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.

Reframing learning to teach diversity: multicultural curriculum within a cosmopolitan context

This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition as liveable life, rather than focusing on what works best for increasing teachers’ cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context.     

Rethinking assumptions of demographic privilege: Diversity among White preservice teachers

In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education.     

Exploring teachers’ beliefs and feelings about race and police violence

ABSTRACT

In this article, the authors analyzed White teachers’ open-ended responses to three critical items on the Teachers’ Race Talk Survey (TRTS). The authors focused on: (1) teachers’ beliefs about the importance of discussing race in the classroom with their students; (2) teachers’ feelings of preparedness to have race conversations in the classroom with their students; and (3) teachers’ beliefs about discussing, in class, police violence against Black people. Findings showed that while most White teachers believed race was important to discuss in order to unlearn and disrupt their prior beliefs, the majority described fear as a primary factor for feeling unprepared to actually discuss race in the classroom. Despite their beliefs about the importance of race, teachers’ beliefs about police violence against Black bodies reflect a color-blind approach by either viewing police violence as a natural occurrence or minimizing the role that race plays. To continue developing teachers’ critical knowledge related to race, the authors discuss implications for examining the quality of race-centered curriculum in teacher education programs and they pose broader questions related to the evolving knowledge base for teaching.     

Blood-Speak: Ward Churchill and the Racialization of American Indian Identity

After publishing a controversial essay on 9/11, Professor Ward Churchill's scholarship and personal identity were subjected to a hostile public investigation. Evidence that Churchill had invented his American Indian identity created vehemence among many professors and tribal leaders who dismissed Churchill because he was not a “real Indian.” This essay examines the discourses of racial authenticity employed to distance Churchill from tribal communities and American Indian scholarship. Responses to Churchill's academic and ethnic self-identification have retrenched a racialized definition of tribal identity defined by a narrow concept of blood. Employing what I term blood-speak, Churchill's opponents harness a biological concept of race that functions as an instrument of exclusion and a barrier to coalitional politics.     

刍议中学生三级跳远训练方法

三级跳远项目的初学者,他们仅仅把第二跳当做连接第一跳和第三跳的过渡跳,针对这一现象,加强第二跳的训练至关重要,并结合自己平常学习和训练的体会,提出一些关于短期内提高三级跳远第二跳成绩的训练内容和方法,为三级跳远初学者提供参考与帮助。     

20公里竞走运动员犯规与速度节奏变化的关系分析

通过对第12届全运会20公里竞走比赛的成绩、技术数据以及裁判资料的收集整理,对20公里竞走比赛过程中运动员技术犯规的情况进行统计,结合运动速度节奏变化分析运动员速度节奏变异与技术犯规趋势关系,得出速度节奏变化与犯规存在相关性,为教练员安排运动员比赛的技战术提供参考。     

军事五项女子4km越野跑专项特征研究

军事五项女子4 km越野单项是以有氧代谢为主,高度体现混氧代谢供能的特征;机能特征主要表现为比赛强度对运动员不造成运动性疲劳,可安排高于比赛强度和运动量的训练;训练学特征主要表现为越野能力及训练在军事五项处于核心地位,越野变速跑能力是越野专项能力构成的核心,训练着重提高有氧能力、混氧能力、绝对速度和专项耐力等。     

Television Viewing,Racial Attitudes,and Policy Preferences: Exploring the Role of Social Identity and Intergroup Emotions in Influencing Support for Affirmative Action

This paper explores how White viewers' perceived portrayals of African-Americans and Latino-Americans on TV influence their real-world feelings and beliefs about these outgroups, which in turn affect their support for race-targeted policies. A computer-based survey (N=323) included measures relating to perceptions about racial/ethnic groups on television, real-world stereotypical beliefs, prejudicial feelings, and support for affirmative action policies. The affective-cognitive model of policy reasoning presented in this paper extends and improves upon prior research in several ways. It considers intergroup emotions as an important mediator by including prejudicial feelings toward racial/ethnic outgroups in the path analyses. Unlike past research that typically grouped all negative stereotypes into one global measure, this study explores how specific types of stereotypes such as criminality and laziness work independently and simultaneously to influence policy preferences. Finally, this integrated cognitive-affective model of policy reasoning is applied to both perceptions of African-Americans and of Latino-Americans, which provides greater confidence in the applicability of the model. Implications of the results and directions for future research are discussed.     

“Bridging the Gap”: Difference,Dialogue, and Community Organizing

The purpose of this study is to understand a citywide initiative to increase diversity and inclusion in a predominantly white US city with a tragic racial history. This research reveals prevailing struggles with communicating about diversity and race and taking meaningful actions to promote social change. Using theories of difference and dialogue, we analyze in-depth, qualitative fieldwork with three voluntary organizations: The Chamber of Commerce; The Network; and Minorities in Business. Our work answers calls to center race and embodied differences and extends theorizing on dialogic sensibilities. The findings reveal that difference organizes dialogue through: (1) the ongoing construction of context; (2) the mobilizing of social change efforts; and (3) the intermingling of economic and racial justice discourses. Ultimately, we hope this work encourages further conversation about difference, race, and engaged scholarship.