The first fully comparative empirical analysis of the relationship between education and social cohesion, this book develops a new "distributional theory" of the effects of educational inequality on social solidarity. Based on a wide-ranging theoretical critique, and extensive analysis of data on inequality and social attitudes for over 25 developed countries, the study shows how educational inequality undermines social trust, civic co-operation and the rule of law. It is not how much education a country has that matters for social cohesion but how it is distributed and the co-operative values that people learn.

An introductory survey of the government's role in America's continuing drive for equality. Today's lingering inequalities, particularly the "American dilemma" of racism, runs throughout U.S. history. Equal Protection provides readers with a historical overview of the controversies over the issue of equality, an understanding of how government-and, particularly, the courts and Congress-has reacted to these controversies, and the role these issues have played in shaping U.S. society. This volume follows the push for equal treatment regardless of age, gender, disabilities, economic status, or sexual orientation. It focuses on legislation such as the Americans with Disabilities Act, and political initiatives and movements such as The Great Society, the ERA, and the War on Poverty. Here are American's interpretations of equal rights, then and now. Includes a section of A-Z entries covering people, laws, events, judicial decisions, statutes, and concepts related to equal protection in the United States Primary source documents include court decisions, executive orders, and legislation that shaped the status of equal protection in our society today

This unique collection of essays analyzes the impact of state policies on minority communities in the United States and the perpetuation of an underclass in American society. The editors and contributors begin with the premise that there was a resurgence of racism and disadvantage during the Reagan years, not only in the United States, but also in the world. They contend that a major revision of policy toward the American underclass is urgently needed because of a failure to understand underlying social and economic changes. Drawing heavily upon diverse sources for data and theoretical perspectives, the studies in this important volume attempt to integrate underclass analysis with policy formulation. The elaboration of the human rights of the underclass under both international and domestic law is presented by Peter Weiss. Gregory Kellam Scott argues forcefully for a shift in the basis of civil rights jurisprudence that would allow the state to assist the underclass by removing past remnants of discrimination. David Penna and Jose Blas Lorenzo discuss the legality and desirability of state attempts to restrict racist speech, given the exploitative nature of the underclass relationship. John Grove and Jiping Wu reassess the perception of Asian-Americans as a model minority and discuss uncertain prospects for the future integration of new Asian immigrants into mainstream America. Debra Kreisberg Voss, Joy Sobrepena, and Peter W. Van Arsdale demonstrate how the immigration process can marginalize immigrants. George E. Tinker and Loring Bush discuss the difficulties in determining Native American unemployment rates and document the underestimation of the problem and its impact on policy toward Native Americans. The politics and hidden agenda of the English Only movement and the policy implications for linguistic minorities are revealed by Priscilla Falcon and Patricia J. Campbell. Finally, George W. Shepherd, Jr. and David Penna present a challenging agenda for state policy toward the underclass for the 1990s. This provocative volume should be read by everyone interested in ethnic and minority studies.

Lived diversities: Space, place and identities in the multi-ethnic city is a timely and important book, which focuses on multi-ethnic interaction in an inner city area. Addressing difficult issues that are often simplistically and negatively portrayed it challenges the stereotypical denigration of inner city life, and Muslim communities in particular. Using well-crafted historical, political and contextual explanations the book provides a nuanced account of contemporary multi-ethnic coexistence. This invaluable contribution to our understanding of the politics and practice of multicultural coexistence is a must-read for students and practitioners interested in ethnic diversity, urban policy and the politics of place and space.

This award winning handbook presents the views of both advocates and critics of the argument that government policies can establish gender and racial equality. In Affirmative Action: A Reference Handbook, recent events such as the end of affirmative action in California are examined along with their implications for employees and employers, public contracting, and education. The coverage details the roles of the women's and civil rights movements in shaping affirmative action policies, analyzes major laws and court cases, and profiles key proponents and critics. Provides important statistics collected by the Equal Employment Opportunities Commission and the U.S. Department of Education

In a context of economic and budgetary crisis, this book presents a long-term analysis of the transformations of EU gender equality. It analyses the mechanisms of construction, consolidation and deconstruction of this policy and questions the effects of its current dismantling.

