Relevant bibliographies by topics / Upper class – Education – United States

Academic literature on the topic 'Upper class – Education – United States'

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Published: 10 March 2023

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Journal articles on the topic "Upper class – Education – United States"

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Zhezhko-Braun, Irina. "The New Upper Class: Revolutionary Elite Rotation in the USA." Ideas and Ideals 12, no. 4-1 (December 23, 2020): 162–90. http://dx.doi.org/10.17212/2075-0862-2020-12.4.1-162-190.

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The article analyzes the emergence of a new political class or elite in the United States, which is called the minority elite. This article is the first in a series dedicated to this topic. The author formulates three interrelated prerequisites that have caused the emergence of the new elite: the spread of the Affirmative Action (AA) to all spheres of public life and, above all, to the education system; the phenomenon of “woke” capitalism; a long history of minority protest movements. Experts take the current protests for a revolution; the author proves the opposite statement: protests are a direct consequence and one of the stages of a step-by-step revolution. Its roots lie in the long-term training of personnel for the revolution and social technologies for it, in the creation of financial, informational and organizational infrastructures of protest movements, and in moral defeat and the surrender of the intellectual class. Over the decades, hundreds of protest movements of various sizes have been co-organized in the United States and dozens of professional protest organizations have been formed. One of them, Black Lives Matter, has its own program, strategy, tactics and a solid budget. The goal of the organization is to create its own ruling elite. The Protestant (WASP) elite ruled the country for more than two centuries, in the second half of the 20th century it was replaced by the so-called intellectual elite. Harvard University, by its decision to raise the level of acceptance tests in the 1960s, spawned new, intellectual elite, California universities, by abolishing tests in the 2010-2020s, bring to power a new social group – the beneficiaries of the AA. The black movement is confidently entering the final phase of its development – the placement of its representatives in state and federal authorities, political parties and other social institutions. Ideologues of identity politics, primarily racial, have arrogated to themselves the position of mentors and experts on social justice and the protectors of civil rights in society. Other protest organizations have joined the BLM, with socialist-oriented organizations in the lead. These organizations have effectively “hijacked” a wave of protests and are already working on a socialist agenda for the Biden-Harris administration, if elected.
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Lacy, Karyn. "All’s Fair? The Foreclosure Crisis and Middle-Class Black (In)Stability." American Behavioral Scientist 56, no. 11 (October 10, 2012): 1565–80. http://dx.doi.org/10.1177/0002764212458279.

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Is the protracted foreclosure crisis eroding the Black middle class? Foreclosure rates in the United States have reached an all-time high. Blacks have been hit especially hard by this crisis. I focus here on intraclass distinctions within the Black middle class precisely because scholars and journalists so often fail to distinguish between the experiences of the Black lower middle class and those of middle and upper-class Blacks, leaving the unintended impression that middle-class Blacks all have the same odds of losing their home. I argue that conventional explanations of the foreclosure crisis as a racialized event should be amended to account for the differential impact of the crisis on three distinct groups of middle-class Blacks: the lower middle class, the core middle class, and the upper or elite middle class.
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Swift, Jason. "Locating visual arts education in a post-liberal arts landscape." Visual Inquiry 8, no. 2 (June 1, 2019): 149–59. http://dx.doi.org/10.1386/vi_8.2.149_1.

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This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.
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Kaplan, Steven N., and Joshua D. Rauh. "Family, Education, and Sources of Wealth among the Richest Americans, 1982–2012." American Economic Review 103, no. 3 (May 1, 2013): 158–62. http://dx.doi.org/10.1257/aer.103.3.158.

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We examine characteristics of the 400 wealthiest individuals in the United States over the past three decades as tabulated by Forbes Magazine, and analyze which theories of increasing inequality are most consistent with these data. The people of the Forbes 400 in recent years did not grow up as advantaged as in decades past. They are more likely to have started their businesses and to have grown up upper-middle class, not wealthy. Today's Forbes 400 were able to access education while young, and apply their skills to the most scalable industries: technology, finance, and mass retail. Most of the change occurred by 2001.
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Marsh, Robert. "Social Class Identification and Class Interest in Taiwan." Comparative Sociology 1, no. 1 (2002): 17–41. http://dx.doi.org/10.1163/156913202317346737.

