Publications of Deondra Rose
%% Books
@book{fds375314,
Author = {Rose, D},
Title = {The Power of Black Excellence: HBCUs and the Fight for
American Democracy},
Pages = {352 Pages pages},
Publisher = {Oxford University Press},
Year = {2024},
Month = {August},
Key = {fds375314}
}
@book{fds333896,
Author = {Rose, D},
Title = {Citizenship by degree: U.S. higher education policy and the
changing gender dynamics of American citizenship},
Pages = {1-289},
Publisher = {Oxford University Press},
Year = {2018},
Month = {January},
ISBN = {9780190650940},
Abstract = {Since the mid-twentieth century, the United States has seen
a striking shift in the gender dynamics of higher
educational attainment as women have come to earn college
degrees at higher rates than men. Women have also made
significant strides in terms of socioeconomic status and
political engagement. What explains the progress that
American women have made since the 1960s? While many point
to the feminist movement as the critical turning point, this
book makes the case that women's movement toward first-class
citizenship has been shaped not only by important societal
changes but also by the actions of lawmakers who used a
combination of redistributive and regulatory higher
education policies to enhance women's incorporation into
their roles as American citizens. Examining the development
and impact of the National Defense Education Act of 1958,
the Higher Education Act of 1965, and Title IX of the 1972
Education Amendments, this book argues that higher education
policies represent a crucial-though largely
overlooked-factor shaping the progress that women have made.
By significantly expanding women's access to college, they
helped to pave the way for women to surpass men as the
recipients of bachelor's degrees, while also empowering them
to become more economically independent, socially
integrated, politically engaged members of the American
citizenry. In addition to helping to bring into greater
focus our understanding of how Southern Democrats shaped US
social policy development during the mid-twentieth century,
this analysis recognizes federal higher education policy as
an indispensible component of the American welfare
state.},
Doi = {10.1093/oso/9780190650940.001.0001},
Key = {fds333896}
}
%% Journal Articles
@article{fds362650,
Author = {Rose, D},
Title = {Race, Post-Reconstruction Politics, and the Birth of Federal
Support for Black Colleges},
Journal = {Journal of Policy History},
Volume = {34},
Number = {1},
Pages = {25-59},
Year = {2022},
Month = {January},
Abstract = {In 1890, Congress passed the Second Morrill Land-Grant Act,
which provided federal resources to support the creation of
nineteen Black land-grant colleges. At a historical and
political moment when Black Americans faced a violently
repressive backlash against what progress they had achieved
during Reconstruction, the successful passage and
implementation of this legislation was unlikely. How did
congressional lawmakers successfully pass the Morrill
Land-Grant Act of 1890, and was the expansion of educational
opportunity for African Americans a clearly expressed
objective? Using historical analysis of primary sources,
this analysis suggests that the 1890 legislation's
investment in Black colleges reflected a politically
expedient compromise between northern Radical Republicans
who supported greater educational access for Black citizens
and Southern Democrats who wished to expand higher
educational opportunity in their region while also
maintaining the segregated racial order of southern
educational institutions.},
Doi = {10.1017/S0898030621000270},
Key = {fds362650}
}
@article{fds347117,
Author = {Rose, D},
Title = {Policy Feedback and the Racialization of Affirmative Action,
1961-1980},
Journal = {International Journal of Public Administration},
Volume = {44},
Number = {1},
Pages = {3-13},
Year = {2021},
Month = {January},
Abstract = {Since the 1960s, U.S. lawmakers have used affirmative action
policies to promote equal opportunity. Although these
policies have played an important role in redressing
historical discrimination by helping women, racial and
ethnic minorities, citizens with disabilities, and veterans
to make progress in employment and education, their effects
for racial equity in higher educational access have come to
dominate popular perceptions of affirmative action and drive
the often contentious political discourse surrounding it.
