Social disaffection among deprived groups

One test of societal cleavages is the extent of differences in the population between subgroups such as race, social class, or generations, at three levels: nationalism, support for the political system, and satisfaction with aspects of every day living. National sample data indicate no clear marks of division on these three dimensions in the U.S. for groupings based upon income, education, occupation, age, or sex. The greatest potential cleavage is racial, for here there are differences between Blacks and Whites. consistent though not great, at all three levels. Various groups are tied into the system in different ways. People in the lower strata are stronger than managerial groups in their nationalism and evaluation of administrative agencies but lower on their confidence in national political leadership.     

Faculty Orientation to Off-Campus and International Campus Locations

Following in the same tradition of seamlessly providing access to library resources to our remote users, our campus has now taken the next logical step in also providing an orientation for new faculty teaching online as well as those teaching at our international campus locations. Without this type of orientation program, new faculty often feel isolated and left to navigate various systems, including library resources, the learning management system, student information systems, early alert tools, etc., completely on their own. Providing an orientation to this audience helps bring them together and allows them to acclimate to the various campus systems in an easier and much-less frustrating manner.     

Culture, food, and language: Perspectives from immigrant mothers in school science

The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’ in a science classroom.

The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children

Reading and Writing - Phonological awareness is critical for early reading acquisition across alphabetic as well as non-alphabetic languages. The grain size of phonological awareness varies with...     

School and Neighborhood Friendship Patterns of Blacks and Whites in Early Adolescence

This research examined the school and neighborhood friendships of 292 black and white children who attended an integrated junior high school. Most students reported having a close other-race school friend, but only 28% of the sample saw such a friend frequently outside of school. Reports of an interracial school friendship that extended to nonschool settings were significantly more common among black students than whites and among children who lived in integrated neighborhoods rather than segregated ones. Race differences in reported friendship behavior were also found on other friendship variables. Compared to whites, blacks reported more extensive neighborhood friendship networks but indicated that they talked to fewer friends during the school day. In addition, the study replicated prior findings that white girls report more peer social support than white boys but failed to find a gender difference in peer support among blacks. The discussion emphasizes the importance of the school/nonschool ecology and the need for further comparative study of white and black children's friendship patterns.     

Preparing for Leadership Turnover in Christian Higher Education: Best Practices in Succession Planning

In the face of unprecedented disruption and complexity, the higher education sector appears to be largely underprepared for the projected exodus of senior-level administrators due to retirements and briefer tenures in leadership roles. Given that religiously affiliated institutions account for more than one in five colleges and universities in the United States, it is concerning that relatively few studies have addressed succession planning in this sector, and in Christ-centered higher education in particular. This article provides a review of the literature that has addressed the topic of succession planning and discusses the findings from a single-institution ethnographic case study that explored the culture of succession planning and leader development at Lipscomb University in Nashville, Tennessee. The conceptual framework used in this study was developed through the dissertation research of C. L. Richards in 2009, and is referred to as the 5Cs Model: Strategies for Succession Planning in the Academy. Through a grounded theory study, Richards suggested five strategies leaders should consider as they approach succession planning in academic institutions: culture, champions, communication, competency-based, and continuous. The article then discusses succession planning as an effective process that presidents, boards, and senior leaders can use to intentionally develop a cadre of future leaders, highlighting the unique challenges and best practice opportunities of pursuing this strategy, and recommends several implications for practice in Christian higher education.     

Humanizing the Journey Across the Mexico–U.S. Border: Multimodal Analysis of Children’s Picture Books and the Restorying of Latinx (Im)migration

Children's Literature in Education - In response to current anti-immigration rhetoric and policy coming from national leadership, the authors engage in multimodal analysis of picture books that...     

北伐战争时期的妇女运动

国共合作建立后,广东国民政府为进一步消灭北洋军阀势力,决定出师北伐.1926年7月,国民革命军在广州誓师,北伐战争正式开始.两湖等地妇女支援北伐军,妇女救护队和宣传队随军出征.上海女工参加第三次武装起义.北伐高潮中湖南、湖北的妇女代表大会和广东妇协代表大会,反映了大革命时期妇女运动的规模和组织程度,标志着妇女运动的新高潮.     

The culture of power and science education: Learning from Miguel

In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner‐city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner‐city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and “culture capital.” We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the “culture of power” in science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871–889, 2000