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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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Appiah-Kubi, Philip, Khalid Zouhri, Emily Basile, and Melissa McCabe. "Analysis of Engineering Technology Students’ Digital Footprints in Synchronous and Asynchronous Blended Courses." International Journal of Engineering Pedagogy (iJEP) 12, no. 1 (February 10, 2022): 63–74. http://dx.doi.org/10.3991/ijep.v12i1.24571.
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The advent of Covid-19 provided an enormous academic and logistical challenge to almost all academic institutions in the United States and around the world. As a precautionary measure surrounding the novel coronavirus and in line with recommendations from the Center for Disease Control and Prevention (CDC) at that time (spring 2020), most higher education institutions in the United States shut down campuses and completed the second half of the spring 2020 semester virtually. During the fall 2020 semester, when relatively more was known about the virus, some institutions started with face-to-face classes but had to switch to virtual learning after noticing a spread of the coronavirus on their campuses. Others adopted a blended approach that supplements face-to-face meetings with virtual learning synchronously or asynchronously. Whichever approach adopted in place of the traditional face-to-face meetings did not necessarily solve the challenge faced by Engineering Technology programs, which typically infuse hands-on learning in most of the courses in their curriculum. Due to the applied nature of engineering technology, it is important to ensure that students stay engaged with creative ways to learn by doing. And to ensure that the students do not miss critical course content in virtual and blended engineering technology courses, it is vital that the students maintain high interactions with online resources such as class video recordings. This paper reviews students’ patterns of interactions with course videos to assess its impact on the academic success of engineering technology students in some upper-level blended courses delivered during the spring and fall 2020 semesters.
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Loffredo, Donald A., and Rick Harrington. "Age-Related Grade Inflation Expectancies in a University Environment." Education Research International 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/789470.
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Grade inflation is a recognized problem in higher education in the United States. Age, gender, and ethnic differences in discrepancies between student reports of their expected grade in each course and their expectations for general university grading practices were explored in a survey of 166 (mostly female) participants at a small upper-division university. Results revealed that while a small minority of students agreed that grading systems in college should only include A or B grades, a large majority of students expected A or B grades. Thus, student discrepancies between their expectations for grading systems and their expected class grades were in line with expectations that they should receive inflated grades. Results also revealed statistically significant age differences in grade expectation with students older than the age of 55 expecting lower grades relative to their younger counterparts.
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Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.
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Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.
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Hein, David. "The High Church Origins of the American Boarding School." Journal of Ecclesiastical History 42, no. 4 (October 1991): 577–95. http://dx.doi.org/10.1017/s002204690000052x.
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Historians of education have deepened our understanding of the development of American boarding schools by challenging he popular view of them as straightforward continuations of New England academies or as imitations of British public schools and by tracing their actual roots back to a distinctive series of institutions that began in the United States in the 1820s, ‘30s, and ’40s. Sociologists have increased our awareness of the social and economic conditions that contributed to the flourishing of these schools as upper-class domains during the Gilded Age.1 It remains for the student of religious history to point out the close connection that existed between the prototypical American boarding schools and representatives of the Episcopal High Church tradition, and to attempt to demonstrate that this association was no coincidence but that the schools were themselves concrete expressions of the High Church outlook.
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Kim, Dongbin, and John L. Rury. "The Rise of the Commuter Student: Changing Patterns of College Attendance for Students Living at Home in the United States, 1960–1980." Teachers College Record: The Voice of Scholarship in Education 113, no. 5 (May 2011): 1031–66. http://dx.doi.org/10.1177/016146811111300506.
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Background/Context American higher education witnessed rapid expansion between 1960 and 1980, as colleges and universities welcomed millions of new students. The proportion of 19- and 20-year-old students living in dormitories, rooming houses, or other group quarters fell from more than 40% to slightly less than a third. At the same time, the proportion of students in this age group living at home with one or two parents increased from about 35% to nearly 47%, becoming the largest segment of the entering collegiate population in terms of residential alternatives. While growing numbers of high school graduates each fall headed off to campus dormitories, even more enrolled in commuter institutions close to home, gaining their initial collegiate experience in circumstances that may not have differed very much from what they had experienced in secondary school. The increased numbers of commuter students, whether they attended two-year or four-year institutions, however, have received little attention from historians and other social scientists. Purpose/Objective/Research Question/Focus of Study This study focuses on students aged 19 and 20 who lived with parents and commuted from home during the years from 1960 to 1980, when commuters became the largest category of beginning college students. It also addresses the question of how this large-scale change affected the social and economic profile of commuter students in the United States. In this regard, this study can be considered an evaluation of policy decisions intended to widen access to postsecondary institutions. Did the growing number of students living at home represent a democratic impulse in higher education, a widening of access to include groups of students who had previously been excluded from college? The study approaches this question by examining changes in the characteristics and behavior of commuter students across the country. Recognizing the variation in enrollment rates and other educational indices by state or region, this study also focuses on how the individual behavior at the point of college entry is affected by these and other characteristics of the larger social setting, particularly from a historical perspective. Research Design To grasp the larger picture of historical trends in college enrollment during the period of study, particularly in the growth of commuter students, the first part of the study utilizes state-level data and identifies changes in the number of entering college students who were commuters. In the process, descriptive statistics and ordinary least squares regression are used to identify factors associated with the proportion of college students living with their parents across states. In the second stage of analysis, hierarchical generalized linear modeling, utilizing both state- and individual-level data, is used to consider different layers of contextual effects on individual decisions to enroll in college. Data Collection and Analysis At the individual level, the principal sources of information are from 1% Integrated Public Use Microdata Samples (IPUMS) for 1960 and 1980. These are individual-level census data that permit consideration of a wide range of variables, including college enrollment. State-level variables are drawn from the published decennial census volumes, from National Center for Education Statistics reports on the number of higher education institutions, and from aggregated IPUMS data. Conclusions/Recommendations This study finds that commuter students in the United States appear to have benefited from greater institutional availability, the decline of manufacturing, continued urbanization, and a general expansion of the middle class that occurred across the period in question. It was a time of growth for this sector of the collegiate population. Despite rhetoric about wider access to postsecondary education during the period, however, the nation's colleges appear to have continued to serve a relatively affluent population, even in commuter institutions. Although making postsecondary institutions accessible to commuter students may have improved access in some circumstances, for most American youth, going to college appears to have remained a solidly middle- and upper-class phenomenon.
