Black Panthers in Peyton Place

This article uses the prime-time drama Peyton Place (ABC, 1964–67) to examine the challenges of racial integration in the serial narrative. Peyton Place broke ground as a prime-time serial, but declined in popularity by its fourth year on the air. An African-American family was added to the story canvas as part of a strategy to revive audience interest by exploring stories with social relevance. I use the archived papers of the show’s writers and producers to examine the negotiations behind the racial integration of a continuing drama that established its success with a white cast of characters.     

我国西部现代化建设初探

西部民族传统文化发展和现代化建设具有本质的趋同性,西部民族传统文化发展个性的张扬,正是其在现代化的征途上生命力的展现,现代化并未否定民族传统文化本色的东西,富有生命力的东西;西部各地区现代化建设是否成功有效,是否可持续发展,从某种程度上取决于是否充分吸纳传统文化发展中富有生命力的东西。     

非物质文化遗产视野下畲族武术发展现状研究——以闽东畲族武术盘柴槌为例

采用文献资料、问卷调查、个人访谈等研究方法,以盘柴槌为研究对象,分析闽东畲族武术盘柴槌发展现状、制约因素并提出建议。研究结果显示:闽东畲族武术盘柴槌的发展具有较好的群众基础;政府关于非物质文化遗产盘柴槌保护的机制、措施还有待完善和加强;参与锻炼人数逐渐减少,资金不足严重制约盘柴槌的传承与发展。建议:加大经费投入、纳入学校体育内容、融入竞技体育赛事与加大传承人的保护等。     

刘虹备战2015年北京田径世锦赛年度训练负荷结构特点分析

以2015年北京田径世锦赛女子20km竞走项目冠军刘虹的年度备战训练负荷为研究对象,采用文献资料法、数理统计法及跟踪观察法,对刘虹备战2015年北京田径世锦赛年度训练负荷结构特点进行分析。研究发现,达米拉诺教练以“M”型训练理念作为其备战世界大赛的中心指导思想,将世锦赛选拔赛以及世锦赛作为2015年的重点比赛并开展备战工作。其中基础准备阶段重点课的安排呈现以长距离有氧训练课为主,无氧阈训练课为辅的特点;专项准备阶段重点课的安排呈现以长距离有氧训练课为主,最大摄氧量训练课、无氧阈训练课与乳酸能训练课为辅的特点;赛前准备阶段重点课的安排呈现以无氧阈训练课为主,最大摄氧量训练课与乳酸能训练课为辅的特点。刘虹在备战世锦赛期间共安排两次高原训练：2014年11月高原训练是为了加强有氧代谢能力;2015年7月赛前高原强化训练是为了刺激机体产生更大的抗缺氧反应,为形成赛前最佳竞技状态做准备。刘虹通过备战期间的两场非重点比赛达到“以赛代练”、提高无氧代谢水平的目的。刘虹在2016年里约奥运会上获得20km 竞走金牌正验证了其后期备战奥运也符合本研究所提出的年度负荷结构特点。     

大型体育赛事网络信息扩散的时空规律及机制——以国际田联路跑金标赛事为例

以我国2017年五大国际田联路跑金标赛事为例,运用空间自相关、距离累计曲线、网络信息扩散半径等方法探寻大型体育赛事网络信息扩散的时空规律及机制。结果显示:大型体育赛事网络信息扩散的生命周期呈现"酝酿期—成长期—反复期—爆发期—衰退期—稳定期"等6个发展阶段,并存在赛前长时间波动增长和赛后一致性骤降的特征,赛前网络信息扩散量大于赛后的信息扩散量;网络信息空间扩散具有明显的经济趋向性和人口集中性,也存在距离衰减规律,表现为举办地及周边地区比远距离地区受到的信息扩散量更高,呈现明显的本地集中性特征;赛事吸引力、空间距离、信息化程度、经济发展水平、人口规模和社会环境共同构成了大型体育赛事网络信息扩散的运行机制。     

In the Ellison Tradition: In/Visible Bodies of Adolescent and YA Fiction

When Ralph Ellison’s Invisible Man was published in 1952, he could not have known the impact his metaphor of invisibility would have on adolescent and YA literature. However, upon closer inspection, the importance and prevalence of his metaphor becomes evident. Authors of adolescent and YA literature routinely use the metaphor as an intertextual shortcut to discuss issues that shape adolescent subjectivity, which is demonstrated through an examination of Sapphire’s Push, Virginia Hamilton’s The Planet of Junior Brown, and Robert Cormier’s Fade.

Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status

This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.

Through race-colored glasses: Preschoolers’ pretend play and teachers’ ratings of preschooler adjustment

This study investigated relations between preschoolers’ pretend play, examiner-rated adjustment, and teachers’ reports of educational and social adjustment in a large and racially diverse sample. Preschoolers (N = 171; M_age = 49.25 months, SD = 2.76; 89.5% non-White; 50.9% female) completed a standardized assessment of pretend play during a laboratory visit and teachers rated their academic and relational adjustment 3 months later. Interactive effects by child race were evaluated in light of prior suggestions that relations between children's creative expression and teacher-rated adjustment may vary by child race. There were no significant race differences in observers’ ratings of preschoolers’ pretend play, examiners’ ratings of child adjustment, or teachers’ ratings of child adjustment. Imaginative and expressive play features were positively related to examiners’ ratings of child ego-resilience for all children in the laboratory setting. However, child race moderated relations between these same play features and teachers’ ratings of preschooler adjustment in the classroom, even after child age, child IQ, family socioeconomic status, teacher–child racial congruence, teacher familiarity with the child, and child gender were held constant. Among Black preschoolers, imaginative and expressive pretend play features were associated with teachers’ ratings of less school preparedness, less peer acceptance, and more teacher–child conflict, whereas comparable levels of imagination and affect in pretend play were related to positive ratings on these same measures for non-Black children. These results suggest that teachers may ascribe differential meaning to child behaviors as a function of child race. Implications for child development, teacher training, and early education are discussed.     

Racism and the future of antiracism in education: A critical analysis of the Sewell Report

This article provides an analysis and critique of the education component of the 2021 Sewell Report on Race and Ethnic Disparities. Discussion focuses on the report’s spurious claims to objectivity, the erasure of racism and the inadequacy of its recommendations. It is suggested, however, that despite its many flaws, the Sewell Report poses challenges for those who have traditionally been aligned with antiracism in education. The article concludes by setting out a vision for a new progressive project aimed at advancing racial and cultural justice that, it is suggested, can begin to address these challenges.     

Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course

This qualitative study explored emotional responses of two white Dutch student teachers during a Critical Race Theory (CRT) based course. Following Plutchik's (2001) classification of 32 emotions, the analysis of their weekly diaries resulted in the identification of 16 emotions. In both diaries similar emotional responses were identified. However, the analysis did not reveal a straightforward path these students emotionally went through. The number and types of emotional responses, both comfortable and uncomfortable, fluctuated weekly and occurred simultaneously in various combinations. Even when similar emotional responses were identified, students connected differently to the course content. This could be explained by different starting points both students had when entering the course. The findings add to past work by identifying a variety and complexity of emotional responses of white student teachers during a CRT based course and can be used to create course conditions to prepare teachers for contributing to anti-racist education.