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[pt] Os estudantes que ingressam por meio da política de ação afirmativa encontram inúmeras e graves dificuldades para permanecer na universidade e concluir seus cursos. O acesso desses novos alunos deu ênfase às políticas de permanência e, a partir de então, a temática vem despertando um crescente interesse de pesquisadores que buscam conhecer e compreender os aspectos que perpassam a permanência universitária. A Universidade Federal do Rio de Janeiro teve a sua primeira experiência com a política de ação afirmativa para ingresso em seus cursos de graduação, em 2011, quase dez anos após ter se tornado realidade em outras instituições públicas. Especialmente a partir da Lei de Cotas, sancionada em 2012, houve o ingresso massivo de estudantes com um novo perfil, o que teve maior impacto nos cursos de alto prestígio, onde a maioria dos estudantes é oriunda das classes sociais mais altas. Desta forma, o presente estudo busca analisar as trajetórias universitárias de estudantes ingressantes pela ação afirmativa, em cursos de prestígio, a partir de suas percepções acerca do cotidiano universitário. Para atender aos objetivos da pesquisa entrevistamos o total de treze estudantes, que têm mantido uma trajetória improvável, na medida em que vêm sobrevivendo em um espaço onde a sua presença é pouco esperada. Os resultados empíricos demonstram que a permanência desses estudantes, embora permeada pelas dificuldades de ordem financeira, não está restrita a elas. As situações que se apresentam também se relacionam ao aspecto simbólico, que envolve a sua integração ao ambiente universitário e o pertencimento ao espaço e ao grupo. A questão da permanência, portanto, se amplia para além do provimento de recursos materiais, exigindo da universidade novas posturas e práticas. / [en] Students entering through affirmative action policy encounter numerous and serious difficulties to stay in university and complete their courses. The access of these new students emphasized the policies of permanence and, from then on, the theme has been attracting a growing interest of researchers who seek to know and understand the aspects that are involved in the permanence of the students in the university. The Federal University of Rio de Janeiro had its first experience with affirmative action policy for admission to its undergraduate courses in 2011, almost ten years after it became a reality in other public institutions. Especially from the Law of Quotas, sanctioned in 2012, there was a massive influx of students with a new profile, which had a greater impact on the high prestige courses, where most of the students come from the upper social classes. In this way, the present study seeks to analyze the university trajectories of students entering through affirmative action, in prestigious courses, based on their perceptions about daily university life. In order to meet the objectives of the research, we interviewed the total of thirteen students, who have maintained an improbable trajectory, since they have been surviving in a space where their presence is little expected. The empirical results demonstrate that the permanence of these students, although permeated by financial difficulties, is not restricted to them. The situations that are presented also relate to the symbolic aspect, which involves their integration into the university environment and belonging to space and to the group. The question of permanence, therefore, extends beyond the provision of material resources, demanding from the university new postures and practices.

Brown is often regarded among the most monumental decisions ever rendered by the United States Supreme Court. Its legacy includes a body of case law affecting the shape and meaning of school desegregation over the past fifty years. However, school desegregation and the transition of Brown from courtroom jurisprudence to a manifestation of equal educational opportunities for African American and other minority students has not been characterized by steady, forward progress. This research project is about Brown’s evolutionary transition vis-à-vis public school desegregation law. A comprehensive overview of the Brown v. Board of Education litigation and its affect on school desegregation is provided. The timeframe for the study primarily covers the years following the Brown decisions from 1954 to 2002. However, the study also emphasizes the legal and historical details that led to Brown. In addition, a review is included of the June 2003 United States Supreme Court decisions in the University of Michigan cases that addressed affirmative action issues, which is relative to Brown. The body of case law and information associated with Brown was immense. Therefore, specific litigation was selected for review and analysis. The basis for litigation selection is discussed in each chapter relative to the section’s content. The litigation analysis is addressed from four perspectives: the Historical Perspective: "Separate-But-Equal" Era, the Brown Decisions, the Seminal Desegregation Era, and the Contemporary Desegregation Era. Since the research was so extensive, it is beyond the study’s scope to exhaust all avenues of school desegregation case law in Brown’s progeny. Brown offered the promise and hope of better educational opportunities for African American children in the United States. In the face of contemporary measures that consistently show achievement for African American children lagging behind that of their white and Asian counterparts, this project was motivated by a desire to explore the course of action, from a legal perspective, that resulted in unfulfilled expectations of Brown. / Ph. D.

Implementation of affirmative action policies at doctorate-granting universities was examined using quantitative and qualitative research methods. The first phase included a quantitative assessment of the collective and individual progress made in hiring and promoting women faculty during the 1970s. Institutional data reported in the annual Higher Education General Information Survey were used to construct an index reflecting the degree of change experienced by the institution in five areas. After institutions were rank ordered on the basis of their composite change score, three of the most successful were selected for site visits. Major findings from the first phase of the research include: 1. The percentage of women on the faculties of doctorate-granting universities has increased from 14.7% in 1971 to 18.8% in 1980. However, the variation in current female representation is great, from 0% to 68%. Women are least well represented at universities characterized by a low percentage of women students, a technical curriculum, and a strong research orientation. 2. There is also wide variation in the amount of change that has occurred on “these campuses . At some institutions, the percentage of women has increased considerably more than the average (4%); at others, the percentage has decreased. Greater change occurred at universities which had a very low percentage of women in the base year, expanded their faculty, and were located in New England. The second phase of the study included on-site interviewing of faculty and administrators, and document review to discover what strategies, policies, programs and other factors were associated with positive change for women at the three successful institutions selected in phase one. Commitment of top administrators was a crucial factor in successful affirmative action implementation. A vital aspect of leader commitment was the creation and support of effective affirmative action staff roles. Women's groups also played an important role in pressuring for change. Federal intervention mobilized leaders at the point of policy adoption, but had little effect on implementation. All three campuses monitored faculty appointments closely and gave affirmative action issues high administrative priority. / Ph. D.

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There is a psychosexual health crisis in the African American community, with disproportionate rates of HIV/AIDS infections and poorer medical treatment outcomes for Black men and women (Fullilove, 2006; CDC, 201 0). In contrast to the homophobic responses of most Black Churches, some Black Churches are offering an affirmative ministry for lesbian, gay, bisexual, and transgendered (LGBT) individuals. This dissertation examines how these ministries developed and what strategies they employ in response to the HIV/AIDS health crisis. Building on Stigmatization theory, Queer theory, and previous research on Black Churches, I construct a conceptual framework for interpreting this phenomenon. Using the Heuristic methodology, I explore the historical, theological, and practical dimensions of four LGBT -affirming African American ministries. During a period of four to six weeks with each church, I conducted two narrative mterviews with the pastors, 15 to 20 hours of observation of ministry activities, and a review of church documents regarding relationships with the LGBT community. Using narrative analysis and grounded theory, I analyzed the interviews, documents and observational field notes for evidence of the LGBT affirmative ministry. I constructed holistic profiles of each church and a composite profile of the four. All four pastors credited formal theological education and personal experiences with the LGBT community as sources of their theologies. Two of the pastors self-identified as members of the LGBT community; LGBT inclusion was the central focus of their ministries. The other two pastors integrated LGBT inclusion into a broad based social justice ministry that focused on multiple oppressions, including racism and sexism. All four pastors seek to avoid the psychological, spiritual, and physical harm that homophobic Black churches inflict on LGBT Black folk, and seek thereby to discourage behaviors that contribute to the proliferation of HIV/AIDS. Each pastor offered LGBT affirmative strategies for decreasing LGBT stigmatization and HIV infections in the Black community. / 2999-01-01