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Wren, Douglas G. "Promoting Privilege." Murmurations: Emergence, Equity and Education 3, no. 1 (June 9, 2021): 1. http://dx.doi.org/10.31946/meee.v3i1.35.
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Point of view: I am a cisgender, White male in my sixties. I retired recently after working with children in a professional capacity since the mid-1970s. My first career involved organizing and managing youth sports programs for public recreation departments. I began my second career as an elementary school teacher in the privileged white neighborhood where I grew up near Atlanta, Georgia. There were no African American students at any of the public schools I attended. By the time I took a position in the central office after teaching for 14 years, Black students comprised 77% of the county’s 98,000 students (Anderson & Smith-Hunt, 2005). I spent my last six years in the classroom teaching fifth graders and serving as the school’s gifted liaison teacher. In the latter role, I administered tests to students to determine if they were eligible for the “gifted” label. At that time, I also taught an assessment course to teachers who were seeking a gifted add-on endorsement to their teaching certificates. I recently retired from a large school district in a different state after working as an educational measurement and assessment specialist for 12 years. Value: Numerous educational policies and procedures in the United States benefit children from privileged families over their traditionally underserved counterparts, which include students of color and low-income students. This piece describes a public school district’s inequitable practices related to its program for gifted students, practices that are not uncommon in many American school districts. “Education is one of the best ways to address systemic inequities, but education systems in the US seem to be increasingly subject to criticism that they are unable to change and promote equity” (Cheville, 2018, p. 1). Despite their inherent resistance to change, educational agencies must be made aware of discriminatory policies and procedures. Stakeholders must then hold policy makers and educational leaders to account. As James hanged until it is faced” (1962, p. 38). Summary: Gifted education programs in public schools comprise mainly middle-class and upper-middle-class students of European and Asian descent. Students from low socioeconomic groups, African American students, Latinx students, and Indigenous American students continue to be underrepresented in gifted programs, despite the fact that this inequity was brought to light many years ago (Ford, 1998). Given our nation’s long history of overt and covert racism, it is not surprising that the manner by which students are identified for gifted services is systemically entrenched and at the heart of the problem. Most states have mandates or provide guidance to local school districts regarding identification criteria; however, very few of the measurement instruments and methods used to evaluate of children for gifted services are effective at facilitating equal representation of all groups in gifted education programs. This piece examines one school district’s guidelines used to identify students for gifted services, including admittance to its prestigious school for gifted children. Because the guidelines are typical of practices employed by many other school districts, the information contained herein is generalizable to a larger audience.
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Ma, Yingyi. "Academic Elites or Economic Elites." Journal of International Students 10, no. 3 (August 15, 2020): xxiii—xxiv. http://dx.doi.org/10.32674/jis.v10i4.2003.
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At an academic conference, I chatted with the Dean of Admissions from a prestigious public university in the mid-West and was struck by a story he told me: A Chinese doctoral student walked into his office one day and blasted him for admitting so many undergraduates from China, saying that this devalued his own credentials, as the qualities of those Chinese undergraduates, in his opinion, were no comparison to his.
The dean narrated this story half-jokingly, apparently feeling it was funny. However, he might not fully understand the roots of this student’s complaint. In a test-oriented Chinese education system, students are ranked by test scores, and by test scores only. In this student’s eyes, he had been able to score high on the competitive Gaokao, and then was selected by an equally, if not more, competitive screening to study at this famous U.S. university (Liu 2016). In his view, he had abilities superior to those who were not able to score high on the Gaokao but, instead, paid to study at the same university he had tried so hard to get into. This student’s statements may sound crude and cruel, but they are based on the perspective from his small world.
However, the larger world is changing and getting flatter (Friedman 2005). In part, that means an increasing number of Chinese students have access to world-class universities. Despite the massive growth of higher education sector in China, only two Chinese universities are ranked among the top 100 best universities in the world, while 41 out of these top 100 are located in the United States (Times higher education 2018). With the increasing proportion of upper middle-class families in today’s China, more and more Chinese students do not have to rely on American scholarships to study at American institutions. The recent history of Chinese students’ dependency on full American scholarships to study abroad was merely a reflection of the economic deprivation and limited education opportunities of the country at that time. This gave rise to the mindset of academic elitism exhibited by this doctoral student, which sees prestigious universities as belonging to the few students who can outscore the masses. Perhaps, instead, he should feel happy for the younger generation of Chinese students who have the freedom to choose.
