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The Mexican American Legal Defense and Educational Fund's program to increase participation of minority and women junior faculty members in advanced study and research in education resulted in numerous accomplishments by the program's three scholars-in-residence. Dr. David Jess Leon (1979-1980) produced a major publication, "The Struggle for Access: Minority Students in a California University," reviewed social science literature on higher education, did a survey of California higher education minority assistance programs, developed research proposals, and presented his research at conferences and professional meetings. Dr. M. Susana Navarro (1980-1981) focused on research into testing and Hispanic access to higher education, produced numerous articles and position papers in both areas, made extensive contacts with education researchers and administrators, and assisted in the development and advancement of coalitions to pursue higher education issues. Dr. Ruben Espinosa (1981-1982) conducted a major study on Los Angeles Unified School District's expenditure patterns and school size, and found that the district spent 40% less on Hispanic elementary students than on white children and that most Hispanic students face ghetto school environments and substandard educational services. Appendices include resumes, summaries of Leon's and Espinosa's publications, and Navarro's statement on the status of Hispanics in higher education. (MH)

The report interprets and explains the basis of Mexican American/Anglo disparity in the educational experience through the theoretical framework of "group conflict." Chapter One presents the group conflict model of society, outlining the manner in which groups form and compete for power, wealth, and prestige. Chapter Two focuses on the way in which education serves the interests of the dominant group, mirroring the stratified structure of the larger society, assuring the fulfillment of the dominant group's interest. Chapter Three examines the relative position of Mexican Americans and Anglos in the American social structure, exploring differences in income, occupation, and political representation. Chapter Four considers the research on achievement, dropout rates, higher education, and other areas for Mexican Americans and Anglos. Chapter Five discusses the process of social change as perceived within the conflict perspective, concluding that basically, change in the larger society precedes change in the educational system, and that the dominant group usually attempts to control the process of social change, reacting most forcefully where it perceives the greatest loss of power, wealth, and prestige. The conflict model provides a framework of techniques for placing political pressure on established institutions to better respond to the needs of Mexican Americans nationwide. (NEC)

Law school admission of minorities, and in particular Hispanics, is addressed, based on results of a study of California law schools and analyses of current trends and alternative admission and testing approaches. Information obtained on current admissions procedures in American Bar Association-approved California law schools led to the conclusion that minority enrollment, especially Hispanic enrollment, will not likely increase. This conclusion rests on the findings that admissions decisions, for the most part, are based on GPA/LSAT scores; it is suggested that minority applicants tend to have lower GPA/LSAT scores than their white peers. Additionally, the issues involved in professional school admissions are examined, and constitutional means for facilitating minority access to professions from which certain groups have been historically underrepresented or even excluded are explored. Alternative admissions standards and a model bar review program are proposed. The Bakke decision, issues relating to testing and psychometrics, sociological and historical perspectives on minority access to higher education, demographic data, and retentive and supportive systems for special admittees are considered. (SW)