Lewicki examines how current salient discourses of citizenship conceptualize democratic relations and frame the 'Muslim question' in Germany and Great Britain. Citizenship is understood not as a static or monolithic regime, but as being reproduced through competing discourses that can facilitate or inhibit the reduction of structural inequalities.

Based on a comprehensive study of three counties in Texas, this work examines the idea of differential handling of minority youth offenders. Traditional wisdom indicates that minorities are over-represented in the juvenile justice system due to racism and discrimination within the system itself. The author refutes this logic by challenging current studies and examining the results of the Texas study. The findings suggest that minorities are represented in the juvenile justice system in greater numbers than their majority offender counterparts due to their greater involvement in criminal activity, not to any differential treatment they may receive at crucial decision points within the system. Allegations of racial bias against the juvenile justice system are often supported by the federal government, which suggests that minorities continue to be targeted more frequently for arrest, prosecution, conviction, and imprisonment merely because they are persons of color. Drawing on new research, the author addresses racial disparity in the juvenile justice system and contends that previous research suffers methodological and statistical analysis problems, resulting in the mischaracterization of the issue of racial bias. The present study argues that most minority juveniles receive different case outcomes because of the severity of their current offense, and both the length and severity of their prior delinquency careers. Tracy's research ultimately indicates that rather than being discriminatory, the juvenile system is, instead, reacting to a particular type of delinquent using legally permissible guidelines.

Countering the commonplace view of teaching as inclusive, this collection highlights the persistence of inequalities in the teaching profession. It explores the ways in which gender, ethnicity, social class and other identity markers shape teachers' experiences in a range of institutional and national contexts.

Winner, 2013-2014 Asian/Pacific American Award for Literature, Adult Non-Fiction presented by the Asian Pacific American Librarian Association During the Cold War, Soviet propaganda highlighted U.S. racism in order to undermine the credibility of U.S. democracy. In response, incorporating racial and ethnic minorities in order to affirm that America worked to ensure the rights of all and was superior to communist countries became a national imperative. In Citizens of Asian America, Cindy I-Fen Cheng explores how Asian Americans figured in this effort to shape the credibility of American democracy, even while the perceived "foreignness" of Asian Americans cast them as likely alien subversives whose activities needed monitoring following the communist revolution in China and the outbreak of the Korean War. While histories of international politics and U.S. race relations during the Cold War have largely overlooked the significance of Asian Americans, Cheng challenges the black-white focus of the existing historiography. She highlights how Asian Americans made use of the government's desire to be leader of the "free world" by advocating for civil rights reforms, such as housing integration, increased professional opportunities, and freedom from political persecution. Further, Cheng examines the liberalization of immigration policies, which worked not only to increase the civil rights of Asian Americans but also to improve the nation's ties with Asian countries, providing an opportunity for the U.S. government to broadcast, on a global scale, the freedom and opportunity that American society could offer.