How did popular understandings of affirmative action policy
become so racialized, and what are the implications of this
racialization for its capacity to redress past wrongs? This
paper examines the early political development of
affirmative action policy in the U.S. from its emergence in
1961 through 1980. Historical analysis suggests that the
contentious race-centered politics of affirmative action
that emerged after the landmark Regents v. Bakke case is a
matter of policy feedback effects.},
Doi = {10.1080/01900692.2019.1668411},
Key = {fds347117}
}
@article{fds341724,
Author = {Goss, KA and Barnes, C and Rose, D},
Title = {Bringing Organizations Back In: Multilevel Feedback Effects
on Individual Civic Inclusion},
Journal = {Policy Studies Journal},
Volume = {47},
Number = {2},
Pages = {451-470},
Year = {2019},
Month = {May},
Abstract = {Policy feedback scholarship has focused on how laws and
their implementation affect either organizations (e.g.,
their resources, priorities, political opportunities, or
incentive structures) or individuals (e.g., their civic
skills and resources or their psychological orientations
toward the state). However, in practice the distinction
between organizations and individuals is not clear-cut:
Organizations interpret policy for individuals, and
individuals experience policy through organizations. Thus,
scholars have argued for a multi-level model of feedback
effects illuminating how policies operating at the
organizational level reverberate at the individual level. In
this theory-building article, we push this insight by
examining how public policy influences nonprofit
organizations’ role in the civic life of beneficiaries. We
identify five roles that nonprofit organizations play. For
each role, we draw on existing research to identify policy
mechanisms that either enlarge or diminish nonprofits’
capacity to facilitate individual incorporation and
engagement. From these examples, we derive cross-cutting
hypotheses concerning how different categories of citizens
may need policy to operate differently to enhance their
civic influence; whether policy that is “delivered”
through nonprofits may dampen citizens’ relationship with
the state; and how the civic boost provided by policy may be
influenced by the degree of latitude conferred on recipient
organizations.},
Doi = {10.1111/psj.12312},
Key = {fds341724}
}
@article{fds305230,
Author = {Rose, D},
Title = {“Keys that Jingle and Fold: Federal Student Aid and the
Expansion of Educational Opportunity for African American
Women.”},
Journal = {Journal of Women, Politics and Policy},
Volume = {38},
Number = {3},
Pages = {363-384},
Publisher = {Taylor & Francis (Routledge): SSH Titles},
Year = {2017},
Month = {July},
ISSN = {1554-4788},
Abstract = {Since the mid-20th century, the United States has seen a
dramatic increase in Black women’s educational attainment.
Given Black women’s status as “double minorities” and
their disproportionate representation among low-income
Americans, this trend has important implications for equal
opportunity in the United States. While scholars recognize
higher education as a central determinant of socioeconomic
well-being and political engagement, we have yet to consider
the role that federal higher education policies have played
in expanding Black women’s access to college degrees. This
article examines the extent to which student aid programs
have supported Black women’s educational pursuits and
influenced their educational attainment. I find that
financial aid usage is associated with greater educational
attainment and is perceived by Black women as significantly
expanding educational opportunity.},
Doi = {10.1080/1554477X.2016.1219592},
Key = {fds305230}
}
@article{fds326971,
Author = {Rose, D},
Title = {Higher Education and the Transformation of American
Citizenship},
Journal = {PS - Political Science and Politics},
Volume = {50},
Number = {2},
Pages = {403-407},
Publisher = {Cambridge University Press (CUP)},
Year = {2017},
Month = {April},
Doi = {10.1017/S1049096516002900},
Key = {fds326971}
}
@article{fds316660,
Author = {Rose, D},
Title = {The Public Policy Roots of Women's Increasing College Degree
Attainment: The National Defense Education Act of 1958 and
the Higher Education Act of 1965},
Journal = {Studies in American Political Development},
Volume = {30},
Number = {1},
Pages = {62-93},
Publisher = {Cambridge University Press (CUP)},
Year = {2016},
Month = {April},
ISSN = {0898-588X},
Abstract = {© Copyright Cambridge University Press 2016.How do we
explain the steep increase in women's higher educational
attainment that began in the mid-twentieth century and has
continued, unchecked, in subsequent decades? Although many
point to the emergence of feminism and the creation of Title
IX in the 1970s as the origins of this trend, I argue that
two federal student aid programs - the National Defense
Education Act of 1958 and the Higher Education Act of 1965 -
helped set the stage for women to surpass men as the
recipients of bachelor's degrees. Using historical analysis
of primary and secondary resources, I present two related
case studies that demonstrate the central role that unique
political contexts and nondiscriminatory program
administration have played in lawmakers' capacity to promote
equal opportunity through public policy. This study suggests
that women's increasing college degree attainment has
important, but frequently overlooked, public policy
roots.},
Doi = {10.1017/S0898588X1600002X},
Key = {fds316660}
}
@article{fds305229,
Author = {D Rose},
Title = {“The Public Policy Roots of Women’s Increasing College
Degree Attainment: The NDEA of 1958 and the HEA of
1965.”},
Journal = {Studies in American Political Development},
Year = {2016},
Month = {January},
ISSN = {1469-8692},
Key = {fds305229}
}
@article{fds302289,
Author = {Rose, D},
Title = {Regulating opportunity: Title IX and the birth of
gender-conscious higher education policy},
Journal = {Journal of Policy History},
Volume = {27},
Number = {1},
Pages = {157-183},
Publisher = {Cambridge University Press (CUP)},
Year = {2015},
Month = {December},
ISSN = {0898-0306},
Doi = {10.1017/S0898030614000396},
Key = {fds302289}
}
%% Op-eds
@misc{fds317215,
Author = {Rose, D and Phillip Ayoub},
Title = {In Defense of 'Me' Studies},
Journal = {Inside Higher Ed},
Year = {2016},
Month = {June},
url = {https://www.insidehighered.com/views/2016/04/14/scholarly-importance-studying-issues-related-ones-own-identity-essay},
Key = {fds317215}
}