Cross-Racial Friendships and Social Distance Between Racial Groups on a College Campus     

Patricia?OdellEmail author  Kathleen?Korgen  Gabe?Wang 《Innovative Higher Education》2005,29(4):291-305

This study examined the effectiveness of curriculum-focused diversity initiatives on a college campus by determining the relationships between GPA, social class, year in school, residential status, racial diversity courses taken, and cross-racial friendships on the level of social distance between Whites-Blacks, Whites-Hispanics, Hispanics-Whites, Hispanics-Blacks, Blacks-Whites, and Blacks-Hispanics. The data suggest that, while the institution does a good job of bringing diverse groups of students to the campus, it does not effectively reduce the level of social distance among many members of the different racial groups on campus. Using the Intergroup Contact Hypothesis, the article concludes by suggesting means by which social distance among racial groups on campus might be decreased.  相似文献   

Explaining ‘Race ‘‐education     

Jonathan Gabe 《British Journal of Sociology of Education》1991,12(3):347-380

This article focuses on three models—Marxist, representational and interpretive—which have been used to explain the development of ‘race'‐education in Britain over the last 25 years. Each model is discussed initially in terms of its core assumptions and links with mainstream sociological and/or political theory, in order to clarify its intellectual origins and conceptual basis. The analytical questions which stem from these models’ assumptions are then specified and their application in the fields of ‘race’ and ‘race’ and education illustrated briefly through a discussion of published work in these areas and a study of ‘race'‐education policy and practice in initial teacher education. The latter also provides a basis for an initial assessment of the different models’ explanatory power and for considering whether there is a need for a new conceptual framework.

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National Identity and the Informational Welfare State: Turkey and Malaysia Compared     

Gabe Ignatow 《The Information Society》2013,29(3):158-171

Researchers have found a number of economic, technological, and political factors to be associated with the diffusion of information technology in developing countries. But cultural factors generally, and national identity in particular, have almost never been viewed as consequential. Castells and Himanen's 2002 study of the information society in Finland, in which the authors identify Finnish national culture as an impetus to the development of the country's informational welfare state, is the most prominent exception to this pattern. This article provides a critical overview of Castells and Himanen's research and revises their conceptual framework to focus on the specific choices states make in constructing their national identities and the effects of these choices on information policy and information technology diffusion. It demonstrates the value of this revised framework through a comparison of the historical trajectories of Turkey and Malaysia's nation-building projects, the incentives these projects have created for the two countries’ social and political elites, and the public information policies and programs that have resulted.  相似文献   

Modeling modeling     

Dupre  Gabe 《Metascience》2021,30(1):95-98

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The Role of Non-cognitive Variables in Identifying Community College Students in Need of Targeted Supports     

Fagioli  Loris P  Baker  Rachel  Orona  Gabe Avakian 《Research in higher education》2020,61(6):725-763

Non-academic characteristics and traits, such as academic self-efficacy and conscientiousness, have maintained the interest of higher education researchers for decades. A considerable amount of research has found that these non-cognitive variables (NCVs) are generally predictive of undergraduate success. However, most prior studies have focused on the use of NCVs in 4-year colleges, and understanding if and how these measures predict the academic trajectories of community college students has received less attention. As past work has indicated that NCVs are differentially predictive for students from different backgrounds, such an examination is needed. Drawing on data from two diverse community colleges, our study addresses this need by exploring if seven popular NCVs predict both short and longer-term student outcomes, how these measures are related to help-seeking behaviors, and their utility in identifying students at risk of serious academic failures. We find statistically significant relationships between NCVs and GPA outcomes but conclude that their practical utility appears trivial.

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