Using an oral history approach, this book draws on Gypsy and non-Gypsy narratives to tell the story of Gypsy forced dislocation from Bayramic, a northwestern town of Turkey, in 1970. Gul OEzatesler examines memory construction, the categories of Gypsyness and Turkishness, and the different perspectives and positions that emerged, considering all in relation to underlying socioeconomic structure. The book reveals how ethnic and other identities can be deployed to conceal socioeconomic and political inequalities.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/ non-exploitive contributing members of the global community. The series draws on the international community of investigators, academics, and community organizers that have contributed to the evidence base for developing sound educational policies, practices, and innovative programs to optimize the potential of all students. Each themed volume includes multi-disciplinary theory, research, and practice that provides an enriched understanding of the drivers of human potential via education to assist readers in exploring, adapting and replicating innovative strategies that enable ALL students to realize their full potential. Among these strategies are the integration of digital technologies (DT) and information and communication technologies (ICT) into contemporary education platforms. However, technology must be more than just a tool to deliver content and stimulate engagement; it must become a means to broaden access to learning, advance equity, promote social justice, and encourage social inclusion. Especially reaching out to address the academic and social needs of rural, impoverished, marginalized, and displaced populations. Though the digital divide continues to hinder educational attainment for underprivileged populations, ICTs are providing significant opportunities to deliver literacy and basic skills instruction to disadvantaged segments of the global population as well as engage, motivate, and customize learning to address local needs. Nonetheless, the availability of ICT is not a deterministic process. Other societal, cultural, political and contextual factors are of fundamental importance to acceptance and integration that enables people to benefit from technology. The relationship between educational access, instructional delivery, and ICT should be considered in more complex terms. In particular, digital technologies should be viewed as instructional tools that improve access to educational opportunities, strengthen cultural resources, promote social and economic equity, and provide students with the knowledge and competencies to prepare them for a future that cannot be predicted. Therefore, developing ICT and media capabilities that instill citizenship and stewardship in today's students is crucial to gleaning the social and the cultural advantages of a contemporary global society that encourages full and equal citizenship. personality of children to the community of solidarity and shared norms. The second understanding of citizenship complements the `roots' with `roads', with the choices made by the individual, with the capacity to form and develop the child's personality into the actor and author of his/her educational, professional, and life projects. The adolescent prepares to become an active, committed, and engaged citizen with the intellectual capacity for critical thinking that leads to responsible actions. Digital citizenship expresses the transformations of both belonging to and engaging in the information society and contributes to the development of generation "Y" with the aspiration to innovate and experiment, to explore the possibilities of the new digital world, to question authorities and instances of knowledge and power. Education addresses digital citzenship by opening more avenues for the intersection of Internet, imagination, and exploration. Volume 10, E-learning and Social Media: Education and Citizenship for the digital 21st century addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenge and benefits of social media on student self-identity collaboration, and academic engagement; shares promising practices associated with technology in education an e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and social justice involvement.

This book discusses pedagogical solutions that enable students to see how capitalist processes and economic inequalities intersect and shape our assumptions and behaviours. The contributors provide thoughtful reflections on the struggles and opportunities instructors face in teaching about these topics while competing against the invisibility of capitalist forces and prevalent social myths, such as "anyone who works hard can achieve". This book will not only help instructors empower students to recognize economic injustice and its interaction with capitalist organization, but also develops and acts on transformative solutions. Through analysis of the classed dimensions of the current political, economics, and cultural climate, as well as presenting novel lesson plans and classroom activities, this book is of great value for college and university professors.

This ground-breaking book exposes the myths behind startup success, illuminates the real forces at work and shows how they can be harnessed in your favour. The world isn't a level playing field. Meritocracy is a myth. And if you look at those at the top, you realise that behind every success story is an Unfair Advantage. But that doesn't just mean your parents' wealth or who you know. An Unfair Advantage is any element that gives you an edge over your competition. And we all have one. Drawing on over two decades of hands-on experience, including as the first Marketing Director of Just Eat (a startup now worth over GBP5 billion), the authors show how to identify your own unfair advantages and apply them to any project. Hard work and grit aren't enough, so they explore the importance of money, intelligence, insight, location, education, expertise, status and luck in the journey to success. From Snapchat to Spanx, Oprah to Elon Musk, unfair advantages have shaped the journeys of some of the most successful brands in the world. This book helps you too find the external circumstances and internal strengths to succeed in the world of business and beyond.

In this wide-ranging survey of contemporary race relations in the United States, Smith and O'Connell provide a thorough re-examination of our situation. They begin by assessing the part played by status struggles and anxieties in intergroup relations. For the black middle classes, they assert, the benefits of social-economic advancement and rising expectations combine with status frustration and anxiety to create a sense of estrangement from whites and what are typically referred to as white institutions. They then look at the role social scientists have played in both analyzing and contributing to race problems. In their examination of racial stereotypes, Smith and O'Connell show how whites typically construct stereotypes in such a way that they can respond to blacks as concrete individuals, rather than as members of an abstract, all-embracing racial category. In their examination of the Quota Revolution they demonstrate that affirmative action predictably fails to raise average black income; nor does it promote racial respect and cooperation. Finally, they assert that if status anxiety plays an increasingly important role in intergroup struggles as group power relations are increasingly characterized by social and political parity, then there are rather strict limits to what social reform can accomplish. Racism, Smith and O'Connell contend, has less to do with current social conditions in black America than is usually supposed. More indirect forces such as technological innovation, global interdependence, immigration, misguided welfare policies, and certain kinds of cultural values post far more serious threats to the incomes and employment opportunities of less affluent black Americans than do the remaining traces of white racism. This thought-provoking book is must-reading for scholars and researchers in the fields of public policy and contemporary race relations.

