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|Author by||: Claude Steele|
|Editor||: W. W. Norton & Company|
In Whistling Vivaldi, described as a 'beautifully-written account' of the relationship between stereotypes and identity, Claude Steele offers a vivid first-person detailing of the research that brought him to his groundbreaking conclusions. Through the telling of dramatic personal stories, Dr. Steele shares the process of constructing and completing experiments and statistical studies that show that exposing subjects to stereotypes - merely reminding a group of female math majors about to take a math test, for example, that women are considered naturally inferior to men at math - impairs their performance in the area affected by the stereotype. Steele's conclusions shed new light on a host of American social phenomena, from the racial and gender gaps in standardized test scores to the belief in the superior athletic prowess of black men. As Homi Bhabha states, 'Steele's book is both urgent and important in understanding the tyranny of the stereotype and liberating ourselves from its derogatory, one-dimensional vision.' Whistling Vivaldi presents a new way of looking at identity and the way it is shaped by social expectations, and, in Richard Thompson Ford's words, 'offers a clear and compelling analysis and, better still, straightforward and practical solutions.'
|Author by||: Claude M. Steele|
|Editor||: W. W. Norton & Company|
The acclaimed social psychologist offers an insider’s look at his research and groundbreaking findings on stereotypes and identity. Claude M. Steele, who has been called “one of the few great social psychologists,” offers a vivid first-person account of the research that supports his groundbreaking conclusions on stereotypes and identity. He sheds new light on American social phenomena from racial and gender gaps in test scores to the belief in the superior athletic prowess of black men, and lays out a plan for mitigating these “stereotype threats” and reshaping American identities.
|Author by||: Claude Steele|
|Editor||: W. W. Norton & Company|
Through dramatic personal stories, the author shares the experiments and studies that show that exposing subjects to stereotypes, including those applying to race and gender, impairs the subjects' performance in the area affected by the stereotype.
|Author by||: Susan Gelber Cannon|
Committed to teaching for peace and justice, the author brings to life a teaching approach that empowers youth: • to think critically and creatively about historical, current, and future issues, • to care about classmates and neighbors as well as the global community, • to act—locally and globally—for the greater good. Think, Care, Act: Teaching for a Peaceful Future is readable, practical, conversational, and intimate. It will inspire readers to build a just and peaceful world. Think, Care, Act depicts the daily successes and struggles a peace educator undergoes in encouraging students to envision peace and gain tools to build a culture of peace. The author uses three imperatives—think, care, act—to infuse required curricula with peace, character, and multicultural concepts in daily activities throughout the year. Chapters address critical and creative thinking; media and political literacy; compassionate classroom and school climate; explorations of racism, gender issues, civil discourse, global citizenship, war, and peace; and school, community, and global socialaction projects. Chapters include rationales, lesson expectations, and classroom “playbyplay.” Students’ feedback about the impact of lessons is also featured. With its combination of theory and practice Think, Care, Act is unique. It will motivate teachers, education students, and scholars to employ “think, care, act” frameworks to empower students to build a peaceful future.
|Author by||: Michael Inzlicht,Toni Schmader|
|Editor||: Oxford University Press|
Why do various racial, ethnic, religious, and gender groups differ in academic and job performance? Standard explanations for these disparities typically invoke either biological or socialization perspectives. Some argue that women and minorities are genetically endowed with inferior abilities, while others argue that members of these demographic groups are products of environments that frustrate the development of the skills needed for success. The research summarized in this book, however, suggests that subtle reminders of cultural stereotypes play a critical yet underappreciated role in interfering with intellectual performance and in creating an illusion of group differences in ability.
