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Improving Health Care for Everyone
Affirmative action programs have significantly changed American medicine for the better, not only in medical school admissions and access to postgraduate training but also in bringing a higher quality of health care to all people. James L. Curtis approaches this important transition from historical, statistical, and personal perspectives. He tells how over the course of his medical education and career as a psychiatrist and professor--often as the first or only African American in his cohort--the status of minorities in the medical professions grew from a tiny percentage to a far more equitable representation of the American population. Advancing arguments from his earlier book, Blacks, Medical Schools, and Society, Curtis evaluates the outcomes of affirmative action efforts over the past thirty years. He describes formidable barriers to minority access to medical-education opportunities and the resulting problems faced by minority patients in receiving medical treatment. His progress report includes a review of two thousand minority students admitted to U.S. medical schools in 1969, following them through graduation and their careers, comparing them with the careers of two thousand of their nonminority peers. These samples provide an important look at medical schools that, while heralding dramatic progress in physician education and training opportunity, indicates much room for further improvement. A basic hurdle continues to face African Americans and other minorities who are still confined to segregated neighborhoods and inferior school systems that stifle full scholastic development. Curtis urges us as a nation to develop all our human resources through an expansion of affirmative action programs, thus improving health care for everyone. James L. Curtis is Clinical Professor Emeritus of Psychiatry, Columbia University College of Physicians and Surgeons.
The Legacy and the Vision
African American Fraternities and Sororities: The Legacy and the Vision explores the rich past and bright future of the nine Black Greek-Letter organizations that make up the National Pan-Hellenic Council. In the long tradition of African American benevolent and secret societies, intercollegiate African American fraternities and sororities have strong traditions of fostering brotherhood and sisterhood among their members, exerting considerable influence in the African American community, and being on the forefront of civic action, community service, and philanthropy. Dr. Martin Luther King Jr., Toni Morrison, Arthur Ashe, Carol Moseley Braun, Bill Cosby, Sarah Vaughan, George Washington Carver, Hattie McDaniel , and Bobby Rush are among the many trailblazing members of these organizations. The rolls of African American fraternities and sororities serve as a veritable who’s who among African American leadership in the United States and abroad. African American Fraternities and Sororities places the history of these organizations in context, linking them to other movements and organizations that predated them and tying their history to one of the most important eras of United States history—the Civil Rights struggle. African American Fraternities and Sororities explores various cultural aspects of these organizations such as auxilliary groups, branding, calls, stepping, and the unique role of African American sororities. It also explores such contemporary issues as sexual aggression and alcohol use, college adjustment, and pledging, and provides a critique of Spike Lee’s film School Daze, the only major motion picture to portray African American fraternities and sororities as a central theme. The year 2006 will mark the centennial anniversary of the intercollegiate African American fraternity and sorority movement. Yet, to date, little scholarly attention has been paid to these organizations and the men and women who founded and perpetuated them. African American Fraternities and Sororities reveals the vital social and political functions of these organizations and places them within the history of not only the African American community but the nation as a whole.
Vernacular English and the Composition Classroom
This pioneering study of African American students in the composition classroom lays the groundwork for reversing the cycle of underachievement that plagues linguistically diverse students. African American Literacies Unleashed: Vernacular English and the Composition Classroom approaches the issue of African American Vernacular English (AAVE) in terms of teacher knowledge and prevailing attitudes, and it attempts to change current pedagogical approaches with a highly readable combination of traditional academic discourse and personal narratives.
Realizing that composition is a particular form of social practice that validates some students and excludes others, Arnetha Ball and Ted Lardner acknowledge that many African American students come to writing and composition classrooms with talents that are not appreciated. To empower and inform practitioners, administrators, teacher educators, and researchers, Ball and Lardner provide knowledge and strategies that will help unleash the potential of African American students and help them imagine new possibilities for their successes as writers.