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AbstractAre social classes perceived as a meaningful source of identity in Taiwan? I explore this issue with data from a 1992 survey (N = 2,377) of the population of Taiwan. Respondents were asked, "If people in our society are divided into upper, upper middle, middle, lower middle, working and lower classes, which class do you think you belong to?" Ninety-eight per cent placed themselves in one or the other of these six classes. The modal responses were "middle class" (41%) and "working class" (29%). Two tests are made of whether these responses are meaningful and consequential. First, I show that subjective class identification is rooted in respondent's position in the objective stratification system, i.e., the higher one's education, occupation, power and income, the higher the social class with which one identifies. The second test is the extent to which, controlling for one's objective position in the stratification system, subjective class identification has significant net effects on attitudes toward class issues (e.g, whether big enterprises have too much economic and political power). Class interest theory predicts that Taiwanese who identify with the "middle" or higher classes have a more conservative ideology concerning class conflict, while those who think of themselves as "working class" or lower are more likely to believe there is class conflict, to favor collective action by employees against their employer, and to think big enterprises have too much power. Multiple regression analysis provides at best weak support for class interest theory. Subjective class identification has a significant net effect on attitudes toward only two of eight class issues. While the Taiwan respondents are not generally conservative on these class issues, class identification appears to have little to do with whether one is conservative or nonconservative. A serendipitous finding concerns education, which more than any other variable had significant net effects on attitudes toward class issues. It is Taiwan's most educated who are the least conservative on class issues. This finding has parallels with what some observers of Europe and the United States have called the New Class. The paper concludes with a discussion of the reasons why class identification is only weakly consequential for class-relevant beliefs in Taiwan.
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Molla, Azizur R., Theresa Ann Bacon-Baguley, Susan DeVuyst-Miller, William Wonderlin, and Elizabeth Benedetti. "Public perception of the United States’ Affordable Care Act." International Journal of Healthcare 5, no. 2 (June 10, 2019): 28. http://dx.doi.org/10.5430/ijh.v5n2p28.

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Background/Objective: Implementation of the Affordable Care Act (ACA) in the US has given opportunity to obtain health insurance for thousands who were previously uninsured. Many believe that the ACA is an improvement over previous insurance, while others view it as making health care more costly. The purpose of this study was to survey individuals regarding knowledge and perceptions of the ACA.Methods: Researchers in public health, physician assistant studies, pharmacy and medical education developed a survey to assess the impact of the ACA. The survey included demographic questions and statements which assessed ACA support, and perspectives of the ACA’s impact on pharmaceutical and medical coverage and personal out of pocket costs. A convenience sampling was used to recruit participants at a public venue in an urban setting.Results: Demographics of the 179 surveyed include: median age 31 years; 84% Caucasian; 37% married; 58% completed a minimum of four years of college; and 45% with income exceeding $50,000. 13 (7%) were uninsured before the ACA, and 8 (4%) after. 130 (73%) had prescription coverage before the ACA with 107 (60%) reported no change in coverage, 22 (12%) better coverage, and 21 (12%) less coverage after the ACA. An association for ACA support was found based on political affiliation with more Democrats than Republicans supporting the ACA (p < .001). 71 (71%) who support the ACA, reported insurance did not improved after the ACA.Conclusions: These findings identify that in a sample of upper middle class individuals, a majority support the ACA despite a lack of improvement in their own insurance indicating that personal sacrifice for the general population is occurring.
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Rai, Atul, and Craig Sisneros. "Evaluating pedagogy in educating business majors: an empirical analysis of teaching accounting without debits and credits." Accounting and Financial Control 2, no. 1 (November 19, 2018): 15–26. http://dx.doi.org/10.21511/afc.02(1).2018.02.

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An upper-level intermediate accounting course taught at two large mid-west universities in the United States provides a natural experimental setting to examine whether teaching debits/credits in the introductory financial accounting course matters. Students in the upper-level course fall into two groups: those who learned debits/credits in the introductory course and those who weren’t. The performance of both groups is evaluated during the semester while they take the upper level accounting course. Regression results show that the prior knowledge of debits/credits offers only a mild advantage in the first mid-term exam, but not thereafter. Results also indicate that grade point average (standardized tests like ACT scores) are a good (not a good) predictor of the performance in the upper-level accounting class. These results suggest that teaching debits and credits in the introductory accounting course does not provide any advantage in learning the material of upper-level accounting course.
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Herzogenrath, Jessica Ray. "Dancing Americanness: Jane Addams's Hull House as a Site for Dance Education." Congress on Research in Dance Conference Proceedings 40, S1 (2008): 111–18. http://dx.doi.org/10.1017/s2049125500000583.

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This paper explores the role and influence of dance education in Jane Addams's Hull House from its opening in 1889 through roughly 1900. I contend that the ideology of middle- and upper-class women of the Progressive Era, asserted through channels like Hull House, privileged particular forms of dance over others. In effect, they denied the validity of American vernacular dance as a legitimate movement vocabulary. To illuminate these Progressive postures, I investigate the trajectory of American dance education in relation to Jane Addams's attitudes toward diversity, the role of art, and the value of dance at Hull House. I draw from women's, race, and cultural studies for this project and employ historiographie analysis. By contextualizing the elements above, I suggest that as a site of socialization and education Hull House assisted in maintaining the separation of “acceptable” and “unacceptable” dance in the United States.
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Demerath, Peter, Jill Lynch, H. Richard Milner, April Peters, and Mario Davidson. "Decoding Success: A Middle-Class Logic of Individual Advancement in a U.S. Suburb and High School." Teachers College Record: The Voice of Scholarship in Education 112, no. 12 (December 2010): 2935–87. http://dx.doi.org/10.1177/016146811011201202.