|Author by||: Dorothy M. Steele,Becki Cohn-Vargas|
|Editor||: Corwin Press|
This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: - child-centered teaching - classroom relationships - caring environments - cultivating diversity The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
|Author by||: William G. Bowen,Matthew M. Chingos,Michael S. McPherson|
|Editor||: Princeton University Press|
Why so many of America's public university students are not graduating—and what to do about it The United States has long been a model for accessible, affordable education, as exemplified by the country's public universities. And yet less than 60 percent of the students entering American universities today are graduating. Why is this happening, and what can be done? Crossing the Finish Line provides the most detailed exploration ever of college completion at America's public universities. This groundbreaking book sheds light on such serious issues as dropout rates linked to race, gender, and socioeconomic status. Probing graduation rates at twenty-one flagship public universities and four statewide systems of public higher education, the authors focus on the progress of students in the entering class of 1999—from entry to graduation, transfer, or withdrawal. They examine the effects of parental education, family income, race and gender, high school grades, test scores, financial aid, and characteristics of universities attended (especially their selectivity). The conclusions are compelling: minority students and students from poor families have markedly lower graduation rates—and take longer to earn degrees—even when other variables are taken into account. Noting the strong performance of transfer students and the effects of financial constraints on student retention, the authors call for improved transfer and financial aid policies, and suggest ways of improving the sorting processes that match students to institutions. An outstanding combination of evidence and analysis, Crossing the Finish Line should be read by everyone who cares about the nation's higher education system.
|Author by||: Ta-Nehisi Coates|
|Editor||: One World|
#1 NEW YORK TIMES BESTSELLER • NATIONAL BOOK AWARD WINNER • NAMED ONE OF TIME’S TEN BEST NONFICTION BOOKS OF THE DECADE • PULITZER PRIZE FINALIST • NATIONAL BOOK CRITICS CIRCLE AWARD FINALIST • ONE OF OPRAH’S “BOOKS THAT HELP ME THROUGH” • NOW AN HBO ORIGINAL SPECIAL EVENT Hailed by Toni Morrison as “required reading,” a bold and personal literary exploration of America’s racial history by “the most important essayist in a generation and a writer who changed the national political conversation about race” (Rolling Stone) NAMED ONE OF THE MOST INFLUENTIAL BOOKS OF THE DECADE BY CNN • NAMED ONE OF PASTE’S BEST MEMOIRS OF THE DECADE • NAMED ONE OF THE TEN BEST BOOKS OF THE YEAR BY The New York Times Book Review • O: The Oprah Magazine • The Washington Post • People • Entertainment Weekly • Vogue • Los Angeles Times • San Francisco Chronicle • Chicago Tribune • New York • Newsday • Library Journal • Publishers Weekly In a profound work that pivots from the biggest questions about American history and ideals to the most intimate concerns of a father for his son, Ta-Nehisi Coates offers a powerful new framework for understanding our nation’s history and current crisis. Americans have built an empire on the idea of “race,” a falsehood that damages us all but falls most heavily on the bodies of black women and men—bodies exploited through slavery and segregation, and, today, threatened, locked up, and murdered out of all proportion. What is it like to inhabit a black body and find a way to live within it? And how can we all honestly reckon with this fraught history and free ourselves from its burden? Between the World and Me is Ta-Nehisi Coates’s attempt to answer these questions in a letter to his adolescent son. Coates shares with his son—and readers—the story of his awakening to the truth about his place in the world through a series of revelatory experiences, from Howard University to Civil War battlefields, from the South Side of Chicago to Paris, from his childhood home to the living rooms of mothers whose children’s lives were taken as American plunder. Beautifully woven from personal narrative, reimagined history, and fresh, emotionally charged reportage, Between the World and Me clearly illuminates the past, bracingly confronts our present, and offers a transcendent vision for a way forward.
|Author by||: Gregory M. Walton,Alia J. Crum|
|Editor||: Guilford Publications|
Precise shifts in the ways people make sense of themselves, others, and social situations can help people flourish. This compelling handbook synthesizes the growing body of research on wise interventions--brief, nonclinical strategies that are "wise" to the impact of social-psychological processes on behavior. Leading authorities describe how maladaptive or pejorative interpretations can undermine people’s functioning and how they can be altered to produce benefits in such areas as academic motivation and achievement, health, well-being, and personal relationships. Consistently formatted chapters review the development of each intervention, how it can be implemented, its evidence base, and implications for solving personal and societal problems.
