Author: Karolyn Tyson
Publisher: Oxford University Press
ISBN: 019979247X
Category : Social Science
Languages : en
Pages : 239
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Book Description
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.
Author: Karolyn Tyson
Publisher: Oxford University Press
ISBN: 0199793018
Category : Social Science
Languages : en
Pages : 240
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Book Description
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, Integration Interrupted argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, Karolyn Tyson shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The rich narratives in Integration Interrupted throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how we organize our schools.
Author: Ralph B.L. Gwatkin
Publisher: Springer Science & Business Media
ISBN: 1461321433
Category : Science
Languages : en
Pages : 397
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Book Description
Developmental biology has been transformed recently by discoveries in the fields of molecular biology, cell biology, and immunology. New ways of manip ulating mammalian development are uncovering control mechanisms and ena bling us to apply them in solving practical problems in animal production and human health. This book outlines some of these new manipulations and how they have contributed to the present state of developmental biology. Chapter 1 describes gene transfer by micro injection of cloned recombinant DNA into zygotes. Although the factors that affect transformation frequencies and integration sites are still unknown, such techniques offer a number of exciting prospects. Research models for human disease coula be artificially created and desirable characteristics in agricultural animals could be - hanced. . The theme of cell-to-cell transfer is continued in Chapters 2 and 3. Chapter 2 describes pronuclear transplantation by Sendai virus-induced fusion of the karyoplast with the enucleated embryo. Using this procedure, it has been dem onstrated that both male and female genomes are essential for normal develop ment, although the reason for this is not yet understood. Chapter 3 describes studies on the fusion of whole oocytes. .
Author: Derrick Darby
Publisher: University of Chicago Press
ISBN: 022652535X
Category : Education
Languages : en
Pages : 209
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Book Description
American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind—the idea that there are racial differences in intelligence, character, and behavior—they show how philosophers, such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
Author: Keith Robinson
Publisher: Harvard University Press
ISBN: 0674727428
Category : Education
Languages : en
Pages : 395
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Book Description
It seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The study's surprising discovery is that no clear connection exists between parental involvement and improved student performance. Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. Some of the associations they found between socioeconomic status and educational involvement were consistent with past studies. Yet other results ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned with education than other ethnic groups--or that "tiger parenting" among Asian Americans gets the desired results. In fact, many low-income parents across a wide spectrum want to be involved in their children's school lives, but they often receive little support from the school system. And for immigrant families, language barriers only worsen the problem. While Robinson and Harris do not wish to discourage parents' interest, they believe that the time has come to seriously reconsider whether greater parental involvement can make much of a dent in the basic problems facing their children's education today. This provocative study challenges some of our most cherished beliefs about the role of family in educational success.
Author: Dionne Danns
Publisher: Rutgers University Press
ISBN: 1978810075
Category : Education
Languages : en
Pages : 156
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Book Description
Scholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago’s housing segregation and declining white enrollments severely curtailed the city’s school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.
Author: William S. Mason
Publisher: Springer Science & Business Media
ISBN: 3642760155
Category : Medical
Languages : en
Pages : 212
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Book Description
Pioneering work on hepatitis B virus and hepatitis delta virus, and the discovery of hepatitis B-like virus in animals during the 1970's has been followed, over the past ten years, by an explosion of interest in how these viruses replicate, maintain chronic infections, and cause liver disease and hepatocellular carcinoma. The purpose of this book is two-fold. First, the authors of each chapter provide a summary of their specialty that will not only serve as an introduction, but will also provide the newcomer to hepatitis B virology with up-to-date information and insights into the goals and accomplishments of each area of investigation. Second, since the diversification of interests and increased specialization of hepadnaviruses researchers has reached a level where it is no longer possible for any one individual to read all the primary literature, this book will help to refocus interest on what is, after all, the major objective: to understand and ultimately treat or prevent chronic liver disease and liver cancer. Accordingly, chapters are included which span a range of interests, from the management of hepatitis B patients to new approaches to antiviral therapy, from the role of hepadnavirus gene expression in DNA replication to the role of ribozymes in the delta virus life cycle, from liver cancer in naturally infected woodchucks to liver disease in HBV transgenic mice to the use of hepatitis virus vectors to treat inherited enzyme deficiencies.
Author: Richard Race
Publisher: Springer
ISBN: 113727476X
Category : Education
Languages : en
Pages : 390
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Book Description
This timely collection focuses on domestic and international education research on race and ethnicity. As co-conveners of the British Education Research Associations (BERA) Special Education Group on Race and Ethnicity (2010-2013), Race and Lander are advocates for the promotion of race and ethnicity within education. With its unique structure and organisation of empirical material, this volume collates contributions from global specialists and fresh new voices to bring cutting-edge research and findings to a multi-disciplinary marker which includes education, sociology and political studies. The aim of this book is to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning.
Author: Nergis Tomen
Publisher: Springer
ISBN: 3030209652
Category : Medical
Languages : en
Pages : 301
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Book Description
This book offers a timely overview of theories and methods developed by an authoritative group of researchers to understand the link between criticality and brain functioning. Cortical information processing in particular and brain function in general rely heavily on the collective dynamics of neurons and networks distributed over many brain areas. A key concept for characterizing and understanding brain dynamics is the idea that networks operate near a critical state, which offers several potential benefits for computation and information processing. However, there is still a large gap between research on criticality and understanding brain function. For example, cortical networks are not homogeneous but highly structured, they are not in a state of spontaneous activation but strongly driven by changing external stimuli, and they process information with respect to behavioral goals. So far the questions relating to how critical dynamics may support computation in this complex setting, and whether they can outperform other information processing schemes remain open. Based on the workshop “Dynamical Network States, Criticality and Cortical Function", held in March 2017 at the Hanse Institute for Advanced Studies (HWK) in Delmenhorst, Germany, the book provides readers with extensive information on these topics, as well as tools and ideas to answer the above-mentioned questions. It is meant for physicists, computational and systems neuroscientists, and biologists.
Author: Allison Roda
Publisher: Springer
ISBN: 113748540X
Category : Education
Languages : en
Pages : 330
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Book Description
Inequality in Gifted and Talented Programs examines the relationship between gifted and talented (G&T) education, school choice, and racialized tracking within New York City elementary schools. Roda examines parental attitudes around placing their children in a racially diverse elementary school with segregated G&T and General Education programs.