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Background Researchers have largely attributed achievement gaps between different groups of students in the United States to differences in resources, parent education, socioeconomic status (SES), and school quality. They have also shown how, through their “cultural productions,” certain students may disadvantage themselves. Focus This article takes a different approach to understanding the role of education in the perpetuation of social inequality in the United States: It focuses on the construction of advantage. It seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. Setting A Midwestern U.S. suburb and its Blue Ribbon public high school. Research Design A 4-year mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. Data Collection and Analysis Data were collected by a diverse research team through participant observation and informal interviews in classrooms and other relevant in- and out-of-school settings; over 60 tape-recorded interviews with teachers, administrators, and students, including a diverse sample of 8 high- and low-achieving male and female students from the class of 2003 and their parents; and consultation of school documents and popular culture discourses and social narratives on youth, parenting, and schooling. All observational and interview data were analyzed and interpreted through an inductive process of constant comparison across and within cases. In addition, a grounded survey consisting of 44 forced-choice and 16 open-ended items was administered in March 2002 to 605 students. Differences in GPA on the basis of caregiving arrangements, mother's educational attainment, and SES were compared using the chi-square statistic. Differences in student responses to specific survey questions were compared across sex, SES, GPA, grade, and residing caregiver groups in bivariate models also using the chi-square statistic. These models were expanded to include multiple student attributes (sex, SES, age, residing caregiver, and so on) using multinomial logistical regression with key response contrasts as the dependent variables. Findings The article describes the local cultural logic and set of practices that were oriented toward producing both the substance and image of competitive academic success, including (1) the class cultural community achievement ideology; (2) the school's institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies. The piece's class cultural approach shows how these beliefs and practices constitute a highly integrated system with multiple internal feedback mechanisms that underlie its robustness. The article also discusses some of the costs of this unswerving orientation to individual advancement, including student stress and fatigue, alienation from learning, incivility, and marginalization of minority students. Conclusions and Recommendations The article demonstrates another way in which class formation is mediated within the social fields of high schools, showing how this integrated cultural system of individual advancement is an important mechanism in the production of inequality in the contemporary United States. In addition, in identifying some of the deleterious effects of the role of competition in the cultural logic of schooling in this community, the article recommends that teachers and administrators enter into dialogues concerning the extent to which it is foregrounded or backgrounded in their own classrooms and schools.
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Marino, Kelly. "Students, Suffrage, and Political Change: The College Equal Suffrage League and Campus Campaigns for Women’s Right to Vote, 1905–1920." Journal of the Gilded Age and Progressive Era 20, no. 3 (July 2021): 370–91. http://dx.doi.org/10.1017/s1537781421000128.

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AbstractFrom 1905–1920, American college and university students carried on active and understudied campaigns to gain legitimacy and support for women’s suffrage at institutions of higher education across the United States. The primary organization responsible for initiating and directing campus activism was the College Equal Suffrage League (CESL), formed in 1900 by Massachusetts teachers Maud Wood Park and Inez Haynes Gillmore to recruit more upper- and middle-class, well-educated, students and alumni to the women’s rights movement. Exploring the records of state and national suffragists, women’s organizations, and academic institutions associated with the CESL shows that the league’s campaigns helped to reinvigorate the suffrage cause at an important moment in the early twentieth century by using educational tactics as powerful tools to cultivate a scholarly voice for the campaign, appeal to the upper classes, and fit within the contexts of higher education and larger movement for progressive reform. In addition to influencing the suffrage cause, campus organizing for equal voting rights changed the culture of female political activism and higher education by ushering a younger generation of articulate and well-trained activists into the women’s rights campaign and starting in a trend of organized youth mobilization for women’s rights at colleges and universities.
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Dissertations / Theses on the topic "Upper class – Education – United States"

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Cooper, Dana Calise. "Informal ambassadors American women, transatlantic marriages, and Anglo-American relations, 1865-1945 /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-12052006-133451/unrestricted/cooper.pdf.

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Donlin, Ayla A. "Vocational identity and well-being among diverse, upper-division health science undergraduates in the United States." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584961.

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The purpose of this quantitative study was to examine, from a constructivist career development perspective, the factors of well-being and vocational identity that emerged among a diverse sample of upper-division undergraduate students. This study also examined which factors of vocational identity predicted well-being and which factors of well-being predicted vocational identity. Participants included 411 diverse, upper-division health science students from a public university in Southern California. The first two research questions that guided this study were designed to explore emergent factors of well-being and vocational identity using items from the PERMA Well-Being Profiler (PERMA) and the Vocational Identity Status Assessment. The final two research questions were designed to examine the best predictors of well-being among the factors of vocational identity and the best predictors of vocational identity among the factors of well-being. To address the research questions, data obtained from surveys was analyzed using exploratory factor analysis and multiple linear regression analysis.

