1 Lipset, Seymour Martin, “Introduction,” in Liebman, Arthur, Walker, Kenneth N., and Glazer, Myron (eds.), Latin American University Students: A Six Nation Study (Cambridge, Mass.: Harvard University Press, 1972), xvii–xxviGoogle Scholar.

2 Peterson, John, “Recent Research on Latin American University Students,” Latin American Research Review 5 (1970), 37–56Google Scholar; Thomas, Dani and Craig, Richard, “Student Dissent in Latin America: Toward a Comparative Analysis,” Latin American Research Review 13 (1973), 71–96Google Scholar.

3 Hennessy, Alistair, “University Students in National Politics,” in Véliz, Claudio(ed.), The Politics of Conformity in Latin America (London: Oxford University Press, 1967), 119–58Google Scholar; Scott, Robert E., “Student Political Activism in Latin America,” in Lipset, Seymour Martin and Altbach, Philip G.(eds.), Students in Revolt (Boston: Houghton Mifflin, 1967), 403–31Google Scholar.

4 Silvert, Kalman, “The University Student,” in Snow, Peter G.(ed.), Government and Politics in Latin America (New York: Holt Rinehart and Winston, 1967), 367–84Google Scholar.

5 Mario, JorgeLaguardia, Garcia, La autonomía universitaria en América Latina: mito y realidad (Mexico City, UNAM, 1977), 97–99Google Scholar.

6 Anderson, Charles, Politics and Economic Change in Latin America: The Governing of Restless Nations (New York: Van Nostrand, 1967)Google Scholar.

7 Levy, Daniel, University and Government in Mexico: Autonomy in an Authoritarian System (New York: Praeger, 1980), 148–50Google Scholar.

8 Collier, David (ed.), The New Authoritarianism in Latin America (Princeton: Princeton University Press, 1979)Google Scholar; O'Donnell, Guillermo, “Reflections on the Patterns of Change in the Bureaucratic-Authoritarian State,” Latin American Research Review 13 (1978), 3–38Google Scholar; Malloy, James (ed.), Authoritarianism and Corporatism in Latin America (Pittsburgh: Pittsburgh University Press, 1976)Google Scholar.

9 Among the traditional 20 republics (omitting reference to Belize and some of the Caribbean) with which I work, Bolivia, Honduras, Panama, Peru and of course Cuba, are the hardest to place in the four categories. Bolivia, for example, may have been placed in categories two or three for the 1970's (and may now waver between categories two and four, probably closer to four, in the early 1980's). An example of the time period problem is shown in the categorization of certain regimes as authoritarian despite their experiences early in the 1970's (Argentina 1972–75, Chile and Uruguay 1970–73). Where regimes have changed, I have categorized by the decade as a whole, emphasizing the contemporary.

10 Benjamin, Harold, Higher Education in the American Republics (New York: McGraw Hill, 1965), 113–16Google Scholar; García Laguardia, La autonomía universitaria.

11 Suchlicki, Jaime, Students and Revolution in Cuba, 1920–1968 (Coral Gables: University of Miami Press, 1969)Google Scholar.

12 Quote from “El Salvador: Killing at the University,” Latin American Political Report 11 (1977), 303Google Scholar; also on Salvador, El, Webre, Stephen, José Napoleón Duarte and the Christian Democratic Party in Salvadorean Politics (Baton Rouge: Louisiana State University Press, 1979), 185–89Google Scholar.

13 While student politics at the national level may fit the reconciliation category, student politics in certain provinces may show many characteristics found under oligarchic regimes. Provincial regimes may be more narrowly based than national regimes; provincial students may be able to form alliances with nonuniversity groups; student activism may well destabilize provincial governments, perhaps toppling governors. One good example occurred in the poor province of Oaxaca, Mexico in 1977. Student protests received support from many peasants and, after violent confrontation, forced the governor's resignation. In such cases, the federal government may intervene at some point to impose a resolution more in keeping with reconciliation than oligarchic patterns.

14 Levy, University and Government in Mexico, 32–40.

15 Estrada, Gerardo, “La responsabilidad politica de los estudiantes,” Revista mexicana de clencias políticas 19 (1973), 17–20.Google Scholar.

16 Lebot, Ibon, “El movimiento estudiantil durante el frente nacional (1958–1974),” Ideología! y sociedad 19 (1976), 65–68Google Scholar.

17 Pelczar, Richard, “University Reform in Latin America: The Case of Colombia,” in Altabach, Philip G. (ed.), University Reform (Cambridge, Mass.: Schenkman Publishing Co., 1974), 62Google Scholar.

18 Scully, Malcolm, “Election of a Moderate Rector in Ecuador,” The Chronicle of Higher Education (May 19, 1980), 15Google Scholar.

19 Camp, Roderic A., “The National School of Economics and Public Life in Mexico,” Latin American Research Review 10 (1975), 137–51Google Scholar; Smith, Peter, Labyrinths of Power: Political Recruitment in Twentieth Century Mexico(Princeton: Princeton University Press, 1979)Google Scholar.

20 Levy, University and Government in Mexico, 125, 131, 150–54.

21 Drysdale, Robert and Myers, Robert, “Continuity and Change: Peruvian Education,” in Lowenthal, Abraham (ed.), The Peruvian Experiment (Princeton: Princeton University Press, 1975), 286–91Google Scholar.