African American Literacies Unleashed asserts that necessary changes in theory and practice can be addressed by refocusing attention from teachers’ knowledge deficits to the processes through which teachers engage information relevant to culturally informed pedagogy. Providing strategies for unlearning racism in the classroom and changing the status quo, this volume stresses the development and maintenance of a real sense of teaching efficacy—teachers’ beliefs in their abilities to connect with and work effectively with all students—and reflective optimism—teachers’ informed expectations that all students have the potential to succeed.
Developing Schools of Achievement for African American Children
What can teachers, administrators, families, and communities do to create schools that provide rich learning experiences for African American children? Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is a practical guide to accomplished teaching. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities. This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. Murrell argues that key educational frameworks—although currently ineffective with African American children—hold promise if reinterpreted.
Building Synergy for Development
For the International Development Research Centre (IDRC) and its partners, the link between research and policy is of paramount importance in their goal to improve social, economic and environmental conditions in developing countries. The nature of the collaboration between researchers and decision-makers, however, is complex, multifaceted and often difficult to implement. Moreover, research is very often designed and carried out without regard for its potential users or beneficiaries. How should research agendas be developed? What is the role of the private sector in developing research? Which actors are involved in knowledge production and utilization? How can the dialogue between researchers and decision-makers be improved? This short and accessible book records the reflections, opinions and recommendations which emerged from six national workshops organised between 2004 and 2007 in West and Central Africa on the synergy between researchers and decision-makers. Abdoulaye Ndiaye is a Senegalese expert and international consultant in development. He edited this book as a member and on behalf of the IDRC Council of Regional Advisors for West and Central Africa which organized the series of workshops throughout the sub-region.
From College Access to College Success
Enrollment at America’s community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges’ mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education. After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges. As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.
The Rise and Retreat of School Desegregation
The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision.
Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment.
Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning
In After-Education Deborah P. Britzman raises the startling question, What is education that it should give us such trouble? She explores a series of historic and contemporary psychoanalytic arguments over the nature of reality and fantasy for thinking through the force and history of education. Drawing from the theories of Anna Freud and Melanie Klein, she analyzes experiences of difficult knowledge, pedagogy, group psychology, theory, and questions of loneliness in learning education. Throughout the book, education appears and is transformed in its various guises: as a nervous condition, as social relation, as authority, as psychological knowledge, as quality of psychical reality, as fact of natality, as the thing between teachers and students, as an institution, and as a play between reality and fantasy.
Contemporary Essayists Cover the Essays
Writers of the modern essay can trace their chosen genre all the way back to Michel de Montaigne (1533–92). But save for the recent notable best seller How to Live: A Life of Montaigne by Sarah Bakewell, Montaigne is largely ignored. After Montaigne—a collection of twenty-four new personal essays intended as tribute— aims to correct this collective lapse of memory and introduce modern readers and writers to their stylistic forebear.Though it’s been over four hundred years since he began writing his essays, Montaigne’s writing is still fresh, and his use of the form as a means of self-exploration in the world around him reads as innovative—even by modern standards. He is, simply put, the writer to whom all essayists are indebted. Each contributor has chosen one of Montaigne’s 107 essays and has written his/her own essay of the same title and on the same theme, using a quote from Montaigne’s essay as an epigraph. The overall effect is akin to a covers album, with each writer offering his or her own interpretation and stylistic verve to Montaigne’s themes in ways that both reinforce and challenge the French writer’s prose, ideas, and forms. Featuring a who’s who of contemporary essayists, After Montaigne offers a startling engagement with Montaigne and the essay form while also pointing the way to the genre’s potential new directions.Contributors: Marcia Aldrich, Chris Arthur, Robert Atwan, Barrie Jean Borich, Mary Cappello, Steven Church, Judith Ortiz Cofer, Danielle Cadena Deulen, Brian Doyle, Lina M. Ferreira C. V., Vivian Gornick, Robin Hemley, Wayne Koestenbaum, Shannon Lakanen, David Lazar, E. J. Levy, Phillip Lopate, Bret Lott, Patrick Madden, Desirae Matherly, Maggie Nelson, José Orduña, Elena Passarello, Lia Purpura, Kristen Radtke, Amy Lee Scott, Jerald Walker, Nicole Walker