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Fordham and Ogbu (1986) have described fear of acting white as a significant factor that influenced the attitudes and often undermined the achievement of African-American students at Capital High in Washington, D.C. The present qualitative study investigated 38 relatively high-achieving African-American and Mexican-American students in various high schools, public and private, in a midwestern city. The respondents did not report avoiding academic achievement in order to avoid accusations of acting white. Most of the students we interviewed reported no loss of ethnic identity. The students felt strong resentment toward their peers' accusations of acting white and did not seem to be intimidated by the accusations, though they were bothered by the accusations. It would be useful if future research addressed the conditions under which avoidance of acting white is most likely to occur. 相似文献
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This article argues for postsocialism as an added consideration to postcolonial theory in analyzing and enacting intercultural and international relations of/for social justice. We theorize the need for feminist and communication studies of rape and sexual assault that consider how rape occurs in relation to institutions, bodies, and times that offer varying positions and possibilities to different identities, cultures, and groups. Our study of an international rape trial asks how survivors of rape can have their experiences validated in androcentric international judicial systems. Theorizing Yugoslavia through the prism of rape, we center our analysis on women as property. Utilizing concepts of relationality and performativity, we imagine how the temporal, cultural, and geographic positionalities of women’s experiences of rape can critique patriarchy and global capitalism. 相似文献
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This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education,
specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test
scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship
to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely
to enroll at the sponsoring university than were control students. However, program and control students enrolled in higher
education at rates that did not differ significantly. No differences were detected in self-esteem or high school GPA. Program
students desired more education than control students. The results suggest that scholarship incentive and support programs
that target average to above average achieving students in the eighth grade may not raise the overall number of aspiring minority
youth attending college, but may be useful to specific universities to raise their minority enrollment. 相似文献
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