The findings of this study demonstrated that PERMA theory and Vocational Identity Status theory explained the constructs of well-being and vocational identity among the diverse sample with few exceptions. Further, the PERMA and VISA instruments proved valid and reliable among the diverse sample. In-depth career exploration, identification with career commitment, and career self-doubt were the vocational identity factors that best predicted well-being. Meaning, accomplishment, and engagement were the well-being factors that best predicted vocational identity.

Recommendations based on the findings of this study included revisiting performance based funding policies to incorporate the measurement of well-being and vocational identity as metrics of student success alongside more objective measures like retention, GPA, and time to graduation. Further, recommendations were offered for integrating well-being and vocational identity enhancing activities and interventions into current practices in classroom, counseling, and advising settings. Recommendations for qualitative, experimental, and longitudinal research designs were offered based on the findings of this study.

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Cheng, Yuan. "Education and class : Chinese in Britain and the U.S.A." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:d1f57235-50b0-4277-be5f-7859e1228b46.

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This thesis aims to compare the relative chances of occupational success of Chinese in Great Britain and the United States. The study uses data from British national Labour Force Surveys (1983 to 1989) and American Census of Population and Housing Public Use Microdata Samples (1980). Using various methods of statistical analysis, mainly logit modelling, the thesis looks at three aspects of the research question. First, analysis is conducted on the relative level of occupational attainment (in access to the service class and avoidance of unemployment) of Chinese immigrants in Britain through comparisons with whites, Indians, Pakistanis, African Asians, West Indians and Irish. Secondly, similar analysis is done for foreign-born and native-born Chinese in the U.S. through comparisons with whites, Blacks, Hispanics, Japanese, Filipinos, Koreans, Indians and Vietnamese. Thirdly, comparisons are made directly on the relative chances of occupational success for being Chinese in Britain versus being Chinese in the U.S.A. In the thesis, specific attempts are made to bring out the effects of education in determining occupational success for Chinese as well as other ethnic groups in the two countries.
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Magnúsdóttir, Berglind Ró́s. "The cultural politics of middle-classes and schooling : parental choices and practices to secure school (e)quality in advanced neoliberal times : a US case-study." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648849.

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Rogozinski, Carla M. "The effects of co-teaching on academic performance in a secondary mathematics class /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000504/02/1960FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: S. Louise Gould. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 27, 61). Also available via the World Wide Web.
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Pahlavan, Mehdi. "The new immigrant| A comparison of the factors contributing to upper class status among non-Hispanic groups in the United States." Thesis, Howard University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629340.

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Historically, the majority of immigrants to the United States came from European countries. The 1965 Immigration Reform Act (IRA) fundamentally changed the configuration of immigrants to the United States. The largest immigrant communities now consist of Latin Americans, Asians, and Africans. Another important development in immigrant communities in the past few decades has been the growth of a disproportionately large upper class in non-Hispanic immigrant communities. In this study, I will investigate the determinants of upper class status with a focus on non-Hispanic immigrants in the United States.

I have used a theoretical framework consisting of a wide spectrum of social theories. The theoretical framework encompasses Demographic and Structural Factors, Assimilation Theory, Weberian Theory, Elite Theories, and Marxian Theory. From this wide spectrum of theories, I have developed a set of fifteen exogenous variables including key socio-demographic variables, metropolitan area, region, the number of hours worked, immigration from an English speaking country, citizenship status, the length of stay in the United States, occupational status, occupational prestige, educational attainment, private schooling, and employment status. Consequently, I have analyzed the influence of these variables on upper class status attainment among non-Hispanic immigrants in the United States.

The current study has utilized secondary data analysis from the 2010 American Community Survey (ACS). Bivariate and multivariate regression analyses were used to examine the relationship among study variables. More specifically, by conducting block analysis, the result of the regression analysis spelled out the degree of influence of each theoretical perspective on the dependent variable, upper class status attainment.

The results of this study have revealed that Structural and Demographic factors make up the largest share of influence on upper class status attainment among non-Hispanic immigrants in the United States. The most influential variables emerged as “hours worked” (β = 0.211) from the Demographic and Structural Factors block, “educational attainment” (β = 0.174) from elite theory, and “Marital Status” (β = 0.119) from the Demographic and Structural Factors block respectively.

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Huang, Shirley. "Developing career awareness for upper elementary grade and special education students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1103.

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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.

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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Probert, Jeffrey Allan. "Impact of Computer Gameplay on Student Learning Utilizing "Civilization IV| Colonization" with High School Students in a United States History Class." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3586265.

