Dollars and $ense

References

• Astin, A. W., & Solmon, L. C. (1981). Are reputational ratings needed to measure quality? Change, 13,(7), 14–19.
   Google Scholar
• Astin, A. W. (1985). Achieving educational excellence. San Francisco: Jossey-Bass.
   Google Scholar
• Baker, B. D. (1999). The politics of the production function: The influence of political bias on the deductive process. Education Policy, 13(1), 123–135.
   Web of Science ®Google Scholar
• Berrian, A. H., Primas, E., & Shoats, V. (1982, Summer). Minority servicing institutions: A status report. Prepared for the United Negro College Fund Career Development Office and The Institute for Services to Education's Desegregation Support Center.
   Google Scholar
• Betts, J. (1996). Is there a link between school inputs and earnings? In G. Burtless (Ed.), Does money matter? Washington, DC: The Brookings Institution.
   Google Scholar
• Blackwell, J. E. (1996). Faculty issues: The impact on minorities. In C. Turner, M. García, A. Nora, & L. Rendon (Eds.), Racial and ethnic diversity in higher education. ASHE Reader Series. Needham Heights, MA: Simon & Schuster Custom Publishing.
   Google Scholar
• Brazziel, W. F. (1983). Baccalaureate college of origin of black doctorate recipients. Journal of Negro Education, 52(2), 102–109.
   Google Scholar
• Chickering, A., & Reisser, L. (1992). Education and identity (2nd ed.). San Francisco: Jossey Bass.
   Google Scholar
• Conn, E., & Geske, T. (1990). The economics of education (3rd ed.). New York: Pergamon Press.
   Google Scholar
• College Entrance Examination Board. (1994). The college handbook, 1993–94 (31st ed.). New York: Author.
   Google Scholar
• Cross, W. T. (1996). Pathway to the professoriate: The American Indian faculty pipeline. In C. Turner, M. Garcia, A. Nora, & L. Rendon (Eds.), Racial and ethnic diversity in higher education. ASHE Reader Series. Needham Heights, MA: Simon & Schuster Custom Publishing.
   Google Scholar
• Fuller, C. H. (1986a). An analysis of leading undergraduate sources of Ph.D.s, adjusted for institutional size. Ann Arbor, MI: Great Lakes Colleges Association.
   Google Scholar
• Fuller, C. H. (1986b, November/December). Ph.D. recipients: Where did they go to college? Change, 18(6), 42–51.
   Google Scholar
• Fuller, C. H. (1989a). Undergraduate origins of women and men 1970–1982 graduates who received doctorates between 1970–1986. Ann Arbor, MI: Great Lakes Colleges Association.
   Google Scholar
• Fuller, C. H. (1989b). Baccalaureate sources of 1975–1986 doctorates earned by American Indian, Asian, Black, Hispanic, and white men and women who received baccalaureate degrees 1975–1982: Total numbers adjusted for institutional size. Ann Arbor, MI: Great Lakes Colleges Association.
   Google Scholar
• Hall, A. E. (1984, April). Starting at the beginning: The baccalaureate origins of doctorate recipients, 1920–1980. Change, 16(3), 40–55.
   Google Scholar
• Haworth, J. G., & Conrad, C. F. (1997). Emblems of quality in higher education: Developing and sustaining high quality programs. Boston: Allyn Bacon.
   Google Scholar
• Hispanic Association of Colleges and Universities. (1993). Annual report, 1993. San Antonio, TX: Author.
   Google Scholar
• Knapp, R. H., & Goodrich, H. B. (1952). Origins of American scientists. Chicago: The University of Chicago Press.
   Google Scholar
• Kuh, G., Schuh, J., Whitt, E., & Associates. (1991). Involving colleges. San Francisco: Jossey Bass.
   Google Scholar
• Nakanishi, D. T. (1996). Asian Pacific Americans in higher education: Faculty and administrative representation and tenure. In C. Turner, M. Garcia, A. Nora, & L. Rendon (Eds.), Racial and ethnic diversity in higher education. ASHE Reader Series. Needham Heights, MA: Simon & Schuster Custom Publishing.
   Google Scholar
• National Association of Independent Colleges and Universities. (1991). Minorities on campus. Independent minority colleges and universities: National models of educational pluralism. Washington DC: Author.
   Google Scholar
• National Center for Education Statistics. (1994). Digest of education statistics, 1994. Washington DC: Office of Educational Research and Improvement, U.S. Department of Education.
   Google Scholar
• Olivas, M. A. (1996). Latino faculty at the border: Increasing numbers key to more Hispanic access. In C. Turner, M. Garcia, A. Nora, & L. Rendon (Eds.), Racial and ethnic diversity in higher education. ASHE Reader Series. Needham Heights, MA: Simon & Schuster Custom Publishing.
   Google Scholar
• Smith, D., Wolf-Wendel, L., Busenberg, B., & Associates. (1996). Achieving faculty diversity: Debunking the myths. Washington DC: American Association of Colleges and Universities.
   Google Scholar
• Solarzano, D. G. (1995). The baccalaureate origins of Chicana and Chicano doctorates in the social sciences. Hispanic Journal of Behavioral Sciences, 17(1), 3–32.
   Web of Science ®Google Scholar
• Thurgood, D. H., & Clarke, J. E. (1995). Summary report 1993 doctorate recipients from United States universities. Washington, DC: National Academy Press.
   Google Scholar
• Tidball, M. E. (1974). The search for talented women. Change, 6(44), 51–52, 64.
   Google Scholar
• Tidball, M. E. (1985). Baccalaureate origins of entrants into American medical schools. Journal of Higher Education, 56, 385–402.
   Web of Science ®Google Scholar
• Tidball, M. E. (1986). Baccalaureate origins of recent natural science doctorates. Journal of Higher Education, 57, 606–620.
   Web of Science ®Google Scholar
• Tidball, M. E., Smith, D. G., Tidball, C., & Wolf-Wendel, L. E. (1998). Taking women seriously. Phoenix, AZ: Oryx Press.
   Google Scholar
• Webster, D. S. (1986). Academic quality rankings of American colleges and universities. Springfield, IL: Charles C. Thomas.
   Google Scholar
• Wolf-Wendel, L. E. (1998). Models of excellence: The baccalaureate origins of successful African American, European American, and Hispanic women. Journal of Higher Education, 69, 144–172.
   Web of Science ®Google Scholar