22 Population data come from the Organization of American States, América en cifras 1977, vol. 3 (Washington, 1979), 2. Higher education data come from the same source, 149–55. Unfortunately, the latest available data for Bolivia (1969), Guatemala (1971) and Haiti (1966), predate 1975 and therefore these nations are slightly underemphasized in our 1975 estimates. But the three nations together account for roughly only 1 per cent of the Latin American enrolments; without these three, modem authoritarian regimes capture 57.6 per cent of 1975 enrolmentsGoogle Scholar.

23 Schmitter, Philippe, Interest Conflict and Political. Change in Brazil (Stanford: Stanford University Press, 1971), 206–07Google Scholar.

24 Silva, Antonio da, “Brazil: El movimiento estudiantil entre 1970 y 1977,” OCLAE 13 (1979), 6Google Scholar.

25 García Laguardia, La autonomía universitaria, 122. For a more extensive account of higher education policy in modem authoritarian regimes: Daniel Levy, “Authoritarianism in Latin America: Insights from Higher Education Policy,” Comparative Politics (forthcoming).

26 Mesa-Lago, Carmelo, Cuba in the 1970's: Pragmatism and Institutionalization (Albuquerque: University of New Mexico Press, 1974), 92–97Google Scholar.

27 I have estimated the 1975 figures, drawing mostly from the OAS's 1975 data (América, 1979, 2). Data for the Dominican Republic, Honduras, Mexico, Nicaragua and Paraguay, however, did not give a private-public breakdown. I therefore computed private-public percentages from the latest OAS recorded years (respectively, 1969, 1968, 1970, and 1968), using these percentages to break down the 1975 figures. Such a procedure may slightly underestimate private enrolments in 1975 because the private sectors in each nation save Honduras had been growing proportionally prior to the years used and had larger private sectors than Latin America as a whole. For the three other nations that had no data I used the latest f available OAS years giving a private-public breakdown (Bolivia 1970, Guatemala 1968, Haiti 1963). These nations had relatively low private shares (though these may have grown), so lack of up-to-date figures may produce a slight overestimation of 1975 private enrolments.

28 Wilkie, James (ed.). Statistical Abstract of Latin America, vol. 19 (Los Angeles: University of California, 1978), 119Google Scholar.

29 Arthur Liebman, et al., (eds.), Latin American University Students, 90–91; Silvert, “The University Student,” 372; Trujillo, Julio César, “Universidad y sistemas sociopolíticos: el caso de Ecuador,” in Corporación Promoción Universitaria (ed.), La universidad latinoamericana: enfoques tipológicos (Santiago: C.P.U., 1972), 182–208Google Scholar.

30 Albornoz, Orlando, “Models of the Latin American University,” in Maier, Joseph and Weatherhead, Richard W. (eds.). The Latin American University (Albuquerque: University of New Mexico Prèss, 1979), 134Google Scholar.

31 James Rodríguez Forero, “Universidad y estructura socioeconómica: el caso de Colombia,” in Corporatión Promotión Universitaria (ed.), La universidad, 247–53.

32 Liebman et al., (eds.), Latin American University Students, 92.

33 Castellanos, Juan F., Hidalgo, Jesús, Huerta, Juan José, Sosa, Ignacio, Examen de una década: sociedad y universidad 1962–1971 (Mexico City: Unión de Universidades de América Latina, 1976), 103–05Google Scholar.

34 Scott, “Student Political Activism in Latin America,” 406.

35 Graaff, John Van de, Clark, Burton, Furth, Dorotea, Goldschmidt, Dietrich, Wheeler, Donald, Academic Power: Patterns of Authority in Seven National Systems of Higher Education (New York: Praeger, 1978)Google Scholar.

36 Enrique Bernales, “Universidad y sistemas sociopolíticos: el caso de Perú,” in Corporacíon Promoción Universitaria (ed.), La universidad, 147–48.

37 Roncagliolo, Rafael, “Estudiantes y política en Perú: datos para una discusión,” in Corporación Promoción Universitaria (ed.), Estudiantes y política (Santiago, C.P.U., 1970), 90–91Google Scholar.

38 Jorge Graciarena, “Los procesos de reforma universitaria y el cambio social en América Latina,” in Corporación Promoción Universitaria (ed.), La universidad, 73–74.

39 Castellanos, , et al., Examen de una década, 93–105; Consejo de Rectores de las Universidades Privadas, 20 años de universidades en la República Argentina (Buenos Aires: Editorial de Belgrano, 1978), 283Google Scholar.

40 Roncagliolo, “Estudiantes y polítics en Peru,” 83–84.

41 Chaparro, Patrick E., “University Students' Activism and Leadership in Two Chilean Universities,” (unpublished Ph.D. dissertation, University of North Carolina, 1975)Google Scholar.

42 OAS, América, 1979, 149Google Scholar; OAS, América en cifras 1965: siliiación cultural (Washington, 1967), 162Google Scholar.

43 The principal function of Brazil's private sector is not to offer an alternative to a politicized public sector but to meet the rapidly growing social demand for higher education. Brazil is thus unique in Latin America for having a mass private sector generally inferior academically to the public sector. But most other Latin American nations have private sub-sectors which similarly develop principally to absorb excess demand. Colombia is the only other case where private enrolments have climbed (slightly) over the 50 per cent mark, but even there the elitist private subsector is more prominent than in Brazil.

44 I am undertaking an intensive analysis of private higher education in a forthcoming manuscript, “The State and Higher Education in Latin America.”.