This change, of Chinese international students’ academic and social backgrounds and their ensuing experiences abroad, has motivated my research over the past 7 years. My book (Ma 2020) Ambitious and Anxious has shown a diverse set of Chinese students in terms of both family backgrounds and education trajectories. Their capacity to pay for the overseas education has often obscured their socioeconomic diversity, the parental sacrifices and their own academic and social challenges and struggles.
In other words, this freedom to choose and access a wider set of education options overseas is backed by economic resources that are vastly unequally distributed among Chinese students and their families. Perhaps this doctoral student is frustrated partly because American universities often admit Chinese undergraduates who have the resources to study here.
This touches upon a thorny identity issue that American universities, particularly selective ones, have to grapple with. How can they avoid being considered bastions of privilege and wealth? Over the past few decades, American universities have made efforts to recruit students from humble backgrounds. However, these efforts have been almost exclusively limited to domestic students. For many institutions, the tuition dollars of international students are a key revenue source for funding financial aid for domestic students. This logic may help balance the books, but it runs the risk of challenging institutions’ meritocratic ideals. The increasing concentration of economic elites from foreign countries may not enter into the diversity metrics of campus administrators, but surely it tacitly reinforces the culture of privilege and wealth that our universities strive to break out of.
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Radel, LC, JC Jones, KS Garcia, DB Soma, and D. Sugimoto. "Pediatric Hurdle Injuries in Track and Field: A Descriptive Epidemiologic Study." Orthopaedic Journal of Sports Medicine 10, no. 5_suppl2 (May 1, 2022): 2325967121S0049. http://dx.doi.org/10.1177/2325967121s00498.
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Background: Track & field has more combined participants compared to any other high school sport in the United States. Hurdling is a track event that is unique due to a combination of running and jumping over an apparatus. As a result, this puts athletes at risk for various musculoskeletal injuries. However, there has been a paucity of studies describing the epidemiology of pediatric hurdle injuries Purpose: To examine hurdle-related injury types, body locations, injury mechanisms, and injury settings in children and adolescents. Methods: This was a retrospective review of data that was extracted from the National Electronic Injury Surveillance System (NEISS), which represents emergency room visits. Injury data involving hurdle injuries was searched during a 10-year period (2008-2017) involving patients 18 and under. Injuries were then classified based upon injury type, body locations involved, injury mechanisms, and injury settings. Descriptive statistics were used including mean ± standard deviation and frequency (N) was expressed as percentages (%). Results: A total of 749 hurdle related injuries were found from 333 males (44.5%) and 416 females (55.5%). Their mean ages were 14.0±2.2 years. The top 3 commonly recorded injury types were traumatic fracture (N=218, 29.1%), joint sprain (N=191, 25.5%), and contusion/hematoma/bruise (N=78, 10.4%). The overall top 3 injured body locations were ankle (N=140, 18.7%), knee (N=120, 16.0%), and wrist (N=69, 9.2%). Most injury mechanisms were trips, falls, and landings involving the hurdle (N=594, 79.0%). The rest of the mechanisms included ground involvement only (N=47, 6.3%) and other equipment (N=7, 0.9%). Finally, injury settings consisted of track & field practices (N=469, 62.6%), track & field meets (N=96, 12.8%), and other settings including gym, physical education class, recess, school activities, and camps (N=49, 6.5%). Conclusion: In pediatric hurdle athletes, most injuries seen in the emergency room are due to involvement of the hurdle and most occur during track practices. Although most injuries occur in the lower extremity, upper extremity injuries are also common. This information could be helpful in playing a role in targeted event-specific injury prevention initiatives.
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Gonzalez, Gilbert G. "Richard Kluger'sSimple Justice:Race, Class, and United States Imperialism." History of Education Quarterly 44, no. 1 (2004): 140–48. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00156.x.
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Richard Kluger's monumentalSimple Justicereaffirms the long-held liberal contention that any analysis of the complex social relations in the United States must acknowledge the centrality of racism. Racism historically contributed to shaping of the political culture, social interactions, and legal status of groups throughout the United States. This work is of epic proportions, tracing in great detail the evolution of the history of the black struggle to overturn the 1896Plessydecision which declared the fallacious, antidemocratic notion that “separate but equal” meets the test of the Constitution.
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Hunter, Margaret, and Paula Rothenberg. "Race, Class, and Gender in the United States." Teaching Sociology 29, no. 3 (July 2001): 378. http://dx.doi.org/10.2307/1319202.
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Aronowitz, Stanley. "Between Nationality and Class." Harvard Educational Review 67, no. 2 (July 1, 1997): 188–208. http://dx.doi.org/10.17763/haer.67.2.741nl2555v5x7713.
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In this article, Stanley Aronowitz argues that "American" ideology contains two elements. First, the United States is believed to confer equality of opportunity on each citizen. Second, unlike other advanced industrial nations, the United States is considered an "open society" that allows and promotes social mobility. In this paradigm, racial minorities and women have the same chances to escape the ranks of the working poor as White men. Aronowitz uses a class-based analysis nested within ethnicity to expose the fallacy of this ideology. Since higher education is most often pointed to as a source of social mobility, Aronowitz focuses his argument on the meritocratic norms that are replacing democratic norms within higher education, and on the devolution of educational opportunity for the poor, working class, and racial minorities.
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Elitok Kesici, Ayşe, and Barış Çavuş. "Teacher Preparation Process in the United States of America." ATHENS JOURNAL OF EDUCATION 9, no. 1 (November 3, 2021): 63–78. http://dx.doi.org/10.30958/aje.9-1-5.
