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1.
In this article, I illustrate how the dominant Black–White binary paradigm of race in the United States situates Indigenous
women as either racialized Others or White Others in the context of a predominantly White university. Race and racism are
thus salient in the lives of Indigenous students in multiple and complex ways—ways which are rarely elaborated upon in the
current research literature.
Angelina E. Castagno is a PhD Candidate in the Department of Educational Policy Studies, University of Wisconsin-Madison. 相似文献
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Courtney T. Goto 《Religious education (Chicago, Ill.)》2017,112(1):33-45
AbstractMany if not most people in the academy as well as the public sphere tend to regard race and racism in the United States in terms of a default frame of reference (i.e., a paradigm): the black–white binary. Although this frame is constructive as well as compelling, it displays serious liabilities. This article outlines, for religious educators, nine expressions of the black–white paradigm—three variations of the binary, three approaches from black studies/theology, and three models that express efforts to transcend binary thinking. A concluding comparative exercise illustrates how participants may discern, address, and ideally revise the paradigm. 相似文献
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Howard Garrison 《CBE life sciences education》2013,12(3):357-363
Blacks, Hispanics, and American Indians/Alaskan Natives are underrepresented in science and engineering fields. A comparison of race–ethnic differences at key transition points was undertaken to better inform education policy. National data on high school graduation, college enrollment, choice of major, college graduation, graduate school enrollment, and doctoral degrees were used to quantify the degree of underrepresentation at each level of education and the rate of transition to the next stage. Disparities are found at every level, and their impact is cumulative. For the most part, differences in graduation rates, rather than differential matriculation rates, make the largest contribution to the underrepresentation. The size, scope, and persistence of the disparities suggest that small-scale, narrowly targeted remediation will be insufficient.Most scientists and engineers take great pride in their reliance on logic and empirical evidence in decision making, and they reject the use of emotional, parochial, and irrational criteria. Prejudices of any sort are abjured. The prevalence of laboratory personnel and research collaborators from diverse national origins is often cited as an example of this meritocratic ideal. Therefore, the U.S. biomedical research community was shocked when a study revealed that Black Americans and other groups were substantially underrepresented in the receipt of grants from the National Institutes of Health (NIH), even after other correlates of success were controlled (Ginther et al., 2011 ). This picture clashed dramatically with the standards the community claimed. In the wake of this revelation, NIH created a high-level advisory group to examine the situation and make recommendations to address it (NIH, 2012 ).Concern about underrepresentation of Black Americans and other race–ethnic groups in science is not new (Melnick and Hamilton, 1977 ), and many attempts have been made to ameliorate or eliminate the gaps. While there have been some gains—underrepresented racial minority (URM)1 students rose from 2% of the biomedical graduate students to more than 11% since 1980 (National Research Council, 2011 )—disparities remain in all fields of science and engineering at all education levels and career stages (National Academy of Science, 2011 ).Given the limited progress in correcting this situation, it is essential to have a better understanding of the origin and extent of the problem. Especially in the current fiscal climate, with insufficient funding for education programs, interventions must be accurately targeted and appropriate to reach their goals. How large are the race–ethnic differences in science enrollments at each level of education? Are there general patterns that can help guide policy? Using data from 2008 and 2009, a recent National Science Foundation (NSF) report illustrates the underrepresentation of Blacks, Hispanics, and American Indians/Alaskan Natives at various education levels (NSF, 2011a ). While informative and illustrative of the extent of the problem, this single-year, cross-sectional perspective does not capture the conditions encountered by recent doctorate earners as they progressed through earlier stages in their education. Looking at graduation rates in the life sciences, Ginther et al. (2009) found that minority participation is increasing in biology, but minority students are not transitioning between milestones in the same proportions as Whites. 相似文献
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Kimberly LeChasseur 《Equity & Excellence in Education》2013,46(3):305-320
This article uses a critical race theory lens to explore how members of one community-district partnership understand “community.” Engaging the community through full service schools (Dryfoos & Maguire, 2002), parent engagement programs (Comer & Emmons, 2006), lab schools through universities (Goldring & Sims, 2005), and other partnerships have become a major strand of reform in schools and districts. However, there is a dearth of critical scholarship that explores the contested meanings and implications of evoking community-laden terminology and approaches (Sanders, 2003; Warren, 2005). Using a grounded theory approach, this case study draws from a combination of ethnographic observations of governance meetings, committee meetings, and events over a year and a half; semi-structured interviews with 11 governance council members from the school district and other partners; and document analysis. Iterative rounds of coding identified ten concepts that were organized into three key categories: geographical and sociocultural conceptualizations of community, “community” as a euphemism, and structuring constraints and empowerment through advisory roles. These findings have broad implications for how we engage in community development and district partnership work in ways that are constructive, effective, and socially just. 相似文献
6.
Authoritarian personality types possess characteristics that are especially troubling if found among criminal justice (CJ) professionals. Recent research found significantly higher Right-Wing Authoritarianism (RWA) scores in male college students majoring in CJ than in male nonmajors as well as significantly higher scores among lower division students than their upper division counterparts. However, the results of that study were limited because the sample was predominantly Caucasian. Given the growth in African-American CJ professionals and the special salience of race, it is important to examine whether the findings can be generalized to African-Americans. In order to explore that issue the current study replicates that research with a largely African-American sample drawn from a historically black college/university (HBCU). Results indicate that, unlike the findings in the original study, CJ majors at the HBCU did not have statistically higher RWA scores. Theoretical and practical implications are discussed. 相似文献
7.
