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By Penny A. Pasque (auth.)

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John, 2003; 2006; Torres, 1998; Urrieta, 2008). In the Advocacy frame, one of higher education’s roles in a democracy is to acknowledge the public and private realms as well as privilege the interconnections between them. The authors view this interconnection as the crux of a crisis in the academy where change is needed in leaders’ perspective and behavior vis-à-vis the academy. They believe it is particularly important for leaders who hold power within colleges and universities to initiate change in order to address educational inequity across race, gender, and class within and outside of the system of higher education.

His study included individual income and tax revenues as factors defining the benefits of higher education. ). He also considers estimated lost earnings while a student is enrolled in college. He found that “the State will accrue an additional $57,018 in non-discounted income tax over the working lifetime of each [male] bachelor’s degree recipient” (p. 186). In addition, alumni will spend more money in contribution to the local economy. 2 percent. 5 percent respectively. Corresponding outcomes for women proves positively significant and yet not as strong as those for men.

Solutions are often identified such as increased access to education around race, gender, nationality, and class; multicultural education and civic engagement for a diverse democracy; refinancing postsecondary education; and a change in educational leadership. Supportive Evidence For clarity, I have divided this complex frame into four categories based on the primary focus of the authors. For example, Parker (2003) and HIGHER EDUCATION FOR THE PUBLIC GOOD 33 Pitkin and Shumer (1982) connect the notion of civic engagement and multicultural education with a diverse democracy as a way to focus on the intersections between public and private good.

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