Tridimensional acculturation and adaptation among jamaican adolescent-mother dyads in the United States

A bidimensional acculturation framework cannot account for multiple destination cultures within contemporary settlement societies. A tridimensional model is proposed and tested among Jamaican adolescent–mother dyads in the United States compared to Jamaican Islander, European American, African American, and other Black and non‐Black U.S. immigrant dyads (473 dyads, M adolescent age = 14 years). Jamaican immigrants evidence tridimensional acculturation, orienting toward Jamaican, African American, and European American cultures. Integration is favored (70%), particularly tricultural integration; moreover, Jamaican and other Black U.S. immigrants are more oriented toward African American than European American culture. Jamaican immigrant youth adapt at least as well as nonimmigrant peers in Jamaica and the United States. However, assimilated adolescents, particularly first generation immigrants, have worse sociocultural adaptation than integrated and separated adolescents.     

Educator understanding of childhood traumatic brain injury: a New Zealand perspective

ABSTRACT

Approximately 15% of New Zealand children will experience a traumatic brain injury during their school years. Given that educators play an important role in facilitating the successful school re-entry and recovery of these students, it is paramount that educators have adequate knowledge of childhood traumatic brain injury. This study used an online questionnaire to assess knowledge traumatic brain injury among 20 New Zealand educators. It also identified what services educators were aware of within their schools and communities that could assist with the management of students with brain injury, and what further training or information educators required to feel confident in supporting these students in the school environment. Results indicated that although educators possessed sound general understanding of traumatic brain injury, they had some misconceptions regarding the implications and recovery trajectories of these injuries during childhood. Educators reported the need for training relating to diagnostic criteria and strategies for supporting students with traumatic brain injury in the classroom. Providing educators with information and training on how to identify traumatic brain injury and manage the needs of students with traumatic brain injury will allow them to facilitate inclusive and supportive educational opportunities, leading to improved outcomes for these students.     

Tiffany,friend of people of color: White investments in antiracism

Whites have long designated people of color as "pgood" when they were "friends of the white man." In a reverse move, some antiracist whites now identify themselves as "good" whites - as friends of people of color. A number of antiracist psychologists and teacher educators have argued in support of this move. To develop a coherent and abidingly antiracist stance, they say, white students and teachers must feel positive about their racial identity. If the "anti" aspect of antiracist white identity development is given too large a role, learners will have no room to measure themselves in proactive as opposed to reactive terms. Accordingly, white students need to be able to think of themselves as "pallies" of people of color. Although less likely than students to aspire to the status of friend of people of color, progressive white professors, too, insofar as they pride themselves on "getting" race issues, congratulate themselves on being exceptional whites. Both forms of white exceptionalism rely on an indispensable "anti" status: antiracist whites are invited to see themselves as not that kind of white and to embrace only those aspects of whiteness that can be construed as positive. This paper argues that progressive whites must interrogate the very ways of being good that white identity theory offers to protect, for the moral framing that gives whites credit for being antiracist is parasitic on the racism that it is meant to challenge. In order to move towards new conceptions of white antiracism, the paper argues, we need to adopt emergent approaches to both cross-race and intrarace relations.     

School Choice in London,England: Characteristics of Students in Different Types of Secondary Schools

In England, parents make “choices” (in reality, “preferences”) for the state-maintained secondary schools they wish their child to attend. If there are more applicants than places, the school's published admissions criteria are used to give priority to applicants. This article examines how school composition in London varies by first comparing schools that are overtly academically selective with those that are nominally “comprehensive” (“all ability”); second, comparing “comprehensive” schools that control their own admissions with those that do not; third, comparing schools with and without selective admissions criteria; and fourth, comparing schools that use religious criteria with those that do not. We find that school compositions vary. Academically selective schools have fewer students from poor households than comprehensive schools in the same area and have fewer Black and more Indian and Chinese/Other Asian students. Comprehensive schools with autonomy over admissions admit higher attaining students and have fewer students from poor households and with special educational needs, and those with selective admissions criteria admit higher performing children. There are fewer Bangladeshi/Pakistani students and more Black students in schools with a religious character than in those without. Although a range of factors are likely to play a role in explaining the variation in school composition, the evidence suggests that there is “selecting in” and “selecting out” of more desirable students by some schools. Implications for policy are highlighted.     

The Principal who Cared

The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. All participants were enrolled in the same university and were similar across gender, age, ethnicity, and undergraduate educational experiences. The students in the yearlong internship reported a better relationship with their supervising teacher, greater knowledge of school policies and procedures, and higher scores for the perceived adequacy of time spent in school than did the students in the semester internship. The two groups did not differ in perceptions of their teaching ability, which were generally favorable. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences.     

Educating ‘the new Norwegian we’: an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia

Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 died, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Evaluation of Educational Achievement’s 1995 International Association for the Evaluation of Educational Achievement (1995). National case studies final guidelines. Amsterdam: IEA. [Google Scholar] civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity.