Developing Scholars

Domingo Morel is Associate Professor of Political Science and Public Service at New York University's Robert F. Wagner Graduate School of Public Service. His research program and teaching portfolio focus on racial and ethnic politics, urban politics, education politics, and public policy. He is the author of Takeover: Race, Education, and American Democracy, which won the W.E.B. DuBois Distinguished Book Award from the National Conference of Black Political Scientists. He is also co-editor of Latino Mayors: Political Change in the Postindustrial City.

• List of Tables Introduction: Graduation Day Part I Social Movements for College Access Chapter 1: Rebellion and College for All: Community-Centered Affirmative Action and the Role of Violent Protest in Policy Formation and Policy Maintenance Chapter 2: Creating TD Nation: Community Action, Protest, and a Program for "Disadvantaged" Youth Chapter 3: Resisting Retrenchment Chapter 4: The Work of Developing Scholars Part II Reproducing Restriction to College Access Chapter 5: Emergence of Hidden Forms of Restriction: The Myth of "Major of Choice" Chapter 6: Shifting the Politics of College Access from the Public to Private Sphere Chapter 7: A Developing Scholars Approach Epilogue: Protest as Policy Feedback Acknowledgments Appendix A (Special College Access Programs 1966-1972) Appendix B (Data Sources for GPA Statistical Analysis) References Index

Developing Scholars makes an important intervention in scholarship on college access policies by centering the social movements which produced college access for Black and Brown students, while also shining a light on the many ways these programs have been restrained and stripped of their power through the implementation of secondary admissions criteria and defunding. Importantly, this book illustrates that for many Black and Brown students, higher education is not an individual pursuit, but rather a collective undertaking made possible by social movements and continually sustained by community members. This book should be read by scholars of higher education and social movements.