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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} } @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} } %% 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 and 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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