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The purpose of this research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions. Keywords: teacher preparation, in-class communication, teacher candidates, learning process
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Ferguson, Susan J., and Virginia Cyrus. "Experiencing Race, Class, and Gender in the United States." Teaching Sociology 29, no. 4 (October 2001): 506. http://dx.doi.org/10.2307/1318953.
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Chen, Xiaochen, Zhongwei Wang, Ziqian Deng, and Qingwang Wei. "Social Class and Socialization Values in the United States and China." Journal of Cross-Cultural Psychology 53, no. 10 (September 26, 2022): 1300–1306. http://dx.doi.org/10.1177/00220221221118389.
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The psychological correlate of social class across cultures is a topic of debate. Some have argued cross-cultural similarities, while others have maintained culturally divergent manifestations of social class. Using the data from the World Value Survey 2017 to 2020 (Wave 7), the current study examined the associations between social class and socialization values among parents in the United States ( n = 1,615) and China ( n = 2,524). Results indicated that all social class indices (i.e., education level, income, subjective social status, and composite social class) were positively associated with self-oriented socialization values in the United States, whereas such associations were absent in China, except for education level. In addition, higher social class, in terms of higher income, higher subjective social status, and higher composite social class, was associated with greater other-oriented socialization values in China. However, such associations were absent (for income, education level, and composite social class) or even reversed (for subjective social status) in the United States. These findings extend the literature on social class variations in parenting and highlight cultural specificity in the psychological manifestations of social class.
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Okazawa-Rey, Margo, Lois Weiss, and Michelle Fine. "Beyond Silenced Voices: Class, Race, and Gender in United States Schools." Journal of Negro Education 62, no. 4 (1993): 511. http://dx.doi.org/10.2307/2295523.
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Ogbu, John U. "Racial Stratification and Education in the United States: Why Inequality Persists." Teachers College Record: The Voice of Scholarship in Education 96, no. 2 (December 1994): 264–98. http://dx.doi.org/10.1177/016146819409600207.
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The primary objective of this article is to explain (1) the persistence of inequality between blacks and whites in spite of the changes that have taken place in the opportunity structure since 1960; and (2) why a gap persists in the school performances of the two racial groups. I argue that inequality persists for two reasons. The first is that changes have occurred mainly in one aspect of racial stratification, barriers in opportunity structure, but not in other domains; moreover, the changes have been uneven in the black community, favoring middle-class blacks. The other reason is that white treatment of blacks has been the target of public policies and intervention efforts but not black responses to racial stratification. I argue that the school-performance gap persists because the forces of racial stratification—white treatment and black responses—that created it continue to some degree. However, before explaining why the inequality and school-performance gap persist, I define what I mean by social stratification and distinguish class from racial stratification. One implication of my distinction, which is reflected in subsequent analysis, is that racial stratification between blacks and whites has not been changed to class stratification. Therefore, it is not meaningful to call any segment of the black population in the United States “underclass.” This article is not about public policy or intervention; however, readers can arrive at their own conclusions about both.
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Pong, Suet-ling, and Aaron Pallas. "Class Size and Eighth-Grade Math Achievement in the United States and Abroad." Educational Evaluation and Policy Analysis 23, no. 3 (September 2001): 251–73. http://dx.doi.org/10.3102/01623737023003251.
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Using data from the Third International Math and Science Study (TIMSS), we examine the relationship between class size and eighth-grade math achievement in Australia, Canada, France, Germany, Hong Kong, Korea, Iceland, Singapore, and the United States. Class sizes tend to be greater and more homogenous in centralized education systems compared with those in decentralized systems. The United States seems to be unique among the countries in our study. After controlling for possible confounding characteristics of the teacher, school, and classroom, in no other country than the United States did we find a beneficial effect of small classes. Contrary to our expectations, we also found little evidence that smaller or larger classes differ in the amount of curriculum taught or in the instructional practices of teachers. Except for the case of Hong Kong, neither curricular coverage nor instructional practices mediates the relationship between class size and math achievement.
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Pethel, Robert. "The state of guitar education in the United States." Journal of Popular Music Education 3, no. 2 (July 1, 2019): 245–60. http://dx.doi.org/10.1386/jpme.3.2.245_1.
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Guitar education has emerged as a discipline in K-12 institutions alongside ‘traditional’ music education such as band, orchestra and chorus in recent decades. Despite the substantial body of literature containing practical advice on teaching guitar, research-supported scholarship is lacking. The purpose of this study was to provide an evidentiary-based understanding of the professional profiles of guitar educators. A large sample (n = 1269) of guitar educators participated in the Guitar Educator Questionnaire (GEQ). Findings from the GEQ suggest a low per cent (7.9%) of music educators who teach guitar class consider themselves to be ‘guitar specialists’. A substantial number of respondents (68.5%) indicated that they rarely or never participated in guitar-related professional development, and 76.1% of respondents reported that their pre-service training provided little or no preparation for a career in guitar education.
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Bound, John, Michael F. Lovenheim, and Sarah Turner. "Increasing Time to Baccalaureate Degree in the United States." Education Finance and Policy 7, no. 4 (October 2012): 375–424. http://dx.doi.org/10.1162/edfp_a_00074.