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This action research study investigated the effectiveness and impact of instructional uses of computer gaming on student comprehension of major themes and concepts in United States history. A concurrent embedded experimental mixed method design (Creswell, 2009; Creswell & Plano Clark, 2007; Greene & Caracelli, 1997) was used to determine what impact gameplay has upon student learning as well as student perceptions of the gaming experience upon their learning using Sid Meier's Civilization IV: Colonization in an eleventh grade high school United States History class. This study addressed key issues concerning computer gameplay in an educational setting, asking what impact does computer gameplay have on student understanding and academic performance, and what impact does social interaction surrounding computer gameplay have upon student understanding of content. The quantitative phase of this study focused on the relationship between computer games and academic performance. The qualitative phase of the study focused on student understanding and comprehension of historical content, perceptions of computer gameplay and the social interaction surrounding gameplay.

Students were randomly assigned to one of two classes: one class engaged in gameplay utilizing Civilization IV: Colonization and served as the experimental group, the other class engaged in traditional research and served as the control group. Quantitative data was collected from a pretest administered at the beginning of the semester as well as a posttest administered at the end of the semester. Additional quantitative data was collected from term project presentation grades from both groups at the end of the semester. Scores from the pretest/posttest and student presentations were analyzed to determine if there was a significant difference in learning between the two groups.

Qualitative data was collected at multiple points throughout the study from the experimental group utilizing observation, teacher-researcher reflections, individual interviews, focus group interview, and student data sheets to explore student understanding of the exploration and colonization of North America as well as perceptions of the gaming experience. The qualitative data was analyzed to inform and better understand the impact of computer gaming on student learning.

The findings of this study indicated students who engaged in gameplay with Civilization IV: Colonization scored significantly higher on the postest and presentation scores as well as developed a deeper understanding of major themes, concepts and content in United States History than students who conducted traditional research. The findings of this study also supported and built upon previous research concerning computer game-based learning, specifically within social studies education, as well as addressed a specific void in the research – what impact does computer game-based learning have upon student academic performance?

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Alexander, Rasheedah. "Exploring the Impact of the Economic Decline on the Literacy of Middle-Class Families in Three Regions of the United States." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1367335162.

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Books on the topic "Upper class – Education – United States"

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Howard, Adam. Educating elites: Class privilege and educational advantage. Lanham, Md: Rowman & Littlefield, 2010.

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Howard, Adam. Learning privilege: Lessons of power and identity in affluent schooling. New York: Routledge, 2008.

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The mirror of antiquity: American women and the classical tradition, 1750-1900. Ithaca: Cornell University Press, 2007.

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M, Crosier Louis, ed. Casualties of privilege: Essays on prep schools' hidden culture. Washington, D.C: Avocus Pub., 1991.

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Cheng, Yuan. Education and class: Chinese in Britain andthe United States. Aldershot: Avebury, 1994.

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United States. Coast Guard Auxiliary, ed. Class "C" school training: Auxiliary program. [Washington, D.C.?]: U.S. Coast Guard Auxiliary, 1999.

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L, Baier Scott, and Federal Reserve Bank of Atlanta., eds. Income and education of the states of the United States, 1840-2000. [Atlanta, Ga.]: Federal Reserve Bank of Atlanta, 2004.

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Cheng, Yuan. Education and class: Chinese in Britain and the United States. Aldershot [England] ; Brookfield, USA: Avebury, 1994.

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Class counts: Education, inequality, and the shrinking middle class. Lanham, MD: Rowman & Littlefield Pub. Group, Inc., 2007.

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Lois, Weis, and Fine Michelle, eds. Beyond silenced voices: Class, race, and gender in United States schools. Albany: State University of New York Press, 1993.

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Book chapters on the topic "Upper class – Education – United States"

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Joubert, Ezekiel. "The Hidden Cost of Class Disavowal and the Case for a New Education System." In Equality, Education, and Human Rights in the United States, 253–81. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150671-10.

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Hall, Peter Dobkin. "Rediscovering the Bourgeoisie: Higher Education and Governing-Class Formation in the United States, 1870–1914." In The American Bourgeoisie, 167–89. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115569_11.

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Rosińska, Anna, and Elizabeth Pellerito. "Pandemic Shock Absorbers: Domestic Workers’ Activism at the Intersection of Immigrants’ and Workers’ Rights." In Migration and Pandemics, 123–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81210-2_7.

