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Harvard scholars Jencks (social policy) and Riesman (sociology) loosed their 1968 sociological and historical analysis of American higher education into a world where revolution was the order of the day. They argue that the rise of the academic professional played an important role in expanding demand for higher education. Jencks contributes a new introduction, The original publisher was Doubleday. Annotation copyrighted by Book News, Inc., Portland, OR

Tabla de contenidos provista por Syndetics

• Introduction to the Transaction Edition(p. ix)
• Introduction(p. xix)
• I. The Academic Revolution in Perspective(p. 1)
• Traditional Colleges and Their Clients(p. 1)
• The Spread of Meritocratic Institutions(p. 8)
• The Rise of the University(p. 12)
• The University College(p. 20)
• II. The War between the Generations(p. 28)
• Academic Age-grading Yesterday and Today(p. 28)
• The Role of Student Subcultures(p. 35)
• The Adult Backlash and the "Safe" Colleges(p. 50)
• III. Social Stratification and Mass Higher Education(p. 61)
• Education versus Certification(p. 61)
• Social Stratification in America(p. 64)
• Cultural Stratification in America(p. 74)
• The Emergence of Mass Higher Education(p. 90)
• Higher Education as a Social Sieve(p. 97)
• Colleges versus the Upwardly Mobile: Pricing(p. 107)
• Colleges versus the Upwardly Mobile: Tests(p. 121)
• Colleges versus the Upwardly Mobile: Motivation(p. 133)
• Toward a More Open Society: Financial Reform(p. 136)
• Toward a More Open Society: Academic Reform(p. 140)
• Mobility or Equality?(p. 146)
• IV. Nationalism versus Localism(p. 155)
• The Early Localists(p. 156)
• The Rise of National Professions(p. 160)
• Non-Meritocratic Nationalization(p. 165)
• Politics, Taxes, and Localism(p. 168)
• Regional Variations(p. 171)
• Localism, Pluralism, and Meritocracy(p. 177)
• Localism and Commuting(p. 181)
• Geographic Dispersion and Community Development(p. 185)
• Age and Sponsorship in Nationalization(p. 191)
• V. The Professional Schools(p. 199)
• Professionalism and Its Consequences(p. 199)
• Seminaries(p. 207)
• Medical Schools(p. 212)
• Military Academies(p. 219)
• Engineering Schools(p. 223)
• Teachers Colleges(p. 231)
• Graduate Schools of Arts and Sciences(p. 236)
• An Overview(p. 251)
• VI. Class Interests and the "Public-Private" Controversy(p. 257)
• The Bifurcation of Higher Education(p. 257)
• The Financing of Public and Private Colleges(p. 270)
• Admissions Requirements in the Public and Private Sectors(p. 279)
• College Imagery and Self-Imagery(p. 286)
• VII. Feminism, Masculinism, and Coeducation(p. 291)
• The Rise of Coeducation(p. 291)
• The Women's Colleges(p. 302)
• VIII. Protestant Denominations and Their Colleges(p. 312)
• Protestant Denominationalism(p. 312)
• Diversity, Separatism, and the Founding of New Colleges(p. 314)
• Natural Selection and Evolution among Denominational Colleges(p. 322)
• The Holdouts Face the Future(p. 328)
• IX. Catholics and Their Colleges(p. 334)
• Catholicism in America(p. 334)
• The Control of Catholic Colleges(p. 343)
• Professionalism: Clerical versus Lay Models(p. 356)
• Defining a Clientele: Sex(p. 375)
• Defining a Clientele: Geography(p. 380)
• Defining a Clientele: Class(p. 382)
• Defining a Clientele: Ethnicity(p. 395)
• The Future of the Catholic Colleges(p. 398)
• X. Negroes and Their Colleges(p. 406)
• Negroes in America(p. 406)
• The Evolution of the Negro Colleges(p. 417)
• The Fruits of Oppression(p. 425)
• The Future of the Negro Colleges: Recruitment(p. 436)
• The Future of the Private Negro Colleges(p. 451)
• Alternatives for the Private Negro Colleges(p. 461)
• The Future of the Public Negro Colleges(p. 469)
• Conclusion and Postscript(p. 474)
• XI. The Anti-University Colleges(p. 480)
• The Community College Movement(p. 481)
• The General Education Movement(p. 492)
• Other Non-Academic Professions and Organizations(p. 504)
• XII. Reforming the Graduate Schools(p. 510)
• The Pitfalls of Nostalgia(p. 510)
• Starting at the Top(p. 513)
• "Pure" versus "Applied" Work(p. 516)
• Disciplines versus Subdisciplines: The Need for More Mobility and Anarchy(p. 523)
• The Art of Teaching(p. 531)
• Conclusion(p. 539)
• References(p. 545)
• Index(p. 559)

Notas de autor provistas por Syndetics

Christopher Jencks is Malcolm Wiener Professor of Social Policy at the Kennedy School of Government at Harvard University
David Riesman is Henry Ford II Professor Emeritus of Sociology at Harvard University