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Publications of Deondra Rose    :chronological  combined listing:

%% Books   
@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},
   url = {http://dx.doi.org/10.1093/oso/9780190650940.001.0001},
   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{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},
   url = {http://dx.doi.org/10.1111/psj.12312},
   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{fds326971,
   Author = {Rose, D},
   Title = {Higher Education and the Transformation of American
             Citizenship},
   Journal = {Ps: Political Science & Politics},
   Volume = {50},
   Number = {2},
   Pages = {403-407},
   Publisher = {Cambridge University Press (CUP)},
   Year = {2017},
   Month = {April},
   url = {http://dx.doi.org/10.1017/S1049096516002900},
   Doi = {10.1017/S1049096516002900},
   Key = {fds326971}
}

@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},
   url = {http://dx.doi.org/10.1080/01900692.2019.1668411},
   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{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},
   url = {http://dx.doi.org/10.1017/S0898030621000270},
   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{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},
   url = {http://dx.doi.org/10.1017/S0898030614000396},
   Doi = {10.1017/S0898030614000396},
   Key = {fds302289}
}

@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},
   url = {http://dx.doi.org/10.1017/S0898588X1600002X},
   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{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},
   url = {http://dx.doi.org/10.1080/1554477X.2016.1219592},
   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{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}
}


%% 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}
}


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