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This book moves the discussion of affirmative action beyond the United States to other countries that have had similar policies, often for a longer time than Americans have. It also moves the discussion beyond the theories, principles, and laws that have been so often debated to the actual empirical consequences of affirmative action in the United States and in India, Nigeria, Malaysia, Sri Lanka, and other countries. Both common patterns and national differences are examined. Much of what emerges from a factual examination of these policies flatly contradicts much of what was expected and much of what has been claimed.

This comprehensive, state-of-the-art reference work provides the first systematic review to date of how sociologists have studied the relationship between race/ethnicity and educational inequality over the last thirty years in eighteen different national contexts.

This volume presents the findings and recommendations of the American Educational Research Association's (AERA) Commission on Research in Black Education (CORIBE) and offers new directions for research and practice. By commissioning an independent group of scholars of diverse perspectives and voices to investigate major issues hindering the education of Black people in the U.S., other Diaspora contexts, and Africa, the AERA sought to place issues of Black education and research practice in the forefront of the agenda of the scholarly community. An unprecedented critical challenge to orthodox thinking, this book makes an epistemological break with mainstream scholarship. Contributors present research on proven solutions--best practices--that prepare Black students and others to achieve at high levels of academic excellence and to be agents of their own socioeconomic and cultural transformation. These analyses and empirical findings also link the crisis in Black education to embedded ideological biases in research and the system of thought that often justifies the abject state of Black education. Written for both a scholarly and a general audience, this book demonstrates a transformative role for research and a positive role for culture in learning, in the academy, and in community and cross-national contexts. Volume editor Joyce E. King is the Benjamin E. Mays Endowed Chair of Urban Teaching, Learning and Leadership at Georgia State University and was chair of CORIBE. Additional Resources Black Education [CD-ROM] Research and Best Practices 1999-2001 Edited by Joyce E. King Georgia State University Informed by diverse perspectives and voices of leading researchers, teacher educators and classroom teachers, this rich, interactive CD-ROM contains an archive of the empirical findings, recommendations, and best practices assembled by the Commission on Research in Black Education. Dynamic multi-media presentations document concrete examples of transformative practice that prepare Black students and others to achieve academic and cultural excellence. This CD-ROM was produced with a grant from the SOROS Foundation, Open Society Institute. 0-8058-5564-5 [CD-ROM] / 2005 / Free Upon Request A Detroit Conversation [Video] Edited by Joyce E. King Georgia State University In this 20-minute video-documentary a diverse panel of educators--teachers, administrators, professors, a \"reform\" Board member, and parent and community activists--engage in a \"no holds barred\" conversation about testing, teacher preparation, and what is and is not working in Detroit schools, including a school for pregnant and parenting teens and Timbuktu Academy. Concrete suggestions for research and practice are offered. 0-8058-5625-0 [Video] / 2005 / $10.00 A Charge to Keep [Video] The Findings and Recommendations of te AERA Commission on Research in Black Education Edited by Joyce E. King Georgia State University This 50-minute video documents the findings and recommendations of the Commission on Research in Black Education (CORIBE), including exemplary educational approaches that CORIBE identified, cameo commentaries by Lisa Delpit, Gloria Ladson-Billings, Kathy Au, Donna Gollnick, Adelaide L. Sanford, Asa Hilliard, Edmund Gordon and others, and an extended interview with Sylvia Wynter. 0-8058-5626-9 [Video] / 2005 / $10.00 Contents: Foreword. Preface. Part I: Theorizing Transformative Black Education Research and Practice. J.E. King, A Transformative Vision of Black Education for Human Freedom. J.E. King, A Declaration of Intellectual Independence for Human Freedom. Part II: Taking Culture Into Account: Learning Theory and Black Education. C.D. Lee, The State of Knowledge About the Education of African Americans. C.D. Lee, Intervention Research Based on Current Views of Cognition and Learning. Part III: Expanding the Knowledgebase in Black Education and Research Globally. W.H. Watkins, Colonial Education in Africa: Retrospects and Prospects. K. Freeman, Black Populations Globally: The Costs of the Underutilization of Blacks in Education. Part IV: Engaging the Language and Policy Nexus in African Education. H.O. Maiga, When the Language of Education Is Not the Language of Culture: The Epistemology of Systems of Knowledge and Pedagogy. B. Lindsay, Initiating Transformations of Realities in African and African American Universities. Part V: Situating Equity Policy and Pedagogy in the Political Economic Context. L. Darling-Hammond, New Standards and Old Inequalities: School Reform and the Education of African American Students. J.G. Nembhard, On the Road to Democratic Economic Participation: Educating African American Youth in the Postindustrial Global Economy. Part VI: Humanizing Education: Diverse Voices. J.E. King, S. Parker, A Detroit Conversation. Z. Muhammad, Faith and Courage to Educate Our Own: Reflections on Islamic Schools in the African American Community. Part VII: Globalizing the Struggle for Black Education: African and Diaspora Experiences. I. Seck, Worldwide Conspiracy Against Black Culture and Education. C. Wright, Black Educational Experiences in Britain: Reflections on the Global Educational Landscape. T.J. Machado da Silva, Black People and Brazilian Education. P.B. Gonçalves e Silva, A New Millennium Research Agenda in Black Education: Some Points to Be Considered for Discussion and Decisions. Part VIII: \"Ore Ire\"--Catalyzing Transformation in the Academy: Our Charge to Keep. L.C. Tillman, Culturally Sensitive Research and Evaluation: Advancing an Agenda for Black Education. A. Henry, \"Anayme Nti\"-- As Long As I Am Alive, I Will Never Eat Weeds: The Online Institute As a Catalyst for Research and Action in Black Education. C.A. West-Olatunji, Incidents in the Lives of Harriet Jacobs' Children--A Readers Theatre: Disseminating the Outcomes of Research on the Black Experience in the Academy. D. Hill, Answering a Call for Transformative Education in the New Millennium--\"A Charge to Keep\": The CORIBE Documentary Video. Afterword. Postscript. Appendices.

