Straight Talk: Talking Across Race in Schools

As a first-year teacher, out of field, European-American, and female, I expected I would have some growing pains teaching a class of African American boys with emotional and behavior disorders. I was unprepared for exactly how much growing and pain would actually be involved. Instinctively, I reached out to the paraprofessional with whom I was working, Mrs. Watkins (pseudonym), and to my surprise I was cleverly deflected with enthusiastic assurances of how I was the teacher and it was my classroom. It was clearly logical to me that, since she was African-American, had worked with African-American boys with emotional and behavioral disorders in the past, and was partnered with me for the year, she would openly work with me to make the classroom the best it could be for all involved. It seemed reasonable to me that I would look to her for guidance. She declined.

After two months, I was barely making it through each day. It was obvious the classroom needed serious changes, but I did not know where to begin. Our interactions were polite, but brief. Our work was always done, but separately. After two months of attempting to solicit her input and begin a reflective conversation about the happenings of our classroom, the most I would get is a shaking of her head or “They're playing you.” When I would ask her to explain how they were “playing me,” she would just shake her head. One day I confronted her unwillingness to engage in a conversation with me. She simply stated, “You're the teacher.” We stopped speaking unless absolutely necessary. (Cicetti-Turro, Personal Correspondence, 2001)     

Lessons Learned: Teaching the Race Concept in the College Classroom

Ethnic identity has been defined as a person's attitudes and self-concept in relation to their group membership. Although previous research has been completed regarding a variety of ethnic groups, limited research has been done focusing solely on Hispanics. In this phenomenological study, the researchers interviewed 10 Hispanics (3 men and 7 women) ranging from 20 to 50 years of age. The results indicated a need to expand our concept of ethnic identity models in relationship to Hispanics.     

中国商业起源漫谈

关于中国商业的起源，学术界看法不一，主要观点有“祝融说”、“西周初年殷民说”和“白圭说”。     

Discovering ethnic root behavior patterns: Towards an applied Canadian ethnic studies

This paper reports a method used with six groups of either students or community professionals, since 1977, to experiment with inductive ways of identifying “ethnic root” behavior patterns. Such patterns are hypothesized to develop beyond the immigrant generation as ethno-culturat patterns and are passed on in the context of socialization. An acculturative framework is proposed to denote benchmarks in the cultural accomodation of individuals and families, through several generations. Along with this framework, the evolution of an ethnic behavior pattern is graphically depicted.A method is developed to identify the pattern beyond the level of conscious remembrance; (it is assumed that adult immigrants will remember the patterns from the country of origin). Although the method is interesting as an avenue of investigation in its own right, it was developed primarily as a conceptual tool to assist community professionals to understand ethnic-related material in their daily work. Three uses of the framework are outlined. First, it draws attention, in the counselling situation, to the level of integration into Canadian society that the client displays. Second, by getting in touch with the personal ethnic pattern that they own, the practitioner him/herself begins to understand the nature of ethno-culture, and thereby appreciate the presence of it in others. Third, the method permits the practitioner to identify personal values of an ethno-cultural sort that can interfere with practice.     

试说小名

一个人通常有两种名字，一种是童年时代使用的，另一种是成年以后使用的，到了适当的时候，后一种则替代前一种。早在美洲印第安洛魁人还处于原始社会的时候，就有了这种童年时代所用之名，英国人把它称为小名（Childhoodname）或乳名（Infantname)，并与大名相对。然而，澳大利亚的维克门坎族，除了拥有大名、小名之外，还有一种比小名更小的名——脐名。所谓脐名，是孩子一生下来，胎盘去掉之前所取之名。一般由其氏族的管事者拉着脐带，同时数叨着一大串名字，先是父系血统男人的名字，然后是女人的，最后是母系血统男人的名字，正好在…     

明十三陵漫谈

2003年7月，在法国巴黎召开联合国教科文组织第27届世界遗产大会决定，北京十三陵和南京明孝陵正式列入《世界遗产目录》。     

Family size and parental satisfaction: Race and sex differentials

The impact of family size on parental satisfaction is investigated with race and sex as moderating variables. From a national sample of parents, a white subsample is matched to the black sample on the basis of education, city size, and age. The association between family size and parental satisfaction is negative and low for white males and females as well as for black females. For black males, the association between family size and satisfaction is positive and moderately high. Exchange interaction and role transition are proposed as frameworks which could account for the general relationship between family size and satisfaction as well as for the black male anomaly.