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Time to completion of the baccalaureate degree has increased markedly in the United States over the past three decades. Using data from the National Longitudinal Survey of the High School Class of 1972 and the National Educational Longitudinal Study of 1988, we show that the increase in time to degree is localized among those who begin their postsecondary education at public colleges outside the most selective universities. We consider several potential explanations for these trends. First, we show that changes in the college preparedness and the demographic composition of degree recipients cannot account for the observed increases. Instead, our results identify declines in collegiate resources in the less selective public sector and increases in student employment as potential explanations for the observed increases in time to degree.
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Nettles, Michael T. "History of Testing in the United States: Higher Education." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 38–55. http://dx.doi.org/10.1177/0002716219847139.
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Since the founding of Harvard College, colleges and universities have used many types of examinations to serve multiple purposes. In the early days of student assessment, the process was straightforward. Each institution developed and administered its own unique examination to its own students to monitor their progress and to prospective students who applied for admission. Large-scale standardized tests emerged in the twentieth century in part to relieve the burden placed upon high schools of having to prepare students to meet the examination requirements of each institution to which a student applied. Up to that point, local communities of tutors and teachers were attempting to prepare students to succeed on each higher education institution’s unique examination. Large-scale standardized tests have enjoyed more than a century of popularity and growth, and they have helped higher education institutions to solve problems in admissions and placement, and to measure learning outcomes. Over time, they have also become controversial, especially pertaining to race and class. This article is a historical view of educational testing in U.S. higher education, linking its development with past and present societal challenges related to civil rights laws, prominent higher education policies, and the long struggle of African American people in the United States.
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Zoellner, Kate. "Gratification Theory Provides a Useful Framework for Understanding the Information Seeking Behaviours and Needs of Distinct Populations." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 107. http://dx.doi.org/10.18438/b8rg9t.
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A review of:
Chatman, E. A. (1991). Life in a small world: Applicability of gratification theory to information-seeking behavior. Journal of the American Society for Information Science, 42(6), 438-449.
Objective – Apply gratification theory to the information-seeking behaviours and use of information by a lower working class population.
Design – An ethnographic study framed by social stratification literature was utilized to explore, describe and interpret the everyday information needs, information-seeking behaviours and views of information held by lower working class individuals.
Setting – A major university in the southeast United States, specifically the physical plant facilities including classrooms, bathrooms, janitorial closets, and front steps.
Subjects – The participants were 52 lower working class janitorial staff at a major university. The majority of subjects were single black women in their late 30s. The women had children and were the heads of their households. The women had not completed high school and earned minimum wage; they had been at their jobs for an average of seven years. The workers’ supervisors, and others at the physical plant, were also contacted as part of the study.
Methods – Ethnographic data was collected over a two-year period, 1984-86, through participation in the setting and interviews. A 28-item interview guide was used to identify participants’ job-search strategies, use of mass media, television viewing behaviours, and acceptance of information from individuals and believable sources of information.
Main results – Chatman confirmed the usefulness of gratification theory as a conceptual framework to identify what defines information problems, motivations, and information seeking behaviours for an impoverished population. The results support the findings of social stratification research on the parallel between impoverished individuals’ social life and their orientation toward gratification. A focus on local present reality due to pressing economic and psychological problems orients lower working class individuals toward immediate gratification. Thus, information sources of value to the participants were those readily accessible and easy to use in the moment of need.
The six theoretical propositions of gratification theory Chatman identified through her literature review were applied and confirmed in her analysis of the information behaviours of janitorial workers:
1. Life in a Small World. Lower working class individuals have a local worldview and therefore have limited exposure to job opportunities compared to other populations. The majority of Chatman’s subjects found out about their current job through friends and family employed at the university (51%), or neighbours employed there (11%).
2. Lower Expectations and the Belief in Luck. Individuals of the population have lower expectations of their success and therefore do not actively pursue new opportunities; success is seen as a result of luck. Janitorial workers in the study felt they were lucky to have found their jobs and that their chances of finding a better position were slight and based on “knowing someone” (p. 444).
3. First-Level Lifestyle. Members of the population rely on information from members of their social circles. Study participants sought everyday information from family, friends, neighbours, local newspapers, and television. Information was considered reliable in their view if it aligned with their personal experience, was presented by multiple people, or if the person sharing the information was perceived as trustworthy.
4. Limited-Time Horizon. Lower working class populations experience a time immediacy and limitation different from those of the middle and upper classes. Study participants imagined their future job positions and lifestyles as similar to the ones they currently held, due to perceptions that opportunities were not open to them or worth the effort to pursue. Some exceptions were the possibility of pursuing higher education and having more leisure time in the future.
5. An “Insider” Worldview. The worldview of an insider is focused “on the practical dimensions of life” (p. 445); information relevant to lower working class individuals is that which “solve[s] problematic situations” (p. 441). Study participants’ social conversations revolved around events that reinforced their mental models. Respondents relied on themselves and distrusted those outside their social circles.
6. Use of the Mass Media. Mass media is perceived as a vehicle for passing time, escape, and entertainment, as well as a reflection of lived realities for the population. Respondents indicated that they watched television to pass time, and, secondarily, for practical purposes (e.g., learning how to be safe).
Conclusion – Gratification theory provides a useful framework for library and information professionals to identify how populations define information problems and reliable sources, and their information seeking behaviours and motivations. Chatman’s analysis indicates that the everyday problems faced by the lower working class are not, and will not be, met by traditional sources that information professionals assume to be of value for the population. Based on these research results, Chatman calls on information professionals to critically evaluate and broaden their understanding of how problems are defined and addressed by the specific populations they seek to serve – to consider the relationships between the pressing realities of their service populations and everyday information that addresses those realities. This understanding will enable information professionals to determine if, how, and by what means, they should develop and package information to meet the needs of their service populations and communities.
