In 2011, Jana Mathews's career took a surprising turn. What began as an effort for a newly minted college professor to get to know her students turned into an invitation to be initiated into a National Panhellenic Conference sorority and serve as its faculty advisor. For the next seven years, Mathews attended sorority and fraternity chapter meetings, Greek Week competitions, leadership retreats, and mixers and formals. She also counseled young men and women through mental health crises, experiences of sexual violence, and drug and alcohol abuse. Combining her personal observations with ethnographic field analysis and research culled from the fields of sociology, economics, and cognitive psychology, this thought-provoking book examines how white Greek letter organizations help reshape the conceptual boundaries of society's most foundational relationship categories-including friend, romantic partner, and family. Mathews illuminates how organizations manipulate campus sex ratios to foster hookup culture, broker romantic relationships, transfer intimacy to straight same-sex friends, and create fictive family units that hoard social and economic opportunity for their members. In their idealized form, sororities and fraternities function as familial surrogates that tether their members together in economically and socially productive ways. In their most warped manifestations, however, these fictive familial bonds reinforce insularity, entrench privilege, and-at times-threaten physical safety.

In 2011, Jana Mathews's career took a surprising turn. What began as an effort for a newly minted college professor to get to know her students turned into an invitation to be initiated into a National Panhellenic Conference sorority and serve as its faculty advisor. For the next seven years, Mathews attended sorority and fraternity chapter meetings, Greek Week competitions, leadership retreats, and mixers and formals. She also counseled young men and women through mental health crises, experiences of sexual violence, and drug and alcohol abuse. Combining her personal observations with ethnographic field analysis and research culled from the fields of sociology, economics, and cognitive psychology, this thought-provoking book examines how white Greek letter organizations help reshape the conceptual boundaries of society's most foundational relationship categories-including friend, romantic partner, and family. Mathews illuminates how organizations manipulate campus sex ratios to foster hookup culture, broker romantic relationships, transfer intimacy to straight same-sex friends, and create fictive family units that hoard social and economic opportunity for their members. In their idealized form, sororities and fraternities function as familial surrogates that tether their members together in economically and socially productive ways. In their most warped manifestations, however, these fictive familial bonds reinforce insularity, entrench privilege, and-at times-threaten physical safety.

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.

This book feasibly translates validated research and best practices in assessment so that the reader can incorporate the best practices of assessment into practical routines in schools and the classroom. Readers of this book will strengthen their knowledge and skills in selecting, designing, and using assessments that enable all learners to actively participate and monitor their own progress towards learning objectives. This book is intended to be a hands-on guide for educators and students on the best and most effective practices for supporting students in their role as self-assessors. It develops sequentially from ensuring that students are assessment ready, to engaging students in assessment, and ultimately empowering students as assessors. Readers can also rely on the book to help them improve specific aspects of self-assessment that are most important in their setting and for their students.

The history of Mexico in the twentieth century is marked by conflict between church and state. This book focuses on the efforts of the Roman Catholic Church to influence Mexican society through Jesuit-led organizations such as the Mexican Catholic Youth Association, the National Catholic Student Union, and the Universidad Iberoamericana. Dedicated to the education and indoctrination of Mexico's middle- and upper-class youth, these organizations were designed to promote conservative Catholic values. The author shows that they left a very different imprint on Mexican society, training a generation of activists who played important roles in politics and education. Ultimately, Espinosa shows, the social justice movement that grew out of Jesuit education fostered the leftist student movement of the 1960s that culminated in the Tlatelolco massacre of 1968. This study demonstrates the convergence of the Church, Mexico's new business class, and the increasingly pro-capitalist PRI, the party that has ruled Mexico in recent decades. Espinosa's archival research has led him to important but long-overlooked events like the student strike of 1944, the internal upheavals of the Church over liberation theology, and the complicated relations between the Jesuits and the conservative business class. His book offers vital new perspectives for scholars of education, politics, and religion in twentieth-century Mexico.

Teachers are brain changers. Thus it would seem obvious that an understanding of the brain - the organ of learning - would be critical to a teacher's readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student -regardless of zip code or school type-will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.