|Author by||: Vivian Gussin Paley|
|Editor||: University of Chicago Press|
Four-year-old Eli plays alone at the shore, inventing dramas out of sand and water. He is Builder, Fireman, Protector, and Scout, overcoming waves and conquering monsters. Enter Marianne and doll, Mother and Baby, eager to redefine Eli as a good father and homesteader. Their separate visions intertwine in a search for a common ground on which howling wolves and butterfly sisters can learn to understand and need one another. What can the richly imagined, impressively adaptable fantasy world of these children tell us about childhood, development, education, and even life itself? For fifty years, teacher and writer Vivian Gussin Paley has been exploring the imagery, language, and lore of young children, asking the questions they ask of themselves. In The Boy on the Beach she continues to do so, going deeper into the mystery of play as she follows Eli and Marianne through the kindergarten year, finding more answers and more questions. How does their teacher, Mrs. Olson, manage to honor and utilize the genius of play to create an all-inclusive community in which boys and girls like each other and listen to each other’s stories? Why is Paley’s fellow teacher Yu-ching in Taiwan certain that her children pretend to be kittens in order to become necessary to the group? And why do teachers in London see their childrens’ role-playing as the natural end to loneliness in the school community? Rich with the words of children and teachers themselves, The Boy on the Beach is vintage Paley, a wise and provocative appreciation of the importance of play and enduring curiosity about the nature of childhood and the imagination.
|Author by||: Saundra Yancy McGuire|
|Editor||: Stylus Publishing, LLC|
Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book. What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect. The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers. She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture. This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
|Author by||: Brent Staples|
From Pulitzer Prize winner Brent Staples, an evocative memoir that poses universal questions: Where does the family end and the self begin? What do we owe our families, and what do we owe our dreams for ourselves? What part of the past is a gift and what part a shackle? For Brent Staples there is the added dimension of race: moving from a black world into one largely defined by whites. The oldest song among nine children, Brent grew up in a small industrial town near Philadelphia. First a scholarship to a local college and then one for graduate study at the University of Chicago pulled him out of the close family circle. While he was away, the industries that supported the town failed, and drug dealing rushed in to fill the economic void. News of arrests and premature deaths among Brent's childhood friends underscored the precariousness of his perch in a world of mostly white achievers. A younger brother became a cocaine dealer and was murdered by one of his "clients." His death propelled Brent into a reconsideration of his childhood and coming-of-age that offers vivid portraits of family and place, of values that supported and pressures that tore apart, of the appeal and pain of entering a predominantly white world, and of the strengths and vulnerabilities of the black world he grew away from.