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Menis, Joseph. "Attitudes towards School, Chemistry and Science among Upper Secondary Chemistry Students in the United States." Research in Science & Technological Education 7, no. 2 (January 1989): 183–90. http://dx.doi.org/10.1080/0263514890070206.
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Ying, Boang. "The Predominancy of Elite Class in College of United States of America." Journal of Education, Humanities and Social Sciences 6 (December 31, 2022): 81–87. http://dx.doi.org/10.54097/ehss.v6i.4045.
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In the United States of America nowadays, when higher education become essential and irreplaceable as a way for people to achieve any kind of success, the universities and colleges which position in the heading ranks select their students relating to the family background: beside the wealth, students are concerned about the social status inheriting from their family, which brings them the advantages to use in the future success extending to the social components. How does the postsecondary education system, especially the most recognizable and reputable schools have the impact over students’ social background? By analyzing the component of student bodies in the current top institution in the United States combining with relevant explanation from Max Weber’s theory about social status, it is clear to see the stratification of social component has already existed in the education system of the United States, as the method for certain social groups to retain their privilege over the generals, maintain a stagnation of social groups. With what has been uncovered in this passage, the inspiration of relatively fair educational system is possible to draw in the future.
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Walker, Alexis J. "Teaching about Race, Gender, and Class Diversity in United States Families." Family Relations 42, no. 3 (July 1993): 342. http://dx.doi.org/10.2307/585565.
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Elpus, Kenneth, and Carlos R. Abril. "High School Music Ensemble Students in the United States." Journal of Research in Music Education 59, no. 2 (May 11, 2011): 128–45. http://dx.doi.org/10.1177/0022429411405207.
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The purpose of this study is to construct a national demographic profile of high school band, choir, and orchestra students in the United States using evidence from the 2004 follow-up wave of the Education Longitudinal Study of 2002. Results indicate that 21% of seniors in the United States’ class of 2004 participated in school music ensembles. Significant associations were found between music ensemble participation and variables including gender, race/ethnicity, socioeconomic status (SES), native language, parents’ education, standardized test scores, and GPA. Certain groups of students, including those who are male, English language learners, Hispanic, children of parents holding a high school diploma or less, and in the lowest SES quartile, were significantly underrepresented in music programs across the United States. In contrast, white students were significantly overrepresented among music students, as were students from higher SES backgrounds, native English speakers, students in the highest standardized test score quartiles, children of parents holding advanced postsecondary degrees, and students with GPAs ranging from 3.01 to 4.0. Findings indicate that music students are not a representative subset of the population of U.S. high school students.
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Freidenberg, Judith, Amy Carattini, Kyla Cools, Leah Bush, Sara Downward, and Johanna McAlister. "United States Nationals in Argentina: The Relevance of the Middle Class Abroad to Migration Studies." Human Organization 81, no. 4 (December 1, 2022): 390–400. http://dx.doi.org/10.17730/1938-3525-81.4.390.
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A concentration on the economic, social, and political impact of new arrivals on the United States has obscured understanding of the departure of United States middle-class cohorts abroad. This article claims that United States emigration and expatriation are relevant to understanding the United States nation-state. This human geographical displacement remains understudied by researchers and unnoticed by policymakers. Addressing two research questions—Who are the United States nationals abroad? And how do they experience otherness?—the article offers a roadmap for enhancing research on emigrant populations to guide policymakers on how to better understand the expatriates. First, we overview existing knowledge on this population from several perspectives, and then we provide descriptive and thematic anthropological analyses of a sample of United States nationals in Buenos Aires, Argentina. An explanatory framework interweaving three conceptual frameworks: dark anthropology, searching for elsewhere, and mobility, is suggested to contribute to understanding the social category of expat and further the understanding of the United States middle class abroad to benefit research, policymaking, and civic education.
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Franko, William W., Nathan J. Kelly, and Christopher Witko. "Class Bias in Voter Turnout, Representation, and Income Inequality." Perspectives on Politics 14, no. 2 (June 2016): 351–68. http://dx.doi.org/10.1017/s1537592716000062.
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The mass franchise led to more responsive government and a more equitable distribution of resources in the United States and other democracies. Recently in America, however, voter participation has been low and increasingly biased toward the wealthy. We investigate whether this electoral “class bias” shapes government ideology, the substance of economic policy, and distributional outcomes, thereby shedding light on both the old question of whether who votes matters and the newer question of how politics has contributed to growing income inequality. Because both lower and upper income groups try to use their resources to mobilize their supporters and demobilize their opponents, we argue that variation in class bias in turnout is a good indicator of the balance of power between upper and lower income groups. And because lower income voters favor more liberal governments and economic policies we expect that less class bias will be associated with these outcomes and a more equal income distribution. Our analysis of data from the U.S. states confirms that class bias matters for these outcomes.
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Hongjuan, Shang. "How First-Class Undergraduate Education Reform in the United States Can Inform the Development of Double First Class Education in China." Chinese Education & Society 51, no. 4 (July 4, 2018): 282–93. http://dx.doi.org/10.1080/10611932.2018.1481640.
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Parscale, Steve, Lester C. Reams, and Tatiana Andrienko-Genin. "US Accreditation as a World-Class Education Quality Indicator." Filosofiya osvity. Philosophy of Education 28, no. 1 (August 25, 2022): 86–118. http://dx.doi.org/10.31874/2309-1606-2022-28-1-6.
