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Books > Social sciences > Education > Higher & further education > Students / student organizations
What does it mean to be a civic actor who is Black + Young + Female
in the United States? Do African American girls take up the civic
mantle in the same way that their male or non-Black peers do? What
media, educational, or social platforms do Black girls leverage to
gain access to the political arena, and why? How do Black girls
negotiate civic identity within the context of their racialized,
gendered, and age specific identities? There are scholars doing
powerful work on Black youth and civics; scholars focused on girls
and civics; and scholars focused on Black girls in education. But
the intersections of African American girlhood and civics have not
received adequate attention. This book begins the journey of
understanding and communicating the varied forms of civics in the
Black Girl experience. Black Girl Civics: Expanding and Navigating
the Boundaries of Civic Engagement brings together a range of works
that grapple with the question of what it means for African
American girls to engage in civic identity development and
expression. The chapters collected within this volume openly
grapple with, and disclose the ways in which Black girls engage
with and navigate the spectrum of civics. This collection of 11
chapters features a range of research from empirical to theoretical
and is forwarded by Black Girlhood scholar Dr. Venus Evans-Winters.
The intended audience for this volume includes Black girlhood
scholars, scholars of race and gender, teachers, civic advocacy
organizations, civic engagement researchers, and youth development
providers.
If we want our students to be prepared for a life involved with
artificial intelligence, global awareness, cultural understanding,
racial, religious and lifestyle diversity, and changing economic
and political realities, then we have to change what we are doing
in our schools from pre-school to graduate school. We can no longer
wait for large-scale reforms to develop, because those reforms will
only occur due to some kind of tragedy. If schools are going to
reform proactively, educators in each school and in each district
have to lead the way.
White teachers in multiracial schools are looking for ways to
understand how to make a difference with their students of color in
their classrooms. This book will help teachers make that
difference.
In recent years hundreds of high-profile 'free speech' incidents
have rocked US college campuses. Jordan Peterson, Ben Shapiro, Ann
Coulter and other right-wing speakers have faced considerable
protest, with many being disinvited from speaking. These incidents
are widely circulated as examples of the academy's intolerance
towards conservative views. But this response is not the
spontaneous outrage of the liberal colleges. There is a darker
element manufacturing the crisis, funded by political operatives,
and designed to achieve specific political outcomes. If you follow
the money, at the heart of the issue lies the infamous and
ultra-libertarian Koch donor network. Grooming extremist
celebrities, funding media platforms that promote these
controversies, developing legal organizations to sue universities
and corrupting legislators, the influence of the Koch network runs
deep. We need to abandon the 'campus free speech' narrative and
instead follow the money if we ever want to root out this dangerous
network from our universities.
Researchers, higher education administrators, and high school and
university students desire a sourcebook like The Model Minority
Stereotype: Demystifying Asian American Success. This second
edition has updated contents that will assist readers in locating
research and literature on the model minority stereotype. This
sourcebook is composed of an annotated bibliography on the
stereotype that Asian Americans are successful. Each chapter in The
Model Minority Stereotype is thematic and challenges the model
minority stereotype. Consisting of a twelfth and updated chapter,
this book continues to be the most comprehensive book written on
the model minority myth to date.
Using assessment systems to improve student outcomes requires
shared understanding and collaboration among education stakeholders
at multiple levels. Assessment Education: Bridging Research,
Theory, and Practice to Promote Equity and Student Learning
presents a powerful call to action for an assessment system that
advances equity and offers educators practical applications that
promote sound instructional decision making. Each section outlines
a research-based approach that supports classroom teaching and
student learning. We then draw on the expertise of various
education leaders (most notably members of the National Taskforce
on Assessment Education) to provide case studies of on-the-ground
examples of what these strategies look like in different settings.
Every chapter includes stories from the field from various
perspectives-teachers, principals, district administrators, and
other educational leaders. We conclude with reflection questions
that provide an opportunity for readers to examine how the chapter
connects to their own context.
A major premise of the book is that teachers, school leaders, and
school support staff are not taught how to create school and
classroom environments to support the academic and social success
of Black male students. The purpose of this book is to help
champion a paradigmatic shift in educating Black males. This books
aims to provide an asset and solution-based framework that connects
the educational system with community cultural wealth and
educational outcomes. The text will be a sourcebook for in-service
and pre-service teachers, administrators, district leaders, and
school support staff to utilize in their quest to increase academic
and social success for their Black male students. Adopting a
strengths-based epistemological stance, this book will provide
concerned constituencies with a framework from which to engage and
produce success.
The newest edition to the National Resource Center's series on
Special Student Populations focuses on supporting LGBTQ+ students
on campus. Despite increasing visibility and acceptance in some
spheres, many LGBTQ+ students continue to experience a negative
climate on college campuses, presenting barriers to their academic
and personal success. This volume explores the last decade of
research on LGBTQ+ college students with an eye toward
understanding their needs and the unique conditions related to
their college success. The opening chapter offers useful
definitions to help ground practitioners in the current
conversation. Readers will also find examples of inclusive
excellence and questions for guiding practice to promote a more
inclusive learning environment not only for LGBTQ+ students but for
all students on the campus.
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