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"Newkirk, Thomas"
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Roles for Implicit Bias Science in Antidiscrimination Law
Declining scholarly interest in intentional discrimination may be due to rapid growth of interest in systemic biases and implicit biases. Systemic biases are produced by organizational personnel doing their assigned jobs, but nevertheless causing adverse impacts to members of protected classes as identified in civil rights laws. Implicit biases are culturally formed stereotypes and attitudes that cause selective harms to protected classes while operating mostly outside of conscious awareness. Both are far more pervasive and responsible for much greater adversity than caused by overt, explicit bias, such as hate speech. Scientific developments may eventually influence jurisprudence to reduce effects of systemic and implicit biases, but likely not rapidly. We conclude by describing possibilities for executive leadership in both public and private sectors to ameliorate discrimination faster and more effectively than is presently likely via courts and legislation.
Journal Article
Research and Policy: Unbalanced Literacy: Reflections on the Common Core
While the Common Core State Standards (CCSS) in ELA were welcomed by many progressive educators, their implementation has raised serious questions of viability. This review looks specifically at two key features of the reading standards-the focus on “text dependent” questions and the benchmarks for “text complexity.” It is argued that text dependency, with its limiting focus on “the text itself, fails to account for the transaction between reader and text. The higher standards for text complexity were created in the belief that the difficulty of texts in elementary schools has declined in recent decades, a claim disputed by reading experts. The review concludes that there is little empirical evidence that the proposed dramatic increases in text complexity are warranted or even possible.
Journal Article
unbalanced Literacy: reflections on the Common Core
When the CCSS were rolled out in 2010, they were met with widespread approval by many progressive educators. It seemed that we were coming out from under the cloud of No Child Left Behind, leaving behind the scandals of Reading First, the imbalanced emphasis on decoding, and endless sanctions for failing to meet unrealizable standards. The new Standards emphasized comprehension, higher-level thinking, and close, attentive reading. By pushing for challenging reading, the Standards promised to break through the ceilings created by rigid adherence to leveled texts. At long last, the processes of reading and writing were stressed. The Standards pushed for attention to a robust range of texts -- informational, argumentative, and narrative -- starting in the early grades. And for the first time, they created parity between reading and writing. And best of all, the CCSS claimed to still allow teachers agency in how the standards should be taught.
Journal Article
“The proper density”: Walker Percy and the Danger of Theory
Imagine a student's minds, under this time pressure, lighting on the example of Atticus Fitch in To Kill a Mockingbird, and using his actions as an example (a specimen) of the possibility of human progress, while acknowledging the persistence of racism. Literature becomes something else-usually moral philosophy or social history, actually bad social history. [...]it is impossible to read this opening in the \"text dependent\" way advocated by David Coleman and Susan Pimentel, authors of the Common Core State Standards, in their guide to publishers.
Journal Article
Review of Research
This essay examines the early formulations of writing process pedagogy and notes early criticisms of this model—specifically the assumption that young writers are fundamentally similar to more experienced, even published, writers. The developmental issue remains controversial today as Anne Dyson and others make the case for the media-saturated “hybrid” texts that young writers often create. Her position on development complicates current orthodox notions of topic choice and genre in children’s writing.
Journal Article
Popular Culture and Writing Development
The newspaper articles . . . about the upcoming Senate investigation into comic books always cited \"escapism\" among the litany of injurious consequences and dwelled on the pernicious effect, on young minds, of satisfying the desire to escape.
Journal Article