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AbstractDuring the current global pandemic, when the family or household has been considered the most basic unit of quarantine, the role of the domestic worker – someone who by definition crosses the threshold and enters the space of the home – became problematised quickly. These workers’ ‘outsider’ status – transgressing the boundaries not just of the physical household space, but often also of race, immigration status, and class – has meant that some household workers were more readily regarded as disease vectors who were too risky to allow into the home and let go with little or no warning. In the United States, many of the federal and state relief bills responding to the pandemic continue to exclude the sector or undocumented immigrant workers or both from accessing relief measures. Drawing on an online ethnography of organisations and policy reviews, we analyse the multilevel response of domestic workers’ organisations to address the crisis at both the federal and local levels, with focus on the state of Massachusetts. This chapter tackles the variety of ways in which worker centres in the United States have been at the frontline of the response to domestic workers’ needs, addressing a gap in mainstream and otherwise insufficient relief measures provided by the government. Because of these gaps and the sheer level of need faced by these workers and their families, these centres did what they were prepared to do: continue the service provision, education, organising, and advocacy efforts while expanding their efforts in each of these areas of work.
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Breen, Richard, and Jan O. Jonsson. "Sweden, the Middle Way?" In Education and Intergenerational Social Mobility in Europe and the United States, 69–90. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503610163.003.0004.

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Sweden was renowned for attempting a “middle way” between capitalism and socialism, with a market economy combined with ambitious policies for equalizing both opportunities and living conditions. Did this facilitate social mobility, and was equalization of educational attainment the mechanism behind it? We document increasing social mobility during a period of strong growth of higher class occupations, both for men and women, an increase that, however, tends to level off for cohorts born in the mid-1960s. We also verify that most of this development into a more socially open society was due to the equalization of educational outcomes. However, the very substantial growth of upper secondary and tertiary education also contributed, because this expansion meant that more people in younger cohorts received higher education where, in Sweden, the importance of social origin for class destinations is considerably weaker than at lower levels of education.
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Harpaz, Yossi. "Mexico." In Citizenship 2.0, 67–96. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691194066.003.0004.

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This chapter studies the growth in U.S. dual nationality in Mexico, and specifically the phenomenon of strategic cross-border births. This involves middle- and upper-class Mexican parents who travel to the United States to give birth, aiming to secure U.S. citizenship for their children. The families who engage in this practice typically have little interest in emigrating. Instead, they mainly view the United States as a site of high-prestige consumption and wish to provide their children with easy access to tourism, shopping, and education across the border. The American passport is also an insurance policy that allows easy exit at times of insecurity in Mexico. This strategic acquisition of U.S. dual nationality by upper-class Mexicans can be juxtaposed with another recent trend: the deportation of hundreds of thousands of Mexican undocumented immigrants, who take their U.S.-born children with them to Mexico. For the former group, dual nationality is voluntary and practical; for the latter, it is an imposed disadvantage.
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Thomas, Ursula C., and Karen W. Carter. "Claws and All." In Navigating Micro-Aggressions Toward Women in Higher Education, 122–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5942-9.ch006.

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Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.
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Thomas, Ursula C., and Karen W. Carter. "Claws and All." In Research Anthology on Challenges for Women in Leadership Roles, 341–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch020.

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Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.
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Trapè, Roberta. "Developing global citizenship through real-world tasks – a virtual exchange between North American university students and Italian upper-secondary school students." In Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference, 147–55. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.46.1140.

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This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018–2021) with a direct reference to Robert O’Dowd’s transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship.
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Cornell, Audrey, and H. Russell Searight. "The Challenges Behind Living a Double Life Among First-Generation University Students." In Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education, 142–59. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6961-3.ch009.

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First-generation (F.G.) university students whose parents did not attend college comprise 30-50% of those pursuing higher education in the United States. Research suggests that compared with those whose parents attended college, F.G. students are less likely to graduate. American universities reflect upper middle class values, implying that academic success requires students' independence from family. Previous research suggests that F.G., compared with non-F.G. students, place a greater value on interdependence relative to independence. The current study was a multi-method investigation involving quantitative and qualitative assessment approaches. Specifically, on standardized measures, F.G. students scored significantly higher on the Communal Orientation Scale, reflecting norms of social reciprocity and attentiveness to others. Results of qualitative interviews indicated that F.G. students are often self-conscious about their family status more likely to experience university culture as ambiguous and frequently overwhelming and lack a knowledgeable support system.
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Ergas, Christina. "Grassroots Sustainability in a Concrete Landscape." In Surviving Collapse, 73–96. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197544099.003.0003.

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The second chapter explores the urban ecovillage in the United States, the first example of radical sustainability and autonomous development. Through insights gleaned from field research, the chapter presents the challenges ecovillagers face attempting sustainable living in a neoliberal context. It examines the cultural conflicts between sustainability culture and consumer culture as well as the exclusive, upper-class, white nature of the local food movement in the United States. Monetary and time constraints associated with growing local organic food has largely turned it into an elite phenomenon, such that it is relegated to those with disposable income, luxury of time, and education. In fact, urban gardening is often cited as a first step to gentrification in urban communities. However, ecovillagers engage in communitarian sustainability innovations that are egalitarian, elegant, and low cost. Thus, they maintain a small ecological footprint while attending to the mental, physical, and spiritual needs of their human and nonhuman community members.
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Conference papers on the topic "Upper class – Education – United States"

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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Albert, Blace C., and A. O¨zer Arnas. "Integration of Gas Turbine Education in an Undergraduate Thermodynamics Course." In ASME Turbo Expo 2002: Power for Land, Sea, and Air. ASMEDC, 2002. http://dx.doi.org/10.1115/gt2002-30153.

