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Past research has drawn attention to the unique challenges for students of color attending predominantly white colleges and universities, yet few have focused on the classroom as a micro-context in which race-related discussions often occur. Using a focus group methodology, 22 African American undergraduate students from a variety of academic programs shared their past experiences with classroom discussions about race. Thematic analyses revealed that African American students’ cognitive and emotional responses to race-focused discussions in the classroom were uniquely shaped by the broader context of attending a predominantly White university situated in a Midwestern region of the United States. Students’ responses gave insights into the strategies that minority students use to navigate race-focused discussions in class and the impact that those strategies have on their class participation. The implications of our results for students and faculty, particularly those situated on predominantly White campuses, are discussed. 相似文献
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Gloria Crisp Vincent Carales Carey Walls Aaron Cassill 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):183-206
The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics. 相似文献
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W. D. Walls 《Journal of Cultural Economics》2010,34(4):261-279
This research presents a systematic empirical analysis of the market for digital versatile discs (DVDs). We examine a sample
of 953 DVD titles that appeared on the weekly top-30 sales charts in North America over a 30-month interval. We find that
the size distribution of weekly DVD sales revenue does not indicate the presence of increasing returns to information. The
empirical results for DVD sales contrast starkly with previous results obtained for motion-picture box-office revenue, where
a number of researchers have found evidence of positive feedback in demand. While the distribution of cumulative revenues
across DVDs is highly unequal, the DVD market appears not to be characterized by the extreme heavy upper tail that so well
describes the winner-take-all nature of the distribution of box-office success across motion pictures. 相似文献
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Responsible innovation (RI) is gathering momentum as an academic and policy debate linking science and society. Advocates of RI in research policy argue that scientific research should be opened up at an early stage so that many actors and issues can steer innovation trajectories. If this is done, they suggest, new technologies will be more responsible in different ways, better aligned with what society wants, and mistakes of the past will be avoided. This paper analyses the dynamics of RI in policy and practice and makes recommendations for future development. More specifically, we draw on the theory of ‘trading zones’ developed by Peter Galison and use it to analyse two related processes: (i) the development and inclusion of RI in research policy at the UK’s Engineering and Physical Sciences Research Council (EPSRC); (ii) the implementation of RI in relation to the Stratospheric Particle Injection for Climate Engineering (SPICE) project. Our analysis reveals an RI trading zone comprised of three quasi-autonomous traditions of the research domain – applied science, social science and research policy. It also shows how language and expertise are linking and coordinating these traditions in ways shaped by local conditions and the wider context of research. Building on such insights, we argue that a sensible goal for RI policy and practice at this stage is better local coordination of those involved and we suggest ways how this might be achieved. 相似文献
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The Urban Review - Misalignments in caring between home and school can often be a source of alienation for minoritized students. This study explores how African immigrant middle school students at... 相似文献
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A 20-year longitudinal study was conducted to examine adult performance on practical problems. Effects of independent variables of age, education, and administration time were assessed on solutions generated and quality points earned. Younger adults generated more solutions than other adults in 1983, 1993, and 2003. Both younger and middle adults increased the number of solutions offered across the 2 decades, but older adults did not. Similar patterns were observed with number of quality points earned. Participants from all age groups and all education levels were aware of, and applied, some changes in technology over the 20-year period. 相似文献
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In recent years, Australian films have failed to capture the public’s attention at the Australian box office. Why? Do Australians have an aversion to their own films? Or does the release strategy—advertising/publicity expenditure and opening number of screens—explain the lacklustre performance? We find that even though Australian films are generally advertised more heavily and released more widely than non-Australian films, ceteris paribus, they earn less at the box office. We also analyse a subsample of our data for which Film Finance Corporation funding information is available and find that government subsidies have no impact on a film’s financial success at the box office. 相似文献
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Fiona Walls 《Resonance》2009,14(3):290-302