This volume fosters global dialogue on race and ethnicity, sharing strategies and solutions to overcome challenges. It highlights models, programs, and frameworks making a positive impact in K-12, higher education, and professional fields. The book explores the potential of information technology to build dialogue across differences.

Although recent scholarship has examined gender issues in Judaism with regard to texts, rituals, and the rabbinate, there has been no full-length examination of the education of Jewish children in day schools. Drawing on studies in education, social science, and psychology, as well as personal interviews, the authors show how traditional (mainly Orthodox) day school education continues to re-inscribe gender inequities and socialize students into unhealthy gender identities and relationships. They address pedagogy, school practices, curricula, and textbooks, as along with single-sex versus coed schooling, dress codes, sex education, Jewish rituals, and gender hierarchies in educational leadership. Drawing a stark picture of the many ways both girls and boys are molded into gender identities, the authors offer concrete resources and suggestions for transforming educational practice.

Intro -- Contents -- Preface -- CHAPTER 1: An International Perspective -- CHAPTER 2: Affirmative Action in India -- CHAPTER 3: Affirmative Action in Malaysia -- CHAPTER 4: Affirmative Action in Sri Lanka -- CHAPTER 5: Affirmative Action in Nigeria -- CHAPTER 6: Affirmative Action in the United States -- CHAPTER 7: The Past and the Future -- Notes -- Index.

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants' learning experiences Boys-only classes as a response to 'the problem of underachieving boys' Men's perspectives on learning to become parents Community learning, gender and public policy Older men's perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning. Gender, Mascu

The study examines the historical origins of existing cross-cultural differences in beliefs and values regarding the appropriate role of women in society. We test the hypothesis that traditional agricultural practices influenced the historical gender division of labor and the evolution of gender norms. We find that, consistent with existing hypotheses, the descendants of societies that traditionally practiced plough agriculture today have less equal gender norms, measured using reported gender-role attitudes and female participation in the workplace, politics, and entrepreneurial activities. Our results hold looking across countries, across districts within countries, and across ethnicities within districts. To test for the importance of cultural persistence, we examine the children of immigrants living in Europe and the United States. We find that even among these individuals, all born and raised in the same country, those with a heritage of traditional plough use exhibit less equal beliefs about gender roles today.

The gender gap in education that has long favored men has reversed for young adults in most upper- and middle-income countries. This reversal has major implications for the composition of marriage markets, assortative mating, gender equality, and marital outcomes such as divorce and childbearing. We focus on the implications for assortative mating and, in particular, for educational hypergamy: the pattern in which husbands have more education than their wives. We present findings from an almost comprehensive world-level analysis using census and survey microdata from 420 samples and 120 countries for the period 1960-2011. The reversal of the gender gap in education is strongly associated with the end of hypergamy and increases in hypogamy (wives having more education that their husbands). We provide near universal evidence of this trend, examine whether women are more likely to be the breadwinners when they marry men with lower education than themselves, discuss recent research regarding divorce risks among hypogamous couples, and examine attitudes about women earning more than their husbands.