View the Table of Contents. Read the Introduction.

"This voice and timely book addresses the perceptual split between an officially 'colorblind' world and the lived experience of so many for whom race determines so much. Although centered on images of black men, these extraordinary essays provide compelling insights about stereotypes of women, whiteness, class status, ethnicity, and gender. From 'suspect profile' to 'natural athlete, ' the disuniting effects of racial cliches are meticulously analyzed in this sharp and always moving anthology."
"--Patricia J. Williams, Author of The Rooster's Egg and The Alchemy of Race and Rights"

"This exciting anthology breaks new ground in the battle to end misogyny and sexism. It gathers for the first time the diverse and eloquent voices of black men -- many of them speaking out as feminists for a revitalized vision of feminism. This unique collection offers insights, perspectives rarely heard, and tremendous hope. It is required reading for all who care about the intersection of race, gender, class and sexuality."
"--Urvashi Vaid, Director of the Policy Institute of the National Gay & Lesbian Task Force and author of Virtual Equality: The Mainstreaming of Gay and Lesbian Liberation"

In late 1995, the Million Man March drew hundreds of thousands of black men to Washington, DC, and seemed even to skeptics a powerful sign not only of black male solidarity, but also of black racial solidarity. Yet while generating a sense of community and common purpose, the Million Man March, with its deliberate exclusion of women and implicit rejection of black gay men, also highlighted one of the central faultlines in African American politics: the role of gender and sexuality in antiracist agenda.

In this groundbreaking anthology, a companion to the highly successful "Critical Race Feminism," Devon Carbado changes the terms of the debate over racism, gender, and sexuality in black America. The essays cover such topics as the legal construction of black male identity, domestic abuse in the black community, the enduring power of black machismo, the politics of black male/white female relationships, racial essentialism, the role of black men in black women's quest for racial equality, and the heterosexist nature of black political engagement.

Featuring work by Cornel West, Huey Newton, Henry Louis Gates, Jr., A. Leon Higginbotham, Jr., Houston Baker, Marlon T. Riggs, Dwight McBride, Michael Awkward, Ishmael Reed, Derrick Bell, and many others, Devon Carbado's anthology stakes out new territory in the American racial landscape.
"--Critical America, A series edited by Richard Delgado and Jean Stephancic.

Critical pedagogy refers to the means and methods of testing and attempting to change the structures of schools that allow inequities. It is a cultural-political tool that takes seriously the notion of human differences, particularly those related to race, class, and gender. Critical pedagogy seeks to release the oppressed and unite people in a shared language of critique, struggle, and hope, to end various forms of human suffering. In this revised edition, Kanpol takes the pre- and in-service educators along some initial steps to becoming critical pedagogists. As before, university professors and public school teachers alike will learn how to address their own prophetic commitments to belief and faith in the fight against despair, institutional chaos, oppression, death of spirit, and exile.

"On the East-West" Slope explores changing cognitive geographies with regard to Eastern Europe during the late 20th century and the turn of the Millenium. While the fundamental poles of East and West remain, both their meaning and their relationship to one another have shifted profoundly since the late 1970s. The book demonstrates the ways in which supposedly liberal characterizations of East and West project a theoretical slope across the map of Europe, oriented as increasingly negative from West to East. Paradoxically, a liberal discourse of Europeanization "turns ugly" in the context of East European politics as it generates polarizing issues, including extreme nationalism and discriminatory racism, as in the case of the Roma. Finally, the book argues that such paradoxes are not paradoxes at all if we recognize that civilizational slope ideas have a major function in maintaining and reproducing hierarchical world economies. The book is also one of the first attempts to create links between the postcolonial analysis of development in the Third World and changes in Eastern Europe The book seeks to analyze discourses underpinning mental maps of "East" and "West" focusing on individual and institutional actors. In order to understand the East/West positioning and identities of the different actors, the book performs a comprehensive analysis of discourses on population development, of mental maps presented by global corporations and foundations and also a unique hermeneutical analysis of narrative interviews conducted with people crossing East/West borders in the United States, Hungary and Russia. The book will attract a wide international readership. As the book analyzes "empirical" material and reviews a wide range of literature on sociology of knowledge, demography, political science, East European Studies, and postcolonialism, it will prove an essential resource for undergraduate and graduate students and their professors at Western and East European Universities. Readers in recent European nationalism, racism, the history of demographic thought in the 20th century, postcommunism, international political order, globalization and narrative identities are the targeted prime users of the book.