|Author by||: Sunny Hostin|
Emmy Award winner, renowned lawyer and journalist, The View cohost, and National Bestselling author Sunny Hostin dazzles with this brilliant novel about a life-changing summer along the beaches of Martha's Vineyard. Welcome to Oak Bluffs, the most exclusive black beach community in the country. Known for its gingerbread Victorian-style houses and modern architectural marvels, this picturesque town hugging the sea is a mecca for the crème de la crème of black society—where Michelle and Barack Obama vacation and Meghan Markle has shopped for a house for her mom. Black people have lived in this pretty slip of the Vineyard since the 1600s and began buying property in the 1800s, making this posh town the embodiment of “old money.” Thirty years ago, Amelia Vaux Tanner and her husband built a house high on the bluffs, a cottage they named Chateau Laveau. For decades, “Ama” played host to American presidents, Wall Street titans, and cultural icons. But her favorite guests have always been her three “goddaughters:” Esperanza “Perry” Soto, a beautiful, talented Afro-Latina lawyer with Ama’s strong, yet guarded personality; Olivia Jones, a gifted Wall Street analyst with Ama’s brilliant, logical mind; and Billie Hayden, a gifted marine biologist and rule-breaker with Ama’s courageous free spirit. Growing up, these three goddaughters from different backgrounds came together each summer at Chateau Laveau. As adults, the cottage is a place this trio of successful yet very different women go to escape, to slow down from their hectic lives, share private time with Ama, and enjoy the gorgeous weather, cool water, and stunning views Oak Bluffs offers. This summer on the Bluffs, however, will be different. An era is ending: Ama, now nearing seventy-one, is moving to the south of France to reunite with her college sweetheart. She has invited Perry, Olivia, and Billy to spend one last golden summer together with her the way they did when they were kids. And when fall comes, she is going to give the house to one of them. Each of the women wants the house desperately. Each is grappling with a secret she fears will hurt her and her chances. By the end of summer, old ties will fray, new bonds will be created, and these three found sisters will discover they aren’t the only ones with something to hide. Ama has a few secrets of her own. What she has to give them is far more than property. Between Memorial Day and Labor Day, she will tell these surrogate daughters she fiercely loves and protects everything they never knew they needed to know.
|Author by||: Erbe, Nancy D.|
|Editor||: IGI Global|
Many contemporary skills and approaches have emerged as the result of researching and working with diverse global partnerships, teams, networks, companies, and projects. Due to the increasingly innovative global community, it is necessary adapt to these developments and aspire to those most important for their particular involvement. Approaches to Managing Organizational Diversity and Innovation presents a variety of practical tools, skills, and practices that demonstrate effective ways to positively impact the global community through effective management practice. Demonstrating different ways to manage diversity and innovation, this publication provides models and approaches capable of transforming societies, citizens, and professionals so they are better prepared to embrace diversity. This reference work is particularly useful to academicians, professionals, engineers, and students interested in understanding how globalization impacts their discipline or practice.
|Author by||: Stacy J. Lee|
|Editor||: Teachers College Press|
The second edition of Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth extends Stacey Lee’s groundbreaking research on the educational experiences and achievement of Asian American youth. Lee provides a comprehensive update of social science research to reveal the ways in which the larger structures of race and class play out in the lives of Asian American high school students, especially regarding presumptions that the educational experiences of Koreans, Chinese, and Hmong youth are all largely the same. In her detailed and probing ethnography, Lee presents the experiences of these students in their own words, providing an authentic insider perspective on identity and interethnic relations in an often misunderstood American community. This second edition is essential reading for anyone interested in Asian American youth and their experiences in U.S. schools. Stacey J. Lee is Professor of Educational Policy Studies at the University of Wisconsin–Madison. She is the author of Up Against Whiteness: Race, School, and Immigrant Youth. “Stacey Lee is one of the most powerful and influential scholarly voices to challenge the ‘model minority’ stereotype. Here in its second edition, Lee’s book offers an additional paradigm to explain the barriers to educating young Asian Americans in the 21st century—xenoracism (i.e., racial discrimination against immigrant minorities) intersecting with issues of social class.” —Xue Lan Rong, University of North Carolina at Chapel Hill “Breaking important new theoretical and empirical ground, this revised edition is a must read for anyone interested in Asian American youth, race/ethnicity, and processes of transnational migration in the 21st century.” —Lois Weis, State University of New York Distinguished Professor “Clear, accessible, and