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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] In order to accomplish this mission, USMA puts their cadets through a 47-month program that includes a variety of military training, and college courses totaling about 150 credit-hours. Upon completion of the program, cadets receive a Bachelor of Science degree and become Second Lieutenants in the United States Army. A very unique aspect of the academic program at USMA is that each cadet is required to take a minimum of five engineering classes regardless of their major or field of study. This means that about 500 cadets will have taken the one-semester course in thermodynamics. The thermodynamics course taught at USMA is different from others throughout the country because within every class there is a mixture of cadets majoring in engineering and those that are in other majors, i.e. languages, history [2]. Topics on gas turbine machinery have been integrated into this unique thermodynamics course. Because the cadets will encounter gas turbines throughout their service in the Army, we feel that it is important for all of the students, not just engineering majors, to learn about gas turbines, their operation, and their applications. This is accomplished by four methods. The first is in a classroom environment. Cadets learn how actual gas turbines work, how to model them, and learn how to solve problems. Thermodynamics instructors have access to several actual gas turbines used in military applications to aid in cadet learning. The second method occurs in the laboratory where cadets take measurements and analyze an operational auxiliary power unit (APU) from an Army helicopter. The third method occurs in the form of a design project. The engineering majors redesign the cogeneration plant that exists here at West Point. Many of them use a topping cycle in this design. The final method is a capstone design project. During the 2001–02 academic year, three cadets are improving the thermodynamic laboratories. Among their tasks are designing a new test stand for the APU, increasing the benefit of the gas turbine laboratory through more student interaction, and designing a web-based gas turbine pre-laboratory instruction to compliment the actual laboratory exercise.
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Taghavi, R., and S. Farokhi. "Capstone Design Sequence in Engineering Education." In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20298.

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Abstract The Capstone design requirements have become an integral part of the most engineering curricula in the United States. They all share the goal of developing multidisciplinary designs for real-world problems/applications, often with industry sponsorship. In this paper, the three-capstone design options required by the aerospace engineering department at the University of Kansas are discussed. The aerospace engineering seniors have three design options based on their career interests. These are aircraft design, propulsion system design, and spacecraft system design options. In the aircraft design, our students may select individual or team design for their competitions. In the latter two, the propulsion and spacecraft system designs, the students are grouped in a number of teams, based on the class and team size requirements. The individuals and teams participate and compete in the respective American Institute of Aeronautics and Astronautics (AIAA) Design Competitions at the end of their senior year. Participation in the AIAA Design Competition is one of the course requirements. Written and oral communication is assessed throughout the semester. In this paper, the methodology used in the aerospace engineering propulsion system capstone design is presented.
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Chávez, Minerva S. "EMPLOYING WHITENESS AS PROPERTY: LEADERSHIP IN HIGHER EDUCATION AND THE SIGNALING DIVERSITY WHEN YOU ARE WHITE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end061.

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"Academic leaders in the United States are tasked with establishing university strategic plans that facilitate a holistic educational experience in order to meet the needs of our diverse student populations. A holistic education includes the academic, social, emotional, and spiritual (meaning of life, finding purpose) necessities of our students. To this end, let us consider the leaders accountable for upholding this ethical imperative. This autoethnography examines the concept of Whiteness as Property (WaP) (Harris, 1993) to identify how the distribution of power amongst educational leaders maintains whites in a space of racialized privilege while using people of color to signal their commitment to establishing a diverse university culture. Using the WaP lens, allows for the analyses of the practices, behaviors, and other social performances administrators engage in to construct their leadership identities in relation to the current sociopolitical milieu concerning inclusion and diversity. Autoethnography illuminates these leadership practices in unique ways—the narratives are from the perspective of the non-traditional leader. We serve to collectively lead our universities in the right direction to meet our strategic goals and provide equable education for all students. As a working-class Latina occupying educational leadership roles, autoethnography permits the theorization of my liminal perspective to underscore the interconnected role of universities as apparatuses assisting in capital accumulation, legitimation, and production. The narratives provide an analytical and profoundly humanistic understanding of the experiences that shape our conscious behaviors, actions, and thoughts in our workplace."
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Chase, Maya, Kevin McCallen, Jackie Martin, and Charles Kim. "Generating Interest for Engineering in Early Childhood Education Through a Book About Dissection." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48446.