Have de-industrialization, expanding services and occupational upgrading put an end to class divisions? Drawing on extensive empirical research, this book adds new insights to the debate about the end of class and shows that Western European societies remain decidedly stratified with respect to material advantages and citizenship rights. Well grounded in theory, it offers a highly original account of today's social stratification and presents novel findings about working conditions, political preferences and pension coverage of different classes in contemporary Britain, Germany, Sweden and Switzerland.

"Pride goeth before destruction, a hoaughty spirit before a mighty fall." As the biblical fall of Satan suggests, pride as a defining symptom of self-preoccupation follows a paradoxical route at which end lies self-destruction. Dyson explores the fate of pride from Christian theology to the social responsibilities of self-regard and regard for the society as a whole. Pride is also vain glory, or the inordinate obsession with one's existence, body and intellect, which becomes the playground for human vanity. Dyson examines how pride, within black communities, becomes a necessary and ironic defense against a culture that at once formally rejected it in their vreligious beliefs but embraced it in their social realtions. As a result, blacks were ensconced, implicated, even embroiled, in the West's schizophrenic views of the deadly sin. Dyson will explore all these moments of pride, attempting to probe the contradictory facets of a vice that in some instances became a celebrated virtue, and a virtue among some cultures that ultimately became a vice.

A brutal gang-rape of a young woman in India in 2012 caused a global outcry against rising brutal violence against women. In response to the young woman's death and the protests that followed, the contributors analyze the position of women in South Asia, the issue of violence, women's political activism and gender inequalities.

Sexual harassment is a pervasive social problem in the United States. In recent years, literature on sexual harassment has rapidly expanded, as increasing attention has been directed toward this legal and moral issue. This bibliography surveys the large amount of literature on sexual harassment published between 1984 and 1994. Included are entries for books, dissertations, and articles, with entries arranged in topical chapters. Entries for books and articles include descriptive annotations, and a chronology traces the recent history of sexual harassment in the United States.

The problem of sexual harassment was with us long before the highly publicized 1991 confirmation hearings for Supreme Court Justice Clarence Thomas. However, Anita Hill's testimony regarding sexual harassment captured the nation and sparked a public debate on what had been treated as a private issue. Because of its subjective nature, sexual harassment has been difficult to quantify and define. As a result of the pervasiveness and complexity of sexual harassment, there is now an enormous body of literature on the topic. This book is a guide to the available material.

From the more than 1,000 citations found by the authors, the bibliography has been limited to some 534 books, articles, and dissertations. The works were chosen for their scholarly, original, or creative contribution to sexual harassment literature. Materials generally excluded were newspaper articles, popular press publications, anecdotal reports, and editorial comments or letters. Entries are arranged in topical chapters, and entries for books and articles include descriptive annotations. A chronology traces major developments in sexual harassment legislation in the United States from the 1964 Civil Rights Act to a 1993 U.S. Supreme Court case.

This book seeks to develop and analyze in detail a key paradox of affirmative action in higher education, employment, and government contracting. This paradox is that the two chief justifications for affirmative action - compensation for past discrimination and achievement of diversity - each raise difficult problems from the point of view of a coherent, neutral, and universalistic legal determination. In addition, a third possible justification, that of achieving a society that is truly colour-blind or without consciousness of race, cannot be achieved by race-based affirmative action policies. As a result of this paradox, it is necessary that the justification of affirmative action policies is not transparent. The process must conceal the way in which it is actually carried out, using means that perhaps violate our common ideas of law based on neutral and universalistic standards, as well as our common commitment to merit-based selection processes