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On the turning point of European and world history, it is extremely important to unveil and effectively utilize the potential of effective high-quality education to make the future better for generations to come. Higher education quality management through accreditation has a long history of development in the United States, and time-proven standards, stimulating accredited institutions to continually improve academic quality.
The concepts, systems, principles and practices of accreditation arouse in the United States out of the need to meet the demands for quality, and evolved over decades, to form a coherent set of standards and frameworks of continuous improvement in all meaningful directions of the educational institutions’ life, striving for teaching excellence and high learning outcomes. At present, accreditation principles and processes, as exemplified by the Accreditation Council for Business Schools and Programs (ACBSP) programmatic accreditation, are implemented in the US and numerous countries of the world, to ensure high standard and continuous improvement of business education quality, to raise the competitiveness of educational institutions in response to the expectations of public (primarily, students and their families), governments, employers, universities/colleges, academics, and broader communities.
This study establishes the correlation of the quality management system via ACBSP accreditation with the continuous improvement of business education quality. This study also provides statistical evidence that the application of quality management principles at institutions of higher education with accredited business programs did result in the association with enhanced student learning outcomes.
Higher education quality management leads to higher employability of the institution’s graduates. Since the quality of education is crucial for the country’s economic growth and prosperity, the business education institutions and programs in Ukraine and other Central and Eastern European and Eurasian countries may benefit from implementing quality management through ACBSP accreditation for their undergraduate, graduate, and postgraduate (doctoral) business programs, to satisfy ever-rising expectations of candidates for top managerial and leadership positions.
The research suggests that 51% of the institutions of higher education with business programs in the United States, and 93% of the institutions of higher education worldwide could benefit from implementing accreditation principles and processes to maintain and enhance their education quality and competitiveness in the world business education market, for the sake of highest recognition of their graduates’ diploma on the global job markets and significant increase of their employability.
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Decker, Jim, and Paul Jansma. "Physical Education Least Restrictive Environment Continua Used in the United States." Adapted Physical Activity Quarterly 12, no. 2 (April 1995): 124–38. http://dx.doi.org/10.1123/apaq.12.2.124.
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For over 15 years it has been public policy to educate students with disabilities, to the maximum extent possible, in the least restrictive environment (LRE) alongside their peers without disabilities. However, scarce empirical data exist documenting nationwide efforts to comply with the LRE mandate. The purpose of this study was to determine what types of LRE continua are in use in physical education throughout the United States. Subjects were physical education personnel in 452 schools throughout the United States. Data were collected regarding the usage of physical education LRE placement continua across enrollment level, grade range, metro status, and geographic region. Results indicate that while numerous (N = 26) physical education LRE continua were used during the 1988-89 school year, in most cases students with disabilities received physical education in a regular class setting with little or no access to adapted physical education. These results indicate that the utility of traditional physical education LRE placement continua may be suspect.
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McCarthy, John, and S. Alan Silliker. "Weekend Formats in Counsellor Education: A Case Example in the United States." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 265–72. http://dx.doi.org/10.1375/ajgc.16.2.265.
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AbstractVarious course and program formats have been developed to better meet the needs of graduate students. One of them is the development of weekend-only courses and programs. This article examines one weekend counsellor education format in the United States, the St. Bonaventure University program offered in the Buffalo (New York) area, in detail. This program is offered approximately 60 miles from its main campus, and 10 cohorts have graduated since its inception in 1995. Advantages of the program include closer learner–instructor relationships as well as the community spirit that is created through lengthier class times. Covering and learning course material in shorter time spans are important challenges. Suggestions for implementation of a weekend program are included.
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Siahaan, Manuela Indriati, and Robby Satria. "REFLECTION OF SOCIAL CLASS CONFLICT IN “THE NOTEBOOK” NOVEL BY SPARKS." JURNAL BASIS 9, no. 2 (October 22, 2022): 204–12. http://dx.doi.org/10.33884/basisupb.v9i2.5775.
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This thesis is an analysis of the novel entitled "The Notebook" by Nicholas Sparks. This novel talks about social class conflicts that occur in the United States. Where two suitors from different classes compete for the one woman they love. This thesis uses a sociological approach and analyzes the distribution of social class in this novel and the social class conflicts that occur in this novel. In this thesis, the writer uses sociology of literature theory and social class theory to analyze the novel. The method used in writing this thesis is a qualitative descriptive method. This class difference is created because of the existence of social class groups, where they classify their social class, namely the upper class and the middle class. Where the upper class does not want to accept the middle class into their class. Differences in social class are measured by power or wealth, privileges and prestige that affect the position, lifestyle, habits and behavior between the upper and middle classes so that the gap between the two classes is so striking. The conflict that occurs is the gap in social status in life or family relationships. This gap affects the thinking of upper families who cannot accept any class group lower than them to enter their family. The theory used is the theory of sociology with experts Max Weber and Karl Max.
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Hsu, Chia-Fang (Sandy), and I.-Ting (Joyce) Huang. "Are International Students Quiet in Class? The Influence of Teacher Confirmation on Classroom Apprehension and Willingness to Talk in Class." Journal of International Students 7, no. 1 (January 1, 2017): 38–52. http://dx.doi.org/10.32674/jis.v7i1.244.
