Suchergebnisse

Increased interest in anti-racist education has motivated the rapidly growing but politically contentious adoption of ethnic studies (ES) courses in US public schools. A long-standing rationale for ES courses is that their emphasis on culturally relevant and critically engaged content (e.g., social justice, anti-racism, stereotypes, contemporary social movements) has potent effects on student engagement and outcomes. However, the quantitative evidence supporting this claim is limited. In this preregistered regression-discontinuity study, we examine the longer-run impact of a grade 9 ES course offered in the San Francisco Unified School District. Our key confirmatory finding is that assignment to this course significantly increased the probability of high school graduation among students near the grade 8 2.0 grade point average (GPA) threshold used for assigning students to the course. Our exploratory analyses also indicate that assignment increased measures of engagement throughout high school (e.g., attendance) as well as the probability of postsecondary matriculation.

A survey of `national character' studies of US by Americans since 1900, noting that not all students of how Americans see themselves are satisfied with the `national character' approach. Observers of US national character agree with each other in ascribing certain traits to that character although there are diff's in aims & methods. 'The point of most of our contemporary researches of this sort is that national character is what makes nationals see themselves as they think they are.' The term 'national character', of course, contains semantic hazards that easily stimulate basic questions for literate Americans not sure of the scope of the term. Assumptions in studies by Kardiner, Gorer, Erikson, Benedict, Mead, Reisman, & Ginsberg are examined showing the variability in approaches. The machine has 'conformed us into the 'powerful-powerless'. A strain of anxiety about industrialization is involved in our anxiety about conformism in all social levels of the US.' Most theories of age grading & national character place perhaps too much importance on institutional details. Specialists interested in US national character are working with concepts far from completely diffused in US PO. The media & public educ exert heavy influence on how the general US public asks itself the self-identifying questions asked by specialists, & 'the more popularized approaches to national character in recent yrs (P. Wylie, Ayn Rand) have been a rather narrow selection of what the scholarly world offers'. Despite the late 19th cent tendency in national character studies to degenerate into international & interethnic abuse, it appears in the 20th cent to have added an item of flexibility to the vocabulary of the behavioral sciences. 'US interest in the application of national character theories to America itself could be taken as a determination to attempt deeper self-identification than has been open to, or desired by Americans of past generations.' (See also SA 2734, 2735, 2737, 2738, 2739, 2740, 2742, 2744, 2745, 2746, 2748) P. Widem.

Frontmatter -- Contents -- Acknowledgments -- Introduction: Unhappy to Be Nappy -- 1. Why Hair Matters: Getting to the Roots -- 2. The Hair "Do's" and "Don'ts" of Black Womanhood -- 3. Splitting Hairs: Power, Choice, and Femininity -- 4. Women and Girls Speak Out: Five Hair-Raising Sessions -- 5. Black Hair, 1990s Style -- Conclusion -- Appendix I: Methods, Methodology, and the Shaping of Hair Matters -- Appendix II: Defining Black Hair and Hairstyling Practices -- Appendix III: Interviewee Demographics -- Notes -- References -- Index -- About the Author

This book offers a nuanced and multifaceted collection of essays covering a wide range of concerns, concepts, presidential doctrines, and rationalities of government thought to have marked America's engagement with the world during this period. The collection is organised chronologically and looks at the work of intellectuals who have written both in support and critically about US foreign policy in various geographical and historical contexts. This includes Andrew Carnegie, Carl Schmitt, Hans Morgenthau, George Kennan, Samuel Huntington, Paul Wolfowitz and many other such thinkers and practitioners who have contributed in shaping the ways in which we have come to think of US foreign policy over the years. The book will be of significant interest to students and academics within the fields of US foreign policy analysis, international relations and intellectual history

Nearly all of the previous scholarship on Turkey and U.S. relations cover the Cold War period as well as current affairs with regard to security, strategy, and defense. Hence, the literature abounds with military orientation. This edited volume builds on a historical perspective and focuses on foreign relations, diplomacy, actors, mutual perceptions and reciprocity in diplomatic relations within the framework of the world conjuncture in the 1920s and 1930s. Relations with the U.S.A. have served as a balance in Turkey's Euro-Atlantic policy long before NATO was established. Likewise, re-building relations with the Republic of Turkey served U.S. interests in opening to the Near East and thus breaking away from its much lauded isolationist policy between the two world wars. Thus, the picture that emerges here is just as much a history of U.S. diplomacy as it is of Turkey. -- Back cover.

"References" precede each essay. ; Preface.--The student in American life.--Scientific charity.--The root of the temperance problem.--The political conscience.--Moral and religious instruction in our public schools.--The religious destitution of villages. ; Mode of access: Internet.