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A penetrating exploration of affirmative action's continued place
in 21st-century higher education, The next twenty-five years
assembles the viewpoints of some of the most influential scholars,
educators, university leaders, and public officials. Its
comparative essays range the political spectrum and debates in two
nations to survey the legal, political, social, economic, and moral
dimensions of affirmative action and its role in helping higher
education contribute to a just, equitable, and vital society.
This volume continues the tradition of the Life-Span Development
Series, presenting overviews of research programs on a variety of
developmental topics. Research and theory in life-span development
have given increased attention to the issues of constancy and
change in human development and to the opportunities for, and
constraints on, plasticity in structure and function across life.
Acknowledging the need for and existence of interconnection between
age and developmental periods, it focuses on conditions for
possibly discontinuous development that emerge at later periods.
Contributors to this series are sensitive to the restrictive
consequences of studying only specific age periods, such as old
age, infancy, or adolescence. Each scholar attempts to relate the
facts about one age group to similar facts about other age groups,
and to move toward the study of transformation of characteristics
and processes over the life span.
This serial publication continues to review life-span research and
theory in the behavioral and social sciences, particularly work
done by psychologists and sociologists conducting programmatic
research on current problems and refining theoretical positions.
Each volume introduces excellent peer-reviewed empirical research
into the field of life-span development while presenting
interdisciplinary viewpoints on the topic. Often challenging
accepted theories, this series is of great interest to
developmental, personality, and social psychologists.
The final volume in this significant series, this publication
mirrors the broad scientific attention given to ideas and issues
associated with the life-span perspective: constancy and change in
human development; opportunities for and constraints on plasticity
in structure and function across life; the potential for
intervention across the entire life course (and thus for the
creation of an applied developmental science); individual
differences (diversity) in life paths, in contexts (or the ecology)
of human development, and in changing relations between people and
contexts; interconnections and discontinuities across age levels
and developmental periods; and the importance of integrating
biological, psychological, social, cultural, and historical levels
of organization in order to understand human development.
This volume continues the tradition of the Life-Span Development
Series, presenting overviews of research programs on a variety of
developmental topics. Research and theory in life-span development
have given increased attention to the issues of constancy and
change in human development and to the opportunities for, and
constraints on, plasticity in structure and function across life.
Acknowledging the need for and existence of interconnection between
age and developmental periods, it focuses on conditions for
possibly discontinuous development that emerge at later periods.
Contributors to this series are sensitive to the restrictive
consequences of studying only specific age periods, such as old
age, infancy, or adolescence. Each scholar attempts to relate the
facts about one age group to similar facts about other age groups,
and to move toward the study of transformation of characteristics
and processes over the life span.
This serial publication continues to review life-span research and
theory in the behavioral and social sciences, particularly work
done by psychologists and sociologists conducting programmatic
research on current problems and refining theoretical positions.
Each volume introduces excellent peer-reviewed empirical research
into the field of life-span development while presenting
interdisciplinary viewpoints on the topic. Often challenging
accepted theories, this series is of great interest to
developmental, personality, and social psychologists.
The final volume in this significant series, this publication
mirrors the broad scientific attention given to ideas and issues
associated with the life-span perspective: constancy and change in
human development; opportunities for and constraints on plasticity
in structure and function across life; the potential for
intervention across the entire life course (and thus for the
creation of an applied developmental science); individual
differences (diversity) in life paths, in contexts (or the ecology)
of human development, and in changing relations between people and
contexts; interconnections and discontinuities across age levels
and developmental periods; and the importance of integrating
biological, psychological, social, cultural, and historical levels
of organization in order to understand human development.
This collection of essays examines how the social sciences in
America were developed as a means of social reform and later,
especially after World War II, as a tool in federal policymaking
and policy analysis. It also uses arenas of policymaking, such as
early childhood education and welfare and its reform, as case
studies in which social research was used, in policy decisions or
in setting and evaluating policy goals. The book is written to aid
students of public policy to appreciate the complex relationship of
information--principally, of social science research--to
policymaking at the federal level.
David L. Featherman is Professor of Sociology and Psychology,
Director and Senior Research Scientist, Institute for Social
Research, University of Michigan. Maris A. Vinovskis is Bentley
Professor of History, Senior Research Scientist, Institute for
Social Research, Faculty member, School of Public Policy,
University of Michigan.
This collection of essays examines how the social sciences in
America were developed as a means of social reform and later,
especially after World War II, as a tool in federal policymaking
and policy analysis. It also uses arenas of policymaking, such as
early childhood education and welfare and its reform, as case
studies in which social research was used, in policy decisions or
in setting and evaluating policy goals. The book is written to aid
students of public policy to appreciate the complex relationship of
information--principally, of social science research--to
policymaking at the federal level.
David L. Featherman is Professor of Sociology and Psychology,
Director and Senior Research Scientist, Institute for Social
Research, University of Michigan. Maris A. Vinovskis is Bentley
Professor of History, Senior Research Scientist, Institute for
Social Research, Faculty member, School of Public Policy,
University of Michigan.
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