college violated Title IX by refusing to allow a student dealing with a high-risk pregnancy and delivery to miss some classes without penalty.

 

FACULTY AND ADMINISTRATION

Feminist Anti-MOOC -- Can education be free and online and yet reject some of the choices made by proponents of massive open online courses? A class about to debut aims to show what's possible.

Reversal at Dartmouth -- College's new president rescinds job offer to African bishop who faced criticism for his past statements about gay people.

The Sexual Politics of Scholarship -- Laura Wright considers the way the ideas of women -- in and out of the academy -- are judged.

If Men Do It ... -- Political scientists consider whether advances for women in the discipline will come from copying questionable male tactics or from changing the nature of values of the field.

FROM THE PUBLISHER

This month, a word from our editors on contributing to Inside Higher Ed.

Inside Higher Ed runs opinion pieces (called Views) every day -- on policy issues, culture, academic careers, and more. We welcome reader contributions and encourage you to propose ideas. There is no one tone or subject matter we look for. But on policy issues, we are very interested in timeliness, so pieces that can be turned around quickly will have the best chance of being accepted. Generally, think of our pieces as newspaper op-eds, not journal essays. That means no footnotes (although links are fine, and strongly encouraged).

Our website is open to all views, so if you see a piece on one side of an issue, don't hesitate to propose something that takes the opposite stand -- in fact, the timing may be perfect for such a piece. And don't hold back on your views -- whatever they are. We love strongly argued pieces (and much prefer them to mushy "on the one hand, on the other hand" articles). Length can vary from 500 to 2,000 words, depending on the topic, with most pieces running between 800 and 1,200 words. Your best bet is to send a quick summary of your idea to editor@insidehighered.com before you write up a piece, so you can get feedback from the editors, but you are welcome to send in completed pieces as well.

Other tips/ideas:

  • If you are proposing a piece linked to an upcoming event, please reach out well in advance of that event or a particular date to discuss the idea and scheduling. When people wait until the last minute, we frequently have something else already scheduled.
  • Don't be afraid to submit even if you aren't a "big name" in academe. We're proud to publish many such big names, but we're equally proud to publish the opinions of people who may not be famous -- and we regularly get great submissions from grad students, adjuncts, entry-level administrators and others who aren't remotely famous -- but have great ideas.
  • Many pieces are based in part on ideas that come out of authors' experiences at individual colleges. And those experiences can be quite compelling. But we tend not to run pieces along the lines of "this is why my college is wonderful."
  • Write for a broad higher education audience. We want pieces about college finance to be sophisticated to those who work in finance, but understandable to professors, and pieces about research or curricular issues to be understandable to the CIO or CFO and cutting edge to faculty members.

We always welcome your questions and suggestions.

Scott Jaschik and Doug Lederman

 

 

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