Montague Williams 《Religious education (Chicago, Ill.)》2013,108(3):318-320
Educators employed in devoutly religious institutions often teach students who view even their secular higher education through a uniquely religious lens. Based on his own experiences teaching psychological science at a Jewish university, the author suggests enhancing student interest and enthusiasm by wedding secular curricula with religious education, where feasible. By way of illustration, the current article shows how a cutting edge area of brain research could be taught in the context of ancient and medieval Jewish sources. This example is especially appropriate, given the recent special interest among leaders in the field of religious education in the potential relationships between their own discipline and the field of neuroscience, as well as the fact that the literatures of the histories of neuroscience and related disciplines have long noted the relevance of Jewish religious sources. 相似文献
8.
刘群 《内蒙古师范大学学报(哲学社会科学版)》2002,(Z2)
本文比较了浪漫主义运动的两位代表人物华兹华斯和拜伦的写作风格。二人虽然有许多共同之处,即浪漫主义的基本特征,但在对待素材的态度和写作技巧方面截然不同,存在可比性。笔者在这里探讨这个问题,以供读者对浪漫主义这一文学运动有更全面的认识和欣赏。全文分四部分:(1)浪漫主义运动的基本特征;(2)二者的共同之处:歌颂自然,同情人民的苦难;(3)各自的独特之处:自然的不同意义,不同的政治倾向,不同的语言风格;(4)以上现象的原因。 相似文献
9.
Torsten Husen 《Scandinavian Journal of Educational Research》2013,57(4):151-153
Since July this year, the Scandinavian Journal of Educational Research has been reorganized as a result of a proposal made by the journal's long‐time Managing Editor, Prof. Johs. Sandven (see cover page 2). As it was his main goal with the new administrative model to place the responsibility for the journal in new hands, he felt that at the same time it was timely to retire both as editor and as a member of the board. We would like to underscore both this special happening and Sandven's unique contribution to our journal by the following comments. 相似文献
10.
Dana L. Cloud 《Quarterly Journal of Speech》2013,99(3):285-306
This article explores the role of widely circulated images of Afghan people in building public support for the 2001–2002 U.S. war with Afghanistan. Emphasizing images of women, I argue that these representations participate in the more general category of “the clash of civilizations,” which constitutes a verbal and a visual ideograph linked to the idea of the “white man's burden.” Through the construction of binary oppositions of self and Other, the evocation of a paternalistic stance toward the women of Afghanistan, and the figuration of modernity as liberation, these images participate in a set of justifications for war that contradicts the actual motives for the war. These contradictions have a number of implications for democratic deliberation and public life during wartime. 相似文献
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吴玉平 《英语大王(小学)》2005,(3)
同学们参加过紧张刺激的跑步接力赛吧,今天就来举行个单词接力赛。请沿着箭头所指的方向一路跑下去,不过每个路口都设有一个小小的障碍哦,跨越它才能继续前进,并达到终点。Ready?Go! 相似文献
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Sir William Alexander 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):90-92
Data derived from systematic observation of pupils and teachers in 32 junior classrooms are used to consider the relationship between the teaching methods employed by teachers and the proportion of class time pupils spend engaged on curriculum tasks. Correlations between levels of whole‐class, group and individual interactions and the proportions of lesson time pupils spend working directly on curriculum tasks show that classrooms which have higher levels of whole‐class interaction have considerably higher levels of pupil time on task than classrooms with lower levels of whole‐class interactions. Further analysis shows that this association cannot be accounted for simply by pupils spending more time on task during class lessons. In particular, higher levels of whole‐class interaction are associated with pupils spending a higher proportion of time on task during periods of individual activity as well as at other times. 相似文献
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Sir Ronald Gould 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):95-96
Letter grades in marking have to be converted to a numerical scale before they can be added or averaged, and the conversion may introduce error in the final total. The use of the stanine scale to control some (but not all) of these sources of error, is described, together with a simple graphical conversion procedure. 相似文献
16.
H. L. Elvin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):93-94
This paper presents results from the Assessment of Performance Unit (APU) science surveys which relate directly to Northern Ireland and shows that both the performance on the APU tests and uptake of science subjects for 15‐year‐old pupils from Northern Ireland was worse than those of their English contemporaries. These differences were present throughout the ability range for boys and are extremely large for those pupils studying less than eight O‐levels (i.e. mainly those pupils attending secondary intermediate schools in Northern Ireland). 相似文献
17.
Thomas L. Reddick 《The Teacher Educator》2013,48(2):33-36
Dr. Reddick discusses four promising educational research projects currently being funded by the Bureau of Research. 相似文献
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R. L’Heureux Lewis-McCoy 《Peabody Journal of Education》2016,91(3):309-325
This paper explores the outlooks of black parents raising sons in a suburban school setting in a town that I call Rolling Acres. Dominant narratives about black males center on urban environments where hazards of violence, failing schools, and socially disorganized neighborhoods are prevalent. However, black parents in suburban settings are not immune to racial hazards when raising black boys. This article engages two domains of distinct concern for the parents of black boys: academics and social life. Through a series of in-depth interviews and participant observations with 18 families in a suburban context, I argue parents of black boys, though sometimes divided along gender lines, were concerned with a host of race-related challenges such as social promotion, special education classification, dating preferences, the stereotyping of black boys, and the strain between being cool and academically successful. These concerns demonstrate the importance of understanding how black families, and boys in particular, wrestle with the racialized and gendered power structures even in well-resourced settings. This paper adds to the emerging body on suburbia by highlighting the continued significance of race and gender for black residential families sending their children to suburban schools. 相似文献
20.
Lee S. Shulman 《教育心理学家》2013,48(2):90-92
Several serious problems in the theoretical foundations of factor analysis are reviewed. The first, factor‐naming, is discussed as a determinant of factor fame. A second problem, that of rounding errors in the computerized extraction of factors, is treated from the perspective of psychoanalyticametric theory. Results of an empirical study of the causes of rounding errors are presented and discussed. 相似文献