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Author: Andrea L. Tyler Publisher: IAP ISBN: 1641139501 Category : Education Languages : en Pages : 145
Book Description
The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.
Author: Andrea L. Tyler Publisher: IAP ISBN: 1641139501 Category : Education Languages : en Pages : 145
Book Description
The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.
Author: George Hicks Publisher: Routledge ISBN: 0429805136 Category : Social Science Languages : en Pages : 171
Book Description
First published in 1997, this volume confronts the common impression of Japan as a successfully homogeneous society which conceals some profound tensions, and one such case is presented by the ethnic Korean community. Despite many shared cultural features there are marked contrasts between the Japanese and Korean value systems and interaction is embittered by Japan’s colonial record in Korea up to 1945. This study examines all major aspects of the Korean experience in Japan including their evolving legal status, political divisions and cultural life as well as the effect of Japan’s relations with Korean regimes.
Author: Lennard J. Davis Publisher: Beacon Press ISBN: 0807071579 Category : Social Science Languages : en Pages : 313
Book Description
The first major behind-the-scenes account of the history, passage, and impact of the Americans with Disabilities Act (ADA)—the landmark moment for disability rights The Americans with Disabilities Act (ADA) is the widest-ranging and most comprehensive piece of civil rights legislation ever passed in the United States, and it has become the model for disability-based laws around the world. Yet the surprising story behind how the bill came to be is little known. In this riveting account, acclaimed disability scholar Lennard J. Davis delivers the first on-the-ground narrative of how a band of leftist Berkeley hippies managed to make an alliance with upper-crust, conservative Republicans to bring about a truly bipartisan bill. Based on extensive interviews with all the major players involved including legislators and activists, Davis recreates the dramatic tension of a story that is anything but a dry account of bills and speeches. Rather, it’s filled with one indefatigable character after another, culminating in explosive moments when the hidden army of the disability community stages scenes like the iconic “Capitol Crawl” or an event when students stormed Gallaudet University demanding a “Deaf President Now!” From inside the offices of newly formed disability groups to secret breakfast meetings surreptitiously held outside the White House grounds, here we meet countless unsung characters, including political heavyweights and disability advocates on the front lines. “You want to fight?” an angered Ted Kennedy would shout in an upstairs room at the Capitol while negotiating the final details of the ADA. Congressman Tony Coelho, whose parents once thought him to be possessed by the devil because of his epilepsy, later became the bill’s primary sponsor. There’s Justin Dart, adorned in disability power buttons and his signature cowboy hat, who took to the road canvassing 50 states, and people like Patrisha Wright, also known as “The General,” Arlene Myerson or “the brains,” “architect” Bob Funk, and visionary Mary Lou Breslin, who left the hippie highlands of the West to pursue equal rights in the marble halls of DC.
Author: James W. Loewen Publisher: The New Press ISBN: 1620974541 Category : History Languages : en Pages : 594
Book Description
"Powerful and important . . . an instant classic." —The Washington Post Book World The award-winning look at an ugly aspect of American racism by the bestselling author of Lies My Teacher Told Me, reissued with a new preface by the author In this groundbreaking work, sociologist James W. Loewen, author of the classic bestseller Lies My Teacher Told Me, brings to light decades of hidden racial exclusion in America. In a provocative, sweeping analysis of American residential patterns, Loewen uncovers the thousands of "sundown towns"—almost exclusively white towns where it was an unspoken rule that blacks weren't welcome—that cropped up throughout the twentieth century, most of them located outside of the South. Written with Loewen's trademark honesty and thoroughness, Sundown Towns won the Gustavus Myers Outstanding Book Award, received starred reviews in Publishers Weekly and Booklist, and launched a nationwide online effort to track down and catalog sundown towns across America. In a new preface, Loewen puts this history in the context of current controversies around white supremacy and the Black Lives Matter movement. He revisits sundown towns and finds the number way down, but with notable exceptions in exclusive all-white suburbs such as Kenilworth, Illinois, which as of 2010 had not a single black household. And, although many former sundown towns are now integrated, they often face "second-generation sundown town issues," such as in Ferguson, Missouri, a former sundown town that is now majority black, but with a majority-white police force.
Author: Christian Promitzer Publisher: LIT Verlag Münster ISBN: 3643500963 Category : Language Arts & Disciplines Languages : en Pages : 282
Book Description
This book asks why several ethnic and linguistic groups in Central Europe and the Balkans have not yet been legally recognized as national minorities. Some of these hidden minorities have not developed an intellectual elite that can visibly present their identity and claims to the majority population. Other groups are deliberately concealing their existence and language for reasons of self-protection. The chapters in this volume address the everyday mechanisms of hiding and being hidden in the transition zone of these two European regions.
Author: Andrea L. Tyler
Author: Andrea L. Tyler
Author: Andrew Monaghan
Author: George Hicks
Author: California. Rehabilitation Planning Project Advisory Committee
Author: Torbjörn Landheim
Author: Lennard J. Davis
Author: James W. Loewen
Author: Christian Promitzer
Author: Elizabeth Farrell
Author: Elliot Jaspin