The Most Significant Aspects That Shaped The Academic Revolution From 1945-1975

There were numerous significant aspects that shaped the Academic Revolution from 1945-1975. Expansion and academic standardization played key roles in the development of universities during this era (Geiger, 2016). According to Croxford (1968), “Just as America began with people of various ethnic, religious, and racial backgrounds, so did American education” (p. 3). Before 1945, colleges and universities were mostly populated by white males from middle to upper class families. In many areas of our nation some people still practiced discriminatory laws and attitudes that kept many blacks and other ethnic minorities from pursuing a college degree.

The Plessy v. Ferguson (16 U.S. 537 (1896) case set the standard for a long line of “separate

284m) or the GI Bill was signed into law on June 22, 1944, by Franklin D. Roosevelt. The act offered Federal aid to help veterans adjust to civilian life in the areas of hospitalization, purchase of homes and businesses, and in education or vocational trades after World War II. In addition, the act provided tuition, housing allowances, covered books and supplies, equipment and counseling services for veterans who wanted to go to college after the war. The leading force behind The Servicemen’s Readjustment Act of 1944 was the American Legion. The American Legion is a private veteran’s advocacy groups that was founded in 1919.September 1943, the group initiated its own campaign for extensive support of the veterans and labeled it, “a bill of rights for GI Joe and GI Jane” (Greenberg, 2008). GI originally stood for Government Issue, referring to military regulations or equipment. The postwar period focused on academic standards leading to a more uniform outlook on curriculum, faculty training, and administrative practices. Enrollment rose to an unprecedented high making institutions overcrowded with the inundation of war veterans taking advantage of the federal aid benefits offered by the government. The surge in student population forced universalities to open year-round, shorten courses, and reexamine their

On September 2, 1958, the National Defense Education Act or (NDEA) (PL 85-864), was signed into law by President Dwight D. Eisenhower. The act provided funding to improve American schools and promote postsecondary education. Title I discussed the general provisions of the act. Our nation believed the mental resources, technical skills, and education were needed to keep up with and surpass Russian technology. Tile II made low-interest loans available to students that wanted to purse an education in science. The loans were to be dispersed to students enrolled full-time in institutions of higher education. Title III of the act authorized grants to states, in the amount of seventy million dollars per year, to purchase equipment to strengthen science, math and foreign language instruction. Title IV supported graduate studies for individuals intending on becoming college professors. Title V offered guidance, counseling, and testing to identify students with outstanding aptitudes and ability to complete a secondary education. Title VI supported research in language teaching, as well as providing stipends to teachers that attended summer school. Title VII supported media research including the use of television, radio, and motion pictures. The impact of Title VII discussed the reauthorization of the Smith-Hughs