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Using the 1999 North American Academic Study Survey, the analysis examines national and positional influences on attitudes in both countries. Results show that national factors outweigh positional factors on many race and affirmative-action issues, while student–faculty differences are stronger than cross-national differences on many gender topics. 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The 1999 North American Academic Study Survey provides a unique opportunity to analyze the role of national and positional factors in faculty and student attitudes towards race, gender, and affirmative action in the US and Canada. The findings indicate that national factors are more important than positional factors on many racial and affirmative-action issues. Differences between students and faculty are more pronounced than are cross-national variations on many gender-related issues.  \nRésumé  \nRares sont les comparaisons directes entre l’opinion des corps professoralet étudiant des États-Unis et du Canada sur les problématiques liées à la nationalité, au sexe et à la discrimination positive dans l’enseignementsupérieur. Le document 1999 North American Academic Study Survey donnel’occasion unique d’analyser le rôle des facteurs nationaux et socioculturels sur l’attitude des corps professoral et étudiant envers la nationalité, le sexeet la discrimination positive aux États-Unis et au Canada. Les résultats suggèrent que, pour plusieurs problématiques liées à la nationalité et à la discrimination positive, les facteurs nationaux sont plus importants que  \nCJHE / RCES Volume 45, No. 4, 2015  \nRace, Gender, & Affirmative Action / I. Katchanovski, N. Nevitte, & S. Rothman 19  \nles facteurs socioculturels. Pour plusieurs problématiques liées au sexe, on observe des différences d’attitudes plus marquées entre le corps professoralet le corps étudiant d’un même pays que d’un pays à l’autre.  \nIntroduction  \nRace, gender and affirmative action remain among the most challenging issues facing American and Canadian higher education. The American and Canadian histories concerning race are quite different and each nation has adopted quite different approaches concerning the affirmative-action policies in higher education. Both countries, however, share strikingly similar histories when it comes to gender matters (Lipset, 1990) .  \nThis article explores the following questions: to what extent are there cross-national similarities and differences in faculty and student attitudes towards race, gender, and affirmative-action issues? To what extent, if at all, do minorities and women in higher education institutions on both sides of the border differ from their white and male counterparts? And, more generally, how similar or different are their evaluations of the academic climates for minorities and women? The focus is on faculty and student responses to matching surveys carried out in Canada and the United States. The historical experiences of both countries suggest that faculty and students in the US and Canada may well differ on racial issues and support for affirmative action. But when it comes to attitudes towards gender-related issues outlooks are more similar.  \nThere is a long-standing record of survey-based Canadian–American comparisons across a variety of dimensions including social and political attitudes. (Adams, 2004; Lipset, 1990; Lipset, Meltz, Gomez, & Katchanovski, 2004; Nevitte, 1996). While survey data show that Canadians are somewhat more tolerant towards outgroups (social groups that they do not identify with, such as racial minorities) than Americans, there are no surveybased comparative studies of race, gender, and affirmative action in higher education in the US and Canada.  \nThis is the first study that draws directly on comparable survey evidence concerning faculty and student attitudes towards race, gender, and affirmative ","cbCaid9YQfKm58Hk","https://ap.wps.com/l/cbCaid9YQfKm58Hk","pdf",707561,24,"English","# Abstract\n# Introduction\n# The Canadian–American Comparison","[{\"question\":\"What data source does the study use to compare attitudes in the US and Canada?\",\"answer\":\"The study uses the 1999 North American Academic Study Survey (NAASS) and focuses on faculty and undergraduate student responses in both countries.\"},{\"question\":\"Which factors matter more for many race and affirmative-action issues: national or positional factors?\",\"answer\":\"National factors are found to be more important than positional factors on many racial and affirmative-action issues.\"},{\"question\":\"How do student and faculty attitudes differ compared with cross-national differences on gender-related issues?\",\"answer\":\"Differences between students and faculty are more pronounced than cross-national variations on many gender-related issues.\"}]","Race, Gender, and Affirmative Action Attitudes in American and Canadian Universities | PDF",1792083477]