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This study investigated the influence of teacher confirmation (TC) on classroom apprehension (CCA) and willingness to talk in class (WTT) among international students in the United States. The participants (N=121) completed a battery of self-report instruments online. Results confirmed a path model that TC positively predicts classroom connectedness, which in turn, positively influences self-perceived language competence, which subsequently reduces CCA and increases WTT. The influences of length of stay in the U.S. and class size were controlled in the model, while culture of origin and class type did not influence CCA and WTT. Implications of these findings were further discussed.
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George, Stacy Keogh. "Teaching globalisation in the social sciences." Learning and Teaching 10, no. 3 (December 1, 2017): 20–33. http://dx.doi.org/10.3167/latiss.2017.100303.
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Abstract This article describes the incorporation of a refugee simulation into an upper-division sociology course on globalisation at a liberal arts institution in the United States. The simulation is designed to inform students of the refugee process in the United States by inviting participants to immerse themselves in refugee experiences by adopting identities of actual refugee families as they complete four stages of the refugee application process. Student reactions to the refugee simulation suggest that it is an effective tool for demonstrating the complexities of the refugee experience in the United States and for evoking social empathy.
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Tornier, Etienne. "« This new-born word is rococo » Généalogie et fortune du rococo aux États-Unis." Zeitschrift für Kunstgeschichte 80, no. 4 (December 30, 2017): 498–514. http://dx.doi.org/10.1515/zkg-2017-0026.
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Abstract This article deals with the use of the term ‘rococo’ in the English language and more specifically in the United States, where it is today used to describe both the style of eighteenth-century cabinetmakers, and American mid-nineteenth-century furniture. Yet, the term was not favored by furniture makers and dealers before the end of the nineteenth century. Offering a precise analysis of the roots of the term in the United States, this article sheds light on its semantic evolution since the 1830s, through a variety of sources including newspapers, art journals, and ephemera, and in relation with the fluctuating taste of middle- and upper-class American households throughout the nineteenth century.
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Ganguly, Saptarsi, and Amit Majumder. "Current Tendencies in Corporate White-Collar Crimes in the United Kingdom, USA and India and their Conceivable Explanations – A Study." JOURNAL OF ACADEMIC ADVANCEMENT 1, no. 2 (2022): 69–76. http://dx.doi.org/10.58574/jaa.2022.v1.i2.07.
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The modern-day corporate world has been suffering from corporate white-collar crimes for the last few decades. The principal distress in this regard is that the menace comes from the upper elite class of the social hierarchy. The concerned study provides appreciated statistics regarding corporate white-collar crimes in the last few years in the United Kingdom, the United States of America, and, India. The study further debates the causes of such crimes in the corporate arena and aims to ascertain the root cause of such crimes using allegorical understandings from Greek mythological parables.
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Sasamon, Srisuthisak, and Linda Clark Amankwaa. "Public Display of Affection in Couples Attending Childbirth Education Classes: Implications for Practice in Thailand." Journal of Perinatal Education 12, no. 4 (September 1, 2003): 8–15. http://dx.doi.org/10.1891/1058-1243.12.4.8.
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The purpose of this article is to describe couples’ touch behaviors and positions during their interactions in childbirth education class exercises in the United States—practices that might be construed differently among couples in Thailand. Using observations collected at childbirth education classes conducted in the United States during the fall of 2002, the author found four positions that would be considered culturally sensitive with her Thai experiences. Perhaps with some modifications in the technique, mothers and their partners in in the technique, mothers and their partners in Thailand will more readily accept childbirth education classes.
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Reynolds, Rema E. "We've Been Post-Raced: An Examination of Negotiations between Race, Agency, and School Structures Black Families Experience within “Post-Racial” Schools." Teachers College Record: The Voice of Scholarship in Education 117, no. 14 (November 2015): 148–70. http://dx.doi.org/10.1177/016146811511701410.
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This chapter draws from empirical research on middle-class African American families to examine the ways middle-class African American parents and students make meaning of their experiences within public schools. In light of the current mainstream contention that the United States has entered a post-racial epoch with the election of the first African American president, this work posits that post-racial rhetoric obfuscates the continued racialized experiences of Black families regardless of class status. In particular, this work examines how middle-class African American families navigate conversations about race, agency, and structure as they relate to access and opportunities in education and society as a whole.
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Karen, David. "The Politics of Class, Race, and Gender: Access to Higher Education in the United States, 1960-1986." American Journal of Education 99, no. 2 (February 1991): 208–37. http://dx.doi.org/10.1086/443979.
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Barney, David C., Corbin Stringham, and Keven A. Prusak. "Physical Education Teacher Education Majors’ Perceptions and Opinions of Social Skills in Physical Education Class." Physical Educator 79, no. 5 (September 12, 2022): 533–47. http://dx.doi.org/10.18666/tpe-2022-v79-i5-10960.
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The world requires that people interact with those they work with, live with, and play with. Because of these interactions with others, it is important that people exhibit proper social skills to get along and be successful in everyday activities. Within an educational context physical education (PE) class is a prime place for students to learn social skills and interact with classmates and their teachers properly. Research has been conducted in the context of PE with populations of K–12 students and PE teachers. Yet there is a paucity of research with physical education teacher education (PETE) majors regarding social skills in PE class. Thus, the purpose of this study was to investigate PETE majors’ perceptions and opinions of social skills in PE. For this study, 30 PETE majors (5 males, 25 females) from a private university in the Western United States were surveyed regarding their perceptions and opinions of social skills in PE class. It was generally found that PETE majors feel they will play an important part in teaching students’ proper social skills, sportsmanship is an important aspect in PE class, and PE class is a great context in which to teach social skills compared to other content areas.