2005 Brock Prize Nominees

Gerald E. Gipp
Executive Director of American Indian Higher Education Consortium

Nominated By: John Tipperconnic III

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Dr. Gipp’s contribution to education is his work with American Indian tribal colleges and universities that 1) implement the federal Indian policy of tribal self-determination in education; 2) implement an innovative approach by tribal colleges to make tribal languages and cultures integral parts of their philosophy, mission and curriculum; and 3) provides educational opportunities to many individuals who otherwise would not be able to attend college and earn higher education degrees or certificates.


Melvin Levine
Professor of Pediatrics and Director,
Clinical Center for the Study of Development,
University of North Carolina
Founder and Co-Chair, All Kinds of Minds

Nominated By: Diana Coulton Beebe

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Dr. Melvin Levine has devoted his life to the understanding and support of children and adolescents with learning differences and attention issues. For over 25 years, he has worked to change the “one-size-fits-all” approach to education and believes that if we pay more attention to individual learning patterns, we can make all children successful in school.


Reynaldo F. Macías
Professor of Chicana/o Studies
Chair of César E. Chávez Center for Interdisciplinary Instruction in Chicana/o Studies,
University of California, Los Angeles

Nominated By: María Herrera-Sobek

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Dr. Macías has been involved in many Tomás Rivera Policy Institute projects geared towards improving the educational attainment of Latino students. He is the author, co-author, and editor of six books and over two dozen research articles and chapters on such topics as bilingual education, teacher supply and demand, Chicanos and schooling, adult literacy, language choice, analysis for national language survey data, population projections, language policies, and media research. His current research activities are in language policy/politics/demography, adult literacy, and teacher studies.


Jamie P. Merisotis
President and Founder,
Institute for Higher Education Policy

Nominated By: Jacqueline Skinner Jackson

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A champion of the idea that higher education reaps rich rewards for both society and individuals, Jamie Merisotis has focused much of his work on improving access to higher education for low-income, minority, and other underrepresented populations. This commitment to equality of opportunity was a major factor in the establishment of the Alliance for Equity in Higher Education, an unprecedented coalition of national associations that represent more than 340 minority-serving colleges and universities, including historically Black colleges and universities, American Indian tribal colleges, and Hispanic-serving institutions.


Gary Orfield
Professor of Education and Social Policy,
Harvard Graduate School of Education
Founding Co-Director, The Civil Rights Project at Harvard

Nominated By: Joseph P. Zolner

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For the past two decades, Gary Orfield has been especially interested in education policy, in changing patterns of opportunity in metropolitan areas, in higher education policy, the impact of conservative changes in social policy and civil rights and in the situation of teens growing up in a post-industrial society. School desegregation and the implementation of civil rights laws have been central issues throughout his career.


William E. Sedlacek
Professor of Education and Director of Testing,
Researching and Data Processing Counseling Center,
University of Maryland, Baltimore

Nominated By: Walter Allen

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William Sedlacek has developed a unique, multifaceted assessment system which enables colleges and universities to identify noncognitive characteristics which predict success in higher education for underrepresented racial and cultural groups and other “nontraditional” populations of students in higher education. In addition to their value as admissions assessment instruments, Sedlacek’s noncognitive variables have been used as a paradigm for postmatriculation programs which have been shown to support the retention of nontraditional students already admitted to universities and professional schools.


Beverly Daniel Tatum
President, Spelman College

Nominated By: Raymond Wlodkowski

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Beverly Daniel Tatum is a scholar, an educator, and a leader in education. She is a nationally recognized authority on racial issues in America. She is recognized as the most prominent promoter of racial identity development theory. This theory, a positive sense of one’s self as a member of one’s group is vital to psychological well-being, is proclaimed as a vital means to resolve multicultural issues in education and society. Her research includes the study of racial identity development in teens, the impact of race on classroom dynamics, and the experiences of black families in white communities.