significantly updated…. The book’s core lesson is as relevant today as it was when the first edition was published, presenting an urgent call to dismantle the dangerous stereotypes that continue to structure inequality in 21st century America.” —Teresa L. McCarty, Alice Wiley Snell Professor of Education Policy Studies, Arizona State University Praise for the First Edition! "Sure to stimulate further research in this area and will be of interest to teachers, teacher educators, researchers, and students alike." —Teachers College Record "A must read for those interested in a different approach in understanding our racial experience beyond the stale and repetitious polemics that so often dominate the public debate." —The Journal of Asian Studies “Well written and jargon-free, this book…documents genuinely candid views from Asian-American students, often laden with their own prejudices and ethnocentrism.” —MultiCultural Review
|Author by||: John McWhorter|
In his first major book on the state of black America since the New York Times bestseller Losing the Race, John McWhorter argues that a renewed commitment to achievement and integration is the only cure for the crisis in the African-American community. Winning the Race examines the roots of the serious problems facing black Americans today—poverty, drugs, and high incarceration rates—and contends that none of the commonly accepted reasons can explain the decline of black communities since the end of segregation in the 1960s. Instead, McWhorter posits that a sense of victimhood and alienation that came to the fore during the civil rights era has persisted to the present day in black culture, even though most blacks today have never experienced the racism of the segregation era. McWhorter traces the effects of this disempowering conception of black identity, from the validation of living permanently on welfare to gansta rap’s glorification of irresponsibility and violence as a means of “protest.” He discusses particularly specious claims of racism, attacks the destructive posturing of black leaders and the “hip-hop academics,” and laments that a successful black person must be faced with charges of “acting white.” While acknowledging that racism still exists in America today, McWhorter argues that both blacks and whites must move past blaming racism for every challenge blacks face, and outlines the steps necessary for improving the future of black America.
|Author by||: Brendan O'Flaherty,Rajiv Sethi|
|Editor||: Harvard University Press|
Crime and punishment occur under extreme uncertainty. Offenders, victims, police, judges, and jurors make high-stakes decisions with limited information under severe time pressure. With compelling stories and data on how people act and react, O’Flaherty and Sethi reveal the extent to which we rely on stereotypes as shortcuts in our decision making.
|Author by||: James M. Jones|
|Editor||: McGraw-Hill Humanities, Social Sciences & World Languages|
PREJUDICE AND RACISM, 2/e is the long-awaited revision of James Jones' groundbreaking text (originally published in 1972) on this imperative topic. The text is appropriate for a variety of courses: Psychology of Prejudice, Prejudice and Racism, Intergroup Relations, Black Psychology, African-American/Ethnic Studies, Social Problems, Social Psychology, or for courses that are part of a diversity curriculum. This is a classic text that all scholars in the aforementioned fields will remember. The new edition, however, greatly expands upon Jones' 1972 edition. It provides a comprehensive overview of all theory and research on this topic from a variety of disciplines--history, social psychology, sociology, African-American studies, anthropology, cultural studies, etc. The new edition will be the ultimate resource in this subject area. Jones is the leading scholar/expert in this field--he has defined this area of research and inquiry. It will be a "must have" for many professors across the social sciences.
|Author by||: Debra E. Meyerson,Danny Zuckerman|
In 2010, Debra Meyerson, a Stanford University professor, suffered a severe stroke in which she lost all speech and was paralyzed on her right side. Identity Theft centres on Debra's experience: her stroke, her extraordinary efforts to recover, and her journey to redefine herself. She draws on her skills as a social scientist and conversations with dozens of fellow survivors-, family members, friends, colleagues, therapists, and doctors to paint a new picture of the emotional journey through the identity-based challenges born from stroke and other accidents and illnesses that rob people of important capabilities. She shares amazing personal stories and uses them to illustrate lessons we can all learn from. She addresses these important questions: Who are you after a stroke? How do I define myself in the face of more limited abilities? How do you grieve the loss of you? What is really important to me? Who do you become during your recovery? How do I fit in? This is not a how-to book for recovery, nor will it tell you what you'll experience or how you should deal with the loss of ability, but it's a book full of hope for stroke survivors. It gives them and their support network a broad picture of what might lie ahead. And it explores some critical questions that, in the more prevalent focus on physical recovery, are all too often overlooked in the effort to help people who have lost capabilities from stroke or otherwise.