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In today’s world, it is critical to continually improve and develop new educational practices. Compared to developed and developing countries around the world, especially in science, mathematics, and engineering, the United States is falling behind. One of the most prominent reasons is the lack of interest in these subjects. In order to reverse this trend, it is important to develop new ways to creatively spark interest in engineering and natural sciences early on in a student’s educational career. The scope of this project was to develop a children’s book that introduced mechanical dissections. Along with the book, an in class presentation was developed for early elementary students in Kindergarten and 1st grade, with the goal of inspiring interest in engineering as a whole. This presentation was then used in local elementary school classrooms to gauge how such a program would fare in a typical elementary level classroom. Overall the project produced successful results. Not only were the students intrigued and excited to see the presentation, but they also learned more of the information than was originally expected. Through different media, the students were able to explore and question how and why a household appliance worked. This interaction with engineering concepts at a young age could prove to be very beneficial in the future.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Asher, Jana. "Teaching Concepts of Diversity, Equity, Inclusion and Social Responsibility Through Elementary Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t1f3.

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The use of antiracist and critical pedagogy has become a growing movement across higher education within the United States but has not been generally considered within STEM curricula. Similarly, community-engaged learning, a decades-old movement in civics learning within higher education, has made relatively little headway in STEM coursework. These two movements, however, complement each other, and both have much to contribute to how we teach statistics. Over the past five years, I have leveraged these two approaches to civic learning to incorporate themes around diversity, equity, and inclusion into my elementary statistics class. This paper outlines those efforts and provides a preliminary analysis of student-provided course evaluation data.
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Pereira, Camila Nakamura Perissê, Lamys Fernandes Kozak, Victor Fernandes Feitosa Braga, Pedro Henrique Bersan de Menezes, and Alexandre Sampaio Rodrigues Pereira. "The use of erenumab for preventing migraine." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.191.

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Background: In 2018, calcitonin gene-related peptides (CGRP) were approved in the United States as the first class of specific migraine prevention drugs. Objectives: To analyze the efficacy and therapeutic safety of erenumab for preventing migraine. Methods: A narrative literature review was carried out by researching in the PubMed/MEDLINE and SciELO databases, using the descriptor “migraine disorders” and the keyword “erenumab” combined by the Boolean operator AND. Eight articles were selected, between 2017 and 2020. Results: The pathophysiology of migraine is related to CGRP through nociceptive modulation in the trigeminovascular system. Therefore, erenumab was developed, which is a human monoclonal antibody that binds selectively and potently to the canonical receptor of CGRP and acts as an antagonist of CGRP. Evidence indicates that the monthly dose of 70mg or 140mg reduces the frequency, quality and intensity of acute and chronic migraines. Studies report a decrease of two to six days of migraine using erenumab. The same adverse reactions occurred in both placebo and experimental groups, including upper respiratory tract viral infection, pain at the injection site and nausea. Conclusions: Erenumab is a promising drug, because it showed efficacy in the first days of treatment, absence of significant side effects and low rate of discontinuation. Aspects such as safety, effect durability, impact on quality of life and cost require further research.
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Carmen, Christina L., and Deborah L. Fraley. "Fostering the Future STEM Workforce via Industry and Capstone Design Class Partnerships." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62977.

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In order to promote the pursuit of Science, Technology, Engineering and Mathematics (STEM) education and careers among Kindergarten through 12th grade students (K-12), a partnership between the University of Alabama in Huntsville (UAH) and the Tennessee Valley Chapter of Women in Defense (WID)-a non-profit national security organization-has been established. The collaborative effort commenced as a result of the WID STEM Initiative (STEMi); a program that aims to actively encourage and inspire youth of the United States (US) to seek STEM careers. The UAH/WID partnership was initiated within a Mechanical and Aerospace Engineering (MAE) capstone design class at UAH that focuses upon the design and fabrication of unique and patentable products. In order to target the K-12 age groups, the UAH/WID effort centered upon the development of products that would inspire the younger students and allow them the opportunity to interact with a hands-on artifact that conveys a specific STEM phenomenon. Several of these artifacts-referred to as STEM tools-have been developed as a result of the UAH/WID collaboration and include the following: fluid flow circuit, interactive solar system, trebuchet, ballistic pendulum, pulley system, and a Wimshurst machine-to name a few. The hands-on STEM tools motivate younger students, as interacting with hardware reinforces theoretical concepts presented in the classroom. While the primary goal of the UAH/WID partnership is to develop the future STEM workforce by inspiring younger students, through hands-on STEM tool interaction, other critical benefits have resulted. Specifically, the engineering design students have garnered invaluable experience associated with meeting stakeholder expectations, designing with safety as a top-level criterion, as well as gaining teaching experience via lessons directed to the K-12 students. Survey data gathered from the K-12 students and teachers clearly indicates that the younger students are inspired and motivated to seek a STEM education and career as a result of the UAH/WID effort. The current paper provides an overview of the UAH/WID partnership, a description of the resulting STEM tools developed, and data conveying the learning outcome and impact that the UAH/WID partnership has had upon the K-12 students, their teachers, and the engineering students at UAH.
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Reports on